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All Journal Jurnal Pendidikan Kimia Undiksha Jurnal Tadris Kimiya J-PEK (JURNAL PEMBELAJARAN KIMIA) Buletin Ilmiah Sarjana Teknik Elektro Jurnal Ilmiah Kanderang Tingang UNESA Journal of Chemical Education
Pratiwi, Yunilia Nur
Jurusan Kimia FMIPA UM
Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Electrical & Electronics Engineering Engineering Social Sciences Other

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CHEMICAL BONDING DIAGNOSTIC TOOL (CBDT): INSTRUMEN EVALUASI PEMAHAMAN KONSEPTUAL MAHASISWA BERKONTEKS LAHAN BASAH Analita, Rizki Nur; Bakti, Iriani; Rohmah, Rosyidah Syafaatur; Pratiwi, Yunilia Nur
Jurnal Pendidikan Kimia Undiksha Vol 6, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v6i1.39820

Abstract

Pemahaman konseptual yang benar dari peserta didik merupakan tujuan utama dalam setiap pembelajaran kimia, terutama pada materi ikatan kimia. Oleh karena itu, perlu adanya instrumen evaluasi untuk menganalisis sejauh mana pemahaman konseptual yang dimiliki peserta didik. Penelitian berikut berupa pengembangan instrumen evaluasi bernama Chemical Bonding Diagnostic Tool (CBDT) yang berkonteks lahan basah. Tujuan dari penelitian adalah menghasilkan suatu instrumen evaluasi yang valid dan reliabel, serta dