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All Journal Jurnal Pendidikan Kimia Indonesia Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Edu Sains: Jurnal Pendidikan Sains dan Matematika Orbital: Jurnal Pendidikan Kimia Journal of Natural Science and Integration Journal of Educational Chemistry (JEC) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)

Wiwik Kartika Sari

Universitas Islam Negeri Walisongo Semarang

Author-ID : 3793882

Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

Published : 8 Documents Claim Missing Document

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Articles

Marzano Taxonomy-Based Assessment Instrument to Measure Analytical and Creative Thinking Skills Wiwik Kartika Sari; Ella Izzatin Nada
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpk.v6i1.40117

Penilaian merupakan salah satu aspek penting dalam proses pembelajaran. Penilaian yang didesain dengan baik akan dapat mengukur kemampuan siswa sesuai tujuan pembelajaran yang telah ditetapkan. Kemampuan berpikir analitis dan kreatif merupakan kemampuan esensial yang harus dikuasai oleh siswa. Instrumen tes yang digunakan oleh guru dalam penilaian hasil belajar siswa pada pembelajaran jarak jauh masih mengukur kemampuan berpikir rendah Tujuan penelitian ini yaitu mengembangkan instrumen penilaian berbasis Taksonomi Marzano untuk mengukur kemampuan berpikir analitis dan kreatif. Penelitian ini merupakan penelitian pengembangan. Model yang digunakan adalah 4D sampai tahap development. Instrumen yang telah didesain kemudian divalidasi oleh 3 pakar dan dinyatakan valid. Instrumen kemudian diuji cobakan kepada 450 siswa kelas XI. Data hasil ujicoba kemudian dianalisis menggunakan SPSS. Berdasarkan hasil analisi data diketahui bahwa 17 butir soal yang dikembangkan valid, reliabel, memiliki tingkat kesukaran dan daya pembeda yang memadai. Instrumen penilaian ini dapat membantu guru mengukur kemampuan berpikir analitis dan kreatif dibarengi dengan proses pembelajaran di kelas menggunakan metode pembelajaran yang merangsang siswa berpikir tingkat tinggi.

ANALISIS LITERASI DIGITAL CALON GURU KIMIA DALAM PELAKSANAAN PPL BERBASIS VIRTUAL DI MASA PANDEMI COVID-19 Wiwik Kartika Sari; Ella Izzatin Nada
Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v4i2.6704

The COVID-19 pandemic has changed the offline learning process to be online, including the implementation of Field Experience Practices (PPL) activities carried out by chemistry education students. The online learning process which is carried out requires students to be proficient in the use of technology. This study aims to analyze the digital literacy skills of chemistry teacher candidate students. This research is a qualitative descriptive which the subjects were 60 students of chemistry education. Data were collected through survey and interview techniques. The instrument used to collect data was a digital literacy questionnaire which was declared valid and reliable based on the instrument test results. The digital literacy aspects tested are information, communication, content creation, safety, and problem solving. Based on the research data analysis, it can be concluded that the digital literacy skills of chemistry teacher candidate students are good. The percentage of the digital literacy level of chemistry education students on each indicator was 87% in the information category, 82% in the communication category, 78% in the content-creator category, 82% in the safety category, and 82% in the problem solving category.

Efektivitas Lesson Design Berbasis Hypothetical Learning Trajectory dalam Pembelajaran Faktor yang Mempengaruhi Laju Reaksi Wiwik Kartika Sari; Ella Izzatin Nada
Journal of Natural Science and Integration Vol 3, No 1 (2020): JNSI
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Perencanaan pembelajaran merupakan aspek penting untuk menciptakan pembelajaran yang berkualitas. Kualitas pembelajaran dapat ditinaju dari dialog dan aktivitas yang terjadi di kelas. Dialog yang efektif akan terjadi ketika interaksi antara guru dan siswa dapat secara kritis menginterogasi topik pelajaran, mengekspresikan dan mendengarkan banyak sudut pandang, serta menciptakan proses pembelajaran yang berpusat pada siswa. Dialog yang efektif adalah dialog yang responnnya terantisipasi sehingga tujuan pembelajaran tercapai. Prediksi dan antisipasi respon dapat disusun dalam suatu lintasan pembelajaran yang biasa disebut hypothetical learning trajectory. Tujuan dari penelitian ini adalah untuk menganalisis prediksi respon siswa dan antisipasi respon dalam lesson design dengan respon siswa saat proses pembelajaran serta untuk mengetahui kecenderungan aktivitas pembelajaran. Metode dalam penelitian ini adalah deskriptif kualitatif dengan sampel sebanyak 32 siswa kelas XI. Materi pada penelitian ini adalah faktor yang mempengaruhi laju reaksi. Proses pembelajaran direkam dan ditranskrip, dialog selama proses pembelajaran dianalisis kesesuaiannya dengan prediksi respon siswa dan antisipasi respon yang ada dalam lesson design. Hasil analisis menunjukan bahwa 16% prediksi respon siswa tidak muncul, 21% respon siswa diluar prediksi dan 63% respon sesuai dengan prediksi respon yang telah disiapkan serta kecenderungan aktivitas selama proses pembelajaran menunjukan pembelajaran berpusat pada siswa. Melalui penelitian ini, dapat diketahui bahwa tugas – tugas yang dikembangkan guru, pertanyaan dan umpan balik yang diberikan atas respon siswa mempengaruhi kedalaman dan keluasan pemikiran siswa.

Development of Information Literacy Worksheets Based on Guided Inquiry Approach on Acid-Base Material Zia Nujunda Shaumi; Anissa Adiwena Putri; Wiwik Kartika Sari
Jurnal Pendidikan dan Pembelajaran Kimia Vol 11, No 2 (2022): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

The ease of accessing information can cause problems for students if the information obtained cannot be accounted for. Students’ information literacy can be improved through appropriate learning resources and learning media. The aims of this research is to develop teaching materials in the form of worksheets based on information literacy based on a guided inquiry approach on acid-base materials. This research uses the ADDIE development model which is carried out until the development stage. The data collection technique used a questionnaire to determine the feasibility and practicality of the worksheet. The feasibility of the worksheet was assessed by 3 expert validators. The interest and practicality of worksheet are assessed by the responses of students and teachers. The results of the validation test by experts are 85% in the very feasible category. The results of the response test of students and teachers were categorized as very interested and very practical with percentages of 92% and 91%, respectively. Based on the results of the assessment, information literacy worksheet based on a guided inquiry approach on acid-base material is very suitable to be used as acid-base teaching materials to improve information literacy.

Pelatihan Pengembangan Instrumen HOTS bagi Guru Kimia SMA dan MA di Kota Semarang sebagai Upaya Mewujudkan Paradigma Pendidikan Abad 21 Wiwik Kartika Sari; Ella Izzatin Nada; Busiri AH
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 22, No 1 (2022)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Assessment is a process to measure students' thinking skills and learning outcomes. Teachers must be able to develop assessment instruments by the demands of the curriculum for assessing higher-order thinking skills. The purpose of this service activity is to provide training in the development of HOTS assessment instruments for SMA/MA teachers in the Semarang. The method used in this service is the discourse and discussion method using an active participatory approach and technical guidance. Training activities are carried out online through the Zoom channel. The number of participants who took part in the training was 18 teachers. The results of this training activity are the teacher's ability to develop the HOTS assessment instrument for chemistry learning by the educatioradigm 21 and the 2013 curriculum. The skills developed include: identifying higher order thinking indicators according to the taxonomy, identifying higher order thinking indicators based on HOTS types, compiling an assessment grassessmentoping questions, making answer keys, and scoring, rubrics.Penilaian merupakan proses untuk mengukur kemampuan berpikir dan hasil belajar siswa. Guru harus mampu mengembangkan instrumen penilaian sesuai dengan tuntutan kurikulum, yaitu instrumen penilaian kemampuan berpikir tingkat tinggi. Tujuan dari kegiatan pengabdian ini adalah memberikan pelatihan pengembangan instrumen penilaian High Order Thinking Skills (HOTS) bagi guru SMA/MA di Kota Semarang. Metode yang digunakan dalam pengabdian ini adalah metode ceramah dan tanya jawab dengan menggunakan pendekatan partisipatif aktif dan bimbingan teknis. Kegiatan pelatihan dilakukan secara daring melalui kanal Zoom. Jumlah peserta yang mengikuti kegiatan pelatihan sebanyak 18 orang terdiri dari 16 guru SMA dan 2 guru MA. Hasil kegiatan pelatihan ini berupa kemampuan guru dalam mengembangkan instrumen penilaian HOTS untuk pembelajaram kimia sesuai dengan paradigma pendidikan 21 dan kurikulum 2013. Kemampuan yang dikembangkan antara lain: mengidentifikasi indikator berpikir tingkat tinggi sesuai dengan taksonomi, mengidentifikasi indikator berpikir tingkat tingggi berdasarkan jenis HOTS, menyusun kisi-kisi penilaian, mengembangkan butir soal, membuat kunci jawaban dan rubrik penilaian.

Analisis kemampuan argumentasi ilmiah mahasiswa pendidikan kimia pada pembelajaran daring Wiwik Kartika Sari; Ella Izzatin Nada
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 10, No 2 (2022): VOLUME 10 NOMOR 2 DESEMBER 2022
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v10i2.3173

Kemampuan argumentasi ilmiah merupakan kemampuan esensial yang harus dikuasai oleh mahasiswa pendidikan sebagai bagian dari literasi sains. Argumentasi ilmiah merupakan kemampuan mengkaitkan klaim, bukti ilmiah dan alasan yang rasional. Penelitian ini bertujuan untuk menganalisis kemampuan argumentasi ilmiah mahasiswa pendidikan kimia pada proses pembelajaran daring. Penelitian ini merupakan penelitian deskriptif kualitatif dengan subjek penelitian 20 mahasiswa pendidikan kimia semester 2 yang mengambil mata kuliah kimia dasar II. Instrumen yang digunakan untuk mengukur kemampuan argumentasi ilmiah mahasiswa adalah instrumen penilaian berpikir tingkat tinggi yang terdiri dari 5 soal. Instrumen tersebut telah divalidasi melalui proses expert judgment dan dinyatakan valid. Hasil analisis data menunjukan bahwa kemampuan argumentasi ilmiah mahasiswa pendidikan kimia selama proses pembelajaran daring berada pada kategori sedang. Kemampuan argumentasi mahasiswa rata – rata berada pada level 1-2. Hasil penelitian ini dapat digunakan sebagai dasar untuk merencanakan proses pembelajaran. Kegiatan yang melibatkan argumentasi mahasiswa perlu ditingkatkan untuk mengembangkan kemampuan pemahaman konsep dan keterampilan berargumentasi.

The Correlation Between Adversity Quotient and Critical Thinking Ability of Chemistry Education Students Fauziatul Khusna; Wiwik Kartika Sari; Ella Izzatin Nada
Journal of Educational Chemistry (JEC) Vol 5, No 1 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.1.16146

In the globalization era, the ability to think critically is a crucial skill for students to navigate through tough competition. One internal factor influencing a person's critical thinking ability is Adversity Quotient (AQ). It provides an overview of how well students can respond and tackle obstacles while honing their essential thinking skills. This study explored the correlation between AQ and students' critical thinking abilities, specifically when working on chemistry problems related to salt hydrolysis. The research involved 30 students majoring in Chemistry Education, selected using a proportional stratified random sampling technique. A questionnaire was administered to measure AQ, while students' critical thinking skills were assessed through a description test. Subsequently, the data were analyzed using the Pearson correlation test, which yielded a correlation coefficient of 0.299, indicating that the correlation between AQ and students' critical thinking skills was not significant (p0.05). Further analysis is required to delve deeper into the correlation between AQ and critical thinking and identify other factors influencing necessary thinking skills.

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic Ella Izzatin Nada; Wiwik Kartika Sari*
Jurnal Pendidikan Sains Indonesia Vol 10, No 1 (2022): JANUARY 2022
Publisher : Universitas Syiah Kuala

Everyone has different creative potential. These differences can be influenced by experience, thinking patterns, ways of determining points of view, and other factors, including gender. This study aims to describe the profile of student's creative thinking skills from a gender perspective. The subjects were 450 high school students at Semarang City. The method used in this research is descriptive based on a comparative quantitative approach by using a test instrument. The test used in this study is a description test which consists of 10 questions arranged using Taxonomy Marzano. The results showed that the creative thinking skills between male and female students generally did not significantly differ. The differences in the characteristics of creative thinking skills can be seen in the fluency, flexibility, and elaboration indicators, while on the originality indicator, there is no significant difference. Differences in characteristics in this study are caused by differences in reasoning patterns between male and female students in solving given chemical problems. Male students tend to express many ideas and varied reasoning answers, while female students detail the solutions they put forward.

Co-Authors Alighiri, Dante Anissa Adiwena Putri Busiri AH Drastisianti, Apriliana Ella Izzatin Nada Fauziatul Khusna Julia Mardhiyah Melida Sholikhah Dwi Fametya Nurul Atsna Qonita Zia Nujunda Shaumi

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