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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.
Assessing Students’ Chemical Understanding on Classification of Matters Sitna Windia Risqi; Iva Nur Azizah; Ifah Silfianah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p019

Abstract

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions.ReferencesAdadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice, 219-238.Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18, 53-85.Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga.Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13.Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect, 152 ( 602-606).Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga.Dahar, Ratna Wilis. (1989). Teori – teori Belajar. Jakarta. Erlangga.Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia. Vol 12. No 2. Hal 2192-2200.Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in  Europe: Restrospective and prospective. , 13-47.Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10, 12-14.Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90.Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang.  (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37.Nakhleh, Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education, vol. 69.Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11.Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education,  International Journal of Academic Research and Reflection, Vol. 3 (7),  67-77.Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. Jakarta : Direktorat Pendidikan Madrasah, Direktorat Jenderal Pendidikan Islam, Departemen Agama RI.Stavy, R. (2008). Learning Science in the Schools: Research Informing Practice. New Jersey: Lawrence Erlbaum: Hillsdale.Sudijono,  Anas. (2013). Pengantar Evaluasi pendidikan. PT. Raja Grafindo Persada. JakartaSukmadinata, N.S (2011). Metode Penelitian Pendidikan. Bandung:Remaja RosadakaryaSyukri. (1999). Kimia Dasar Jilid 1. Bandung: ITB.Taber, K. S. (2002). Chemical misconceptions-Preventions, diagnosis and cure. (Vol. 1). London: Royal Society of Chemistry.Yakubi, Malik, Zulfadli, Latifah Hanum, Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh), Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), Vol 2 . No.1 (19-26).
DEVELOPMENT OF PERSONALITY COMPETENCE OF PRESERVICE TEACHER AT DISRUPTION ERA Siti Zumrotul Maulida; Ifah Silfianah; Ainun Nikmati Laily
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.819 KB) | DOI: 10.20961/shes.v1i1.23792

Abstract

The disruption era is a challenge for the education sector because education is one of the areas that can support the quality of Indonesian human resources according to Kemenristekdikti priorities. This article aims to explore the development of personality competencies of preservice teachers in facing the challenges of disruption era. The function of teachers in the disruption era is different from that of teachers in the previous era, which is shifting to the function of cultivating ethical values, character, wisdom, experience, and social empathy because the function is impossible to do by machine. Thus, the challenge of educational institutions is to form the competence of preservice teacher personality which will build suitable exemplary based on expectation of teacher's role revolution in disruption era. There are four things that can be done in developing the personality competence of preservice teachers, some of them are: 1). religious matriculation programs, 2). application of student code of conduct, 3) Real Work Experience (KKN) program, and 4). integration of religious values in lectures.
Identification of Students' Misconceptions on Acid-Base using Four Tier Diagnostic Tests Fahmiya Aini; Ifah Silfianah
J-PEK (Jurnal Pembelajaran Kimia) Vol 7, No 1 (2022): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v7i12022p033

Abstract

Students often have difficulty understanding acid-base material, so it has the potential to cause misconceptions. If the students' misconceptions are left unattended and not immediately identified, there will be ongoing misconceptions. This study aimed to describe the misconceptions that occur in acid-base material and determine the large percentage of students who experience misconceptions. The method used in this research is descriptive quantitative. The subjects of this study consisted of 108 students of class XII MA Matholi'ul Anwar. The identification of misconceptions used a four-tier diagnostic test instrument with 20 items. The students' answers from the test were then analyzed and categorized into understanding concepts, not understanding concepts, and misconceptions. This study found that 50% of students hold misconceptions about acid-base theories, 59% in acid-base indicators, 55% in acid-base ionization constant, 58% in pH, 55% in the calculation of pH and 51.9% in pH concepts in the environment. 
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