Article Per Year (5 Year)
p-Index From 2020 - 2025
2.386
P-Index
This Author published in this journals
All Journal Jurnal Tadris Kimiya Lantanida Journal SPEKTRA: Jurnal Kajian Pendidikan Sains Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan Kimia (JRPK) Jurnal Pengabdian Al-Ikhlas Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan COUNSENESIA Indonesian Journal of Guidance and Counseling ProGCouns: Journal of Professionals in Guidance and Counseling Indonesian Research Journal on Education Lex Stricta : Jurnal Ilmu Hukum Jurnal Pendidikan MIPA
Sanjaya sanjaya
Program Studi Pendidikan Kimia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Jurnal Tadris Kimiya

 1 
An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Abstract

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.
An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Abstract

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.
Co-Authors A. Rachman Ibrahim, A. Rachman Ad’hiya, Eka Adhiya, Eka Affreddyan, Affreddyan Amalia, Rizki Fitri Aminah Aminah Andi Suharman, Andi Asmiati, Lisya Awalia, Awalia Butar, Darwin Butar Diah Kartika Sari Eka Ad’hiya Farial, Farial Futri, Elisa Hadeli L, M Hadeli, Muhammad Heiriyah, Ainun KARTIKA SARI, DIAH L., Muhammad Hadeli Nurmiati Nurmiati Prasetia, Muhammad Eka Rachman Ibrahim, Abdul Roby, Roby Rudi Haryadi, Rudi Seren Nabila Sukaryawan, Made syarani, meylina Tohari, Sabit