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Journal : Jurnal Pengajaran MIPA

 1 
THE DEVELOPMENT OF DIAGNOSTICS TEST FOR ELICITING STUDENTS’ MENTAL MODEL ABOUT SOLUBILITY EQUILIBRIA Wiji, Wiji; Rahmi, Chusnur; Mulyani, Sri; Widhiyanti, Tuszie
Jurnal Pengajaran MIPA Vol 23, No 1 (2018): Jurnal Pengajaran MIPA - April 2018
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v23i1.13923

Abstract

Eliciting students’ mental model will enable teachers to monitor their students’ learning and understanding students’ mental model is a growing area of scientific inquiry in chemistry education. Diagnostics test can help teachers to understand the state of students’ understanding about certain topics and therefore, we developed a diagnostics test for eliciting students’ mental model about solubility equilibria. The developed diagnostics test was specifically designed to elicit mental model and rooted in Predict-Observe-Explain scheme, hence we called it as DTM-POE. After a series of DTM-POE trials, implementation results suggested that the developed DTM-POE can elicit students’ mental model about solubility equilibria. Several types of students’ mental models were found and DTM-POE sensitivity to elicit these mental models is discussed.
ANALYZING STUDENTS' MENTAL MODEL ABOUT ACID BASE THROUGH INTERVIEW ABOUT EVENT (IAE) Mulyani, Sri; Nurazizah, Tean; Sumarna, Omay; Wiji, Wiji; Widhiyanti, Tuszie
Jurnal Pengajaran MIPA Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v23i2.16938

Abstract

Mental model plays an important role in giving reasons, describing, explaining, predicting, testing new ideas, and solving problems. Research on the mental model still needs to be done, especially regarding acid-base which is revealed by using Interview About Event (IAE). The purpose of this study was to analyze the students' mental models on the Arrhenius acid-base concept, the concept of Brӧnsted-Lowry acid base, and acid-base strength. The study was conducted on six students of class XII IPA in one high school in Bandung by using interviews that ask students to explain the given phenomenon. The answers of each student are mapped so as to derive their mental model profile. Based on the pattern obtained, there is found misconception experienced by students that all substances having atom H or OH group on chemical formula is Arrhenius acid or base, proton transfer on acid-base reaction Brӧnsted-Lowry occurs from acid to its conjugate base or from base to conjugate acid , The arrow of the reaction both in the perfect ionisation reaction and the partial ionization reaction is the same ie the arrow one (), the solute particles present in the solution in the ionizing agent are only partially ions (in the absence of molecules). Findings are useful for developing learning strategies, textbooks, media and other learning tools by linking the different levels of chemical representation to build meaning so that students' understanding is better. Keywords: acid basa, Interview About Event (IAE), misconception, mental model.AbstrakModel mental berperan penting dalam memberikan alasan, menggambarkan, menjelaskan, memprediksi, menguji ide-ide baru, dan memecahkan masalah. Penelitian mengenai model mental masih perlu dilakukan, khususnya mengenai asam-basa yang diungkap dengan menggunakan Interview About Event (IAE). Tujuan dari penelitian ini adalah untuk menganalisis model mental siswa pada konsep asam basa Arrhenius, konsep asam basa Brӧnsted-Lowry, dan kekuatan asam basa. Penelitian dilakukan terhadap enam siswa kelas XII IPA di salah satu SMA di Kota Bandung  dengan  menggunakan wawancara yang meminta siswa untuk menjelaskan fenomena yang diberikan.  Jawaban setiap siswa dipetakan sehingga diperoleh profil model mental mereka. Berdasarkan pola yang diperoleh, ditemukan miskonsepsi yang dialami siswa yaitu semua zat yang memiliki atom H atau gugus OH pada rumus kimianya merupakan asam atau basa Arrhenius, transfer proton pada reaksi asam basa Brӧnsted-Lowry terjadi dari asam ke basa konjugatnya atau dari basa ke asam konjugatnya, tanda panah reaksi baik pada reaksi ionisasi sempurna maupun reaksi ionisasi sebagian adalah sama yaitu tanda panah satu (), partikel zat terlarut yang ada dalam larutan pada zat yang mengalami reaksi ionisasi sebagian hanya ion-ionnya saja (tanpa adanya molekul). Temuan bermanfaat untuk mengembangkan strategi pembelajaran, buku ajar, media dan perangkat pembelajaran lainnya dengan mempertautkan antar level representasi kimia untuk membangun makna sehingga pemahaman siswa menjadi lebih baik.
PROFIL MOTIVASI BELAJAR MAHASISWA CALON GURU KIMIA DAN KORELASINYA TERHADAP MODEL MENTAL Wiji, Wiji; Liliasari, Liliasari; Sopandi, Wahyu; Martoprawiro, Muhammad A. K.
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36184

Abstract

ABSTRAKTujuan penelitian ini adalah untuk mengetahui profil motivasi belajar Mahasiswa Calon Guru Kimia (MCGK) tingkat I sampai dengan tingkat IV. Selain itu, juga dikaji korelasi antara motivasi dengan model mental kimia sekolah. Penelitian dilakukan menggunakan metode kuantitatif non eksperimen, dengan desain survei lintas-bagian (cross-sectional survey) dan melibatkan 124 mahasiswa calon guru kimia di jurusan Pendidikan Kimia pada salah satu Universitas di Bandung. Data dikumpulkan melalui Kuesioner Motivasi Belajar Kimia (KMBK) dan Tes Diagnostik Model Mental Kimia Sekolah (TDMKS). Hasil analisis deskriptif menunjukkan motivasi belajar MCGK pada kategori rendah untuk tingkat I (M=3,04; SD=0,24) dan kategori sedang untuk tingkat II (M=3,56; SD=0,20), tingkat III (M=3,78; SD=0,26), dan tingkat IV (M=3,89; SD=0,25). Hasil uji Kruskal Wallis menunjukkan adanya perbedaan secara signifikan pada sebagian besar jenis motivasi belajar MCGK berdasarkan tingkat kelas, kecuali jenis target prestasi. Motivasi belajar MCGK berkorelasi pada tingkat sedang dengan model mental kimia sekolah (r=0,399; p0,01).ABSTRACTThe aim of this research was to know the learning motivation profile of the Pre-service Chemistry Teacher (PCT) from the first to the fourth grade. Besides that, the correlation between motivation and school chemistry mental model was also examined. The research was conducted using non-experiment quantitative model, with the cross-sectional survey design and involved 124 PCT in Chemistry Education Department in one of universities in Bandung. The data was collected from the Questionnaire of Motivation toward Chemistry Learning (QMCL) and the Diagnostic Test of School Chemistry Mental Models (DTSCM). The result of the descriptive analysis showed that the learning motivation of PCT was in the low category for the first grade (M=3,04; SD=0,24) and the middle category for the second (M=3,56; SD=0,20), the third (M=3,78; SD=0,26), and the fourth grade (M=3,89; SD=0,25). The result of Kruskal Wallis Test showed there was a significant difference in most of the learning motivations of PCT according to grades, except for achievement goals. The learning motivaton of PCT moderately correlated with school chemistry mental model (r=0,399; p0,01).
THE DEVELOPMENT OF INTERACTIVE LEARNING CD IN CHEMISTRY FOR HIGH SCHOOLS BASED ON INTERTEXTUALITY AS A LEARNING MODEL ALTERNATIVE Anwar, Sjaeful; Sonjaya, Yaya; Wiji, Wiji
Jurnal Pengajaran MIPA Vol 16, No 2 (2011): JPMIPA: Volume 16, Issue 2, 2011
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i2.36044

Abstract

ABSTRACT The study application of intertextuality learning model using the CD learning has been conducted in 3 high schools, SMA A, SMA B, and SMA C, during on May 2010. Selection of these three schools are expected to represent the school with low quality to high quality. During the process of learning trials take place, students can actively follow by providing a good response. From the displays are given, students can grasp the concepts of salt hydrolysis on the material well, although sometimes these views should be given back and forth for three levels of representation can link. In general, students responded well to the implementation of this intertextual learning strategy because it was interested in the learning process is done and easy to understand the concepts provided in a systematic and always connects with concepts already learned. The response of teachers towards the implementation of this intertextual learning model provides a positive outlook, in this case because the learning process undertaken to facilitate teachers to deliver material salt hydrolysis systematically arranged through third-level engagement representations and packaged in a multimedia form so that the concepts presented to received by students in one piece and easy. Application of learning models on material intertextual salt hydrolysis was able to improve the mastery of the concepts in the material. Increasing students' mastery of the concept of material obtained by hydrolysis salt N-gain value calculation, the overall values obtained N-gain of 0.67 which means the implementation of learning strategy on material intertextual hydrolysis of this salt can enhance the mastery of concepts with high criteria. This data also supported students' mental models for dissolution process of various salts. This model was also to increase student motivation in learning. Increased student motivation most high school students owned by C, which in most low pretest value compared other high school.Keyword : intertextuality learning modelABSTRAK Studi aplikasi model pembelajaran intertekstual menggunakan CD pembelajaran telah dilakukan di 3 SMA, yaitu SMA A, SMA B dan SMA C selama bulan Mei 2010. Pemilihan tiga sekolah ini diharapkan dapat mewakili sekolah dengan kualitas rendah sampai kualitas tinggi. Selama proses ujicoba pembelajaran berlangsung, siswa dapat mengikuti secara aktif dengan memberikan respon yang baik. Dari tampilan-tampilan yang diberikan, siswa bisa memahami konsep-konsep pada materi hidrolisis garam dengan baik meskipun terkadang tampilan tersebut harus diberikan secara bolakbalik untuk dapat mempertautkan ketiga level representasi. Secara umum, siswa merespon dengan baik terhadap implementasi strategi pembelajaran intertekstual ini karena merasa tertarik dengan proses pembelajaran yang dilakukan dan memudahkan untuk memahami konsep-konsep yang diberikan secara sistematis dan selalu menghubungkan dengan konsep-konsep yang sudah dipelajari. Tanggapan guru terhadap implementasi strategi pembelajaran intertekstual ini memberikan pandangan yang positif, hal tersebut dikarenakan dengan proses pembelajaran yang dilakukan dapat memudahkan guru untuk menyampaikan materi hidrolisis garam yang disusun secara sistematis melalui pertautan ketiga level representasi dan dikemas dalam bentuk multimedia sehingga konsepkonsep yang disampaikan dapat diterima oleh siswa dengan utuh dan mudah. Aplikasi model pembelajaran intertekstual pada materi hidrolisis garam ternyata mampu meningkatkan penguasaan konsep-konsep pada materi tersebut. Peningkatan penguasaan konsep siswa terhadap materi hidrolisis garam diperoleh berdasarkan perhitungan nilai N-gain, secara keseluruhan diperoleh nilai N-gain sebesar 0,67 yang berarti implementasi strategi pembelajaran intertekstual pada materi hidrolisis garam ini dapat meningkatkan penguasaan konsep dengan kriteria tinggi. Hal ini didukung juga data model mental siswa untuk proses pelarutan berbagai garam. Model ini ternyata juga dapat meningkatkan motivasi siswa dalam pembelajaran. Peningkatan motivasi siswa paling tinggi dimiliki oleh siswa SMA C, yang dalam nilai pretes paling rendah dibandingan SMA lainnya.Kata kunci : model pembelajaran intertekstualitas
Co-Authors Ajie, Adinda Melinda Ceria Atriyon Julzarika Budiman Anwar Dewi, Nur Sehasari Diana Rochintaniawati E. Nursa’adah, E. Liliasari , M. N. Hana, M. N. Mr Sjaeful Anwar Muhammad A. K. Martoprawiro Nabuasa, Desi Nabuasa, Desi Aryanti Nahadi , Nahadi Nurazizah, Tean Omay Sumarna Ovilia, Ghea Rachmawati, Nabilla Novia Rahmat Setiadi Rahmatania, Finny Rahmi, Chusnur Rd.R. Srie Ernawati Riandi Riandi S. Mulyani Sakina, Nifela Satari, Clarysa Siti Sriyati Sri Mulyani Tarigan, Silvia Fransiska Tuszie Widhiyanti Wahyu Sopandi Yaya Sonjaya