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Silfianah, Ifah
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analisis Pemahaman Konsep Mahasiswa Tadris Biologi Tahun Pertama Pada Topik Ikatan Ionik dan Kovalen Mike Rahayu; Ifah Silfianah; Azzilani Tahta Arsyka; Abraham Laurens Rettob
Musamus Journal of Science Education Vol 3 No 2 (2021): Musamus Journal of Science Education (MJOSE)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mjose.v3i2.3619

Abstract

Ikatan kimia merupakan salah satu materi yang bersifat abstrak. Materi ikatan kimia penting dipelajari oleh mahasiswa tadris biologi karena berhubungan dengan sifat fisika dan kimia suatu zat seperti titik didih, titik leleh, dan kepolaran molekul. Penelitian ini bertujuan untuk mengetahui pemahaman konsep mahasiswa Tadris Biologi tahun pertama pada topik ikatan ionik dan kovalen. Metode yang digunakan adalah penelitian deskriptif. Sampel penelitian adalah 87 mahasiswa Tadris Biologi tahun pertama. Instrumen pengumpulan data berupa soal pilihan ganda. Hasil penelitian menunjukkan bahwa mahasiswa mengalami kesulitan dalam menentukan contoh senyawa ionik dan kovalen serta jenis ikatan kimia yang terjadi pada suatu senyawa. Mahasiswa juga mengalami kesulitan untuk menentukan jenis ikatan suatu senyawa berdasarkan kemampuannya menghantarkan listrik. Level pemahaman mahasiswa tergolong sedang yaitu dengan jumlah persentase mahasiswa yang menjawab benar pada topik ikatan ionik dan kovalen masing-masing sebesar 42,91% dan 40,18%.
Implementation of Value Education in Chemistry as an Effort to Develop Character Ifah Silfianah; Mike Rahayu; Bayu Saputra
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Implementation of Value Education in Chemistry as an Effort to Develop Character. It has been indicated that there are moral setbacks for the nation's next generation. Therefore, it is necessary to instill values to shape character through education in schools and colleges. This study aims to analyze the values of learning chemistry, find out how educators embed values in learning chemistry and determine the obstacles faced in adding values in chemistry learning. The method in this research was descriptive qualitative using interviews as data collection techniques. The subjects interviewed were six lecturers who taught chemistry at five different colleges and two chemistry teachers who taught at High Schools and Vocational High Schools. The results showed that the character values in learning chemistry can be grouped into religious values, social values, and scientific values. Chemistry teachers or lecturers instill character values by getting them used to reading scriptures before learning, presenting phenomena in daily life related to the chemistry concept, giving independent or group assignments in learning and practicum, and be a good role models. Both teachers and lecturers faced some obstacles in instilling character values in chemistry learning. 
Development of Multiple Representation-Based General Chemistry Textbook Using Guided Inquiry Ifah Silfianah
EduChemia (Jurnal Kimia dan Pendidikan) Vol 5, No 2 (2020)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.097 KB) | DOI: 10.30870/educhemia.v5i2.7508

Abstract

This study aims to describe the development process and determine the feasibility of multiple representation-based textbooks that are designed with a guided inquiry model. The method used in this research is the Research & Development (R&D) with the ADDIE (Analyze, Design, Develop, Implementation, Evaluate) model. Analyze stages are carried out in the form of curriculum analysis, concepts, and learning resources. In the design process, textbooks are made following the guided inquiry learning stages and design the media in the form of images that show multiple representations so that an initial draft is produced. At the Develop stage, draft books are printed and reproduced for validation and revision. The next step of implementation is carried out through a small-scale trial to determine the initial response to the textbook. In the final stage (Evaluation), the textbook on the results of the small-scale trial was revised to be used in the medium-scale trial to get the textbook's final response data. This study involved ten students in the chemical Tadris department in the small group and 29 students in the moderate group. The instrument used was the validation sheet and the language response sheet and the presentation of the textbook.  Data of expert validation and trial results were analyzed descriptively and qualitatively in the form of percentages using a Likert scale. The results showed the feasibility of the content, linguistic, presentation, and graphic textbooks, respectively 95.33%, 94.76%, 92.16%, and 92.58%. The suitability of the textbooks with the guided inquiry syntax and multiple presentations was 98.33% each. A small group trial shows that the language aspect gets 84.33 scores, and the presentation aspect is 84.75. After the textbook was revised, the trial results for the medium group showed that the linguistic aspect value was 90.34, and the presentation aspect was 92.59. Overall it can be concluded that the textbooks developed are very suitable for use in learning.
Transforming science literacy: assessing the ability of chemistry teacher candidates through the viewpoint of Islamic values Wahyuni, Tutik Sri; Silfianah, Ifah
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.233

Abstract

Science literacy assessment is important to familiarize students with literacy questions based on aspects of science knowledge and its interaction with the environment, technology, and society. Students' low science literacy is often caused by teachers' low science literacy. This study aims to analyze (1) the science literacy skills of chemistry education students in basic chemistry courses; and (2) the science literacy skills of chemistry education students based on competency aspects which are divided into three achievement indicators. This research is a descriptive study with a quantitative approach, with subjects 21 semester 6 students of the chemistry education study program at UIN Sayyid Ali Rahmatullah Tulungagung. The instrument used was a scientific literacy test in the form of an essay test with 22 questions which have been validated by 2 chemistry education lecturers, and the test results with a test reliability of 0.629, as well as a difficulty level of 1 easy question, 19 medium, and 2 difficult. The results showed that (1) students' science literacy skills were in the "sufficient" category with an average score of 43.9. (2) Analysis based on competency aspects shows the ability to explain phenomena scientifically and identify scientific issues is in the sufficient category, but the use of scientific evidence is low. The findings are expected to provide input to improve learning and practice of science literacy in preparing students as future educators.
E-LKPD Interaktif Berbasis Multipel Representasi pada Materi Laju Reaksi Sari, Yunita Puspita; Silfianah, Ifah
Jurnal Inovasi Pendidikan Kimia Vol 18, No 1 (2024): January 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v18i1.46498

Abstract

Materi laju reaksi perlu disajikan dalam bentuk multipel representasi yang memuat level makroskopik, submikroskopik, dan simbolik agar lebih mudah dipahami oleh peserta didik. Tetapi, selama ini bahan ajar yang ada di sekolah hanya menyajikan gambar submikroskopik tanpa adanya pergerakan nyata dari molekul yang saling bereaksi. Padahal, jika terdapat e-LKPD interaktif yang memuat konten video dari pergerakan molekul, peserta didik akan mudah memahaminya. Tujuan dari penelitian adalah menghasilkan produk e-LKPD interaktif berbasis multipel representasi pada materi laju reaksi yang valid, layak, dan mendapatkan respon yang baik dari peserta didik. Metode penelitian yang digunakan yaitu model penelitian dan pengembangan 4D (define, design, development, disseminate) tanpa adanya proses disseminate. Subjek penelitian yaitu sebanyak 29 peserta didik kelas XI-MIPA 3 SMAN 1 Ngunut. Teknik pengumpulan data diperoleh dari wawancara, lembar validasi, dan angket respon peserta didik. Hasil dari penelitian yaitu (1) sangat valid dengan persentase sebesar 86,02% dari ahli materi, (2) sangat valid dengan persentase sebesar 86,73% dari ahli media, dan (3) respon peserta didik dengan persntase 83,96% dengan kategori baik.
Tulungagung Batik Ethnoscience-Oriented E-Module Design On Chemical Bonding Materials Anissa, Desi Dwi; Silfianah, Ifah
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Tulungagung Batik Ethnoscience-Oriented E-Module Design On Chemical Bonding Materials. As time goes by, the field of education requires innovation in learning, especially in chemistry subjects, which does not diminish the culture inherent in Indonesia. Therefore, innovation is needed in the form of an ethnoscience-oriented e-module with the theme of Tulungagung batik culture on chemical bonding. The aim of this research is to create a product that adapts to the times but does not fade the culture, to find out the feasibility of this e-module product and to find out the level of student response to this e-module. This research uses the RnD (Research and Development) research method or research and development with a development model, namely 4D which was modified into 3D by Thiagarajan. The instrument used was a student response questionnaire. The results of this research on the feasibility aspect of the material got a percentage of 90% and on the aspect of media feasibility got a percentage of 94% with very feasible criteria, while the student responses showed a percentage of 86%. Therefore, this e-module product is very suitable for use. DOI: 10.23960/jppk.v12.i3.2023.08
Literature Review: The Effect of the Flipped Classroom on Student Chemistry Learning Saputra, Bayu; Solihatin, Etin; Muslim, Suyitno; Raini, Yeni; Silfianah, Ifah
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The research delves into the impact of the flipped classroom model on student learning outcomes in chemistry education, utilizing a literature review methodology and systematically analyzing nine scopus-indexed articles. The flipped classroom, characterized by independent pre-class learning and in-class interactive activities, consistently demonstrates positive effects on academic performance, engagement, and motivation in chemistry education. The synthesis encompasses diverse methodologies, educational levels, and outcomes, highlighting the model's adaptability across different contexts. Critiques, including uncertainties about contributing factors, prompt recommendations for future research, such as exploring blended learning models and integrating Artificial Intelligence for personalized learning experiences. In conclusion, while acknowledging variations and critiques, the literature underscores the flipped classroom's effectiveness and advocates for ongoing research to refine its implementation in diverse educational settings.Keywords: Flipped classroom,  pendidikan kimia, teknologi pendidikan, tinjauan literatur DOI: 10.23960/jppk.v12.i3.23.16
Analisis Miskonsepsi Peserta Didik pada Materi Struktur Atom Menggunakan Five-Tier Multiple Choice Diagnostic Test Berbasis Piktorial Nufus, Sururin; Silfianah, Ifah
Orbital: Jurnal Pendidikan Kimia Vol. 7 No. 2 (2023): 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.v7i2.19239

Abstract

Misconceptions are one of the causes of students learning difficulties. One of the misconceptions about chemistry is the atomic structure. In general, chemistry subjects are abstract and difficult to visualize. It causes students to find it difficult to understand chemical concepts correctly. Misconceptions that occur in students will have an impact on understanding further material. Therefore, it is necessary to do an analysis to identify students who experience misconceptions so that efforts can be made to prevent and correct them. Misconceptions experienced by students can be identified through diagnostic tests, one of which is the five-tier diagnostic test. Most of the five-tier diagnostic tests used are narrative-based, which triggers student saturation. Therefore, this study uses a five-tier diagnostic test combined with a pictorial test. This research is to find out students misconceptions experienced by X-class SMA in the matter of atomic structure. This study uses a quantitative descriptive method. The instrument used in this study was a pictorial-based, five-tier diagnostic test consisting of 24 items. The results showed that students experienced misconceptions about atomic structure material with an average percentage of 20%. Students experience misconceptions about the concept of the development of atomic theory (18%), atomic constituent particles (23%), isotones, isobars, and isotopes (21%), and electron configurations (20%). Factors that cause misconceptions experienced by students include their prior knowledge, their interest in studying atomic structure material, the sources of their personal thoughts, their low ability and reasoning in understanding atomic structure material, and their lack of instilling concepts in them.
PENGEMBANGAN INSTRUMEN PENILAIAN KOGNITIF BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) BERBANTU APLIKASI QUIZIZZ PADA MATERI IKATAN KIMIA DAN GAYA ANTARMOLEKUL Azizah, Iva Nur; Silfianah, Ifah
UNESA Journal of Chemical Education Vol. 13 No. 2 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v13n2.p159-170

Abstract

Pada tahun 2015, Laporan PISA (Programme for International Student Assessment) yang dikeluarkan oleh OECD (Organisation for Economic Co-operation and Development) keterampilan HOTS Indonesia menduduki peringat ke 7 dari bawah dari 76 negara yang disurvei. Salah satu faktor yang memicu rendahnya keterampilan berpikir tersebut yaitu kurangnya latihan bagi para siswa dalam mengerjakan soal-soal yang menuntut kemampuan menganalisis, mengevaluasi, dan mencipta. Tujuan dari penelitian ini menganalisis kemampuan berpikir tingkat tinggi (HOTS) siswa pada materi ikatan kimia yang disajikan dalam bentuk kuis interaktif Quizizz dan mengembangkan instrumen penilaian kognitif. Penelitian ini menggunakan model pengembangan 4D, namun hanya sampai pada tahap develop (pengembangan). Metode yang digunakan meliputi angket, wawancara, dan pemberian soal tes. Tahap instrumen pada penelitian ini dilakukan uji coba sebanyak 2 kali, yaitu uji coba terbatas kepada 27 siswa dan uji coba skala sedang kepada 69 siswa. Hasil penelitian menunjukkan: 1) Instrumen memiliki keterbacaan soal sebesar 75,75%, 2) Validitas dari ahli materi 87,80%, validitas ahli media 85,45% dan reliabilitas 0,647, 3) Tingkat kesukaran butir soal 0,30, dan daya beda 0,11, 4) Frekuensi pencapaian HOTS 1,45% baik, 28,98% cukup, 46,38% kurang, 23,19% sangat kurang. Berdasarkan penelitian tersebut sebagian besar siswa masih tergolong kategori kurang dalam memiliki kemampuan berpikir tingkat tinggi. Oleh karena itu, siswa memiliki kemampuan yang kurang dalam menyelesaikan soal HOTS, instrumen dikatakan layak jika memiliki reliabilitas dan validitas yang baik.
DIGITAL LITERACY IN CHEMISTRY LEARNING: SYSTEMATIC LITERATURE REVIEW Zidan, Muhammad Rifqi; Syarofie, Icha Sabina; Silfianah, Ifah
Jurnal Pembelajaran Sains Vol 9, No 1 (2025)
Publisher : Prodi Pendidikan IPA FMIPA Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um033v9i1p47-54

Abstract

Digital literacy can be utilized in chemistry learning to support the learning process and improve students' understanding and learning outcomes about chemistry. This study aims to analyze digital literacy in chemistry learning in terms of the digital literacy profile of students and college students, the influence of digital literacy on learning outcomes, learning models, and media used to improve digital literacy. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is a technique used to analyze research results from articles that have been published on students' digital literacy in chemistry in national and international journals as many as 20 articles with a span of 2019 to 2024. The analysis results concluded that the digital literacy skills of students and college students are very diverse. There is an influence on learning outcomes with the use of media and learning models to improve digital literacy that supports the chemistry learning process
Co-Authors Abraham Laurens Rettob Adyana, Hendar Dio Ainun Nikmati Laily Anissa, Desi Dwi Azizah, Iva Nur Azzilani Tahta Arsyka Bayu Saputra Bayu Saputra Desi Dwi Anissa Fahmiya Aini Iva Nur Azizah Lu'lu'atul Munawaroh Mike Rahayu Mochamad Abdi Rohman Firdaus Mumtazah, Ziyana Muslim, Suyitno Nufus, Sururin Siti Zumrotul Maulida Sitna Windia Risqi Solihatin, Etin Syarofie, Icha Sabina Tutik Sri Wahyuni Tutik Sri Wahyuni Yeni Raini Zidan, Muhammad Rifqi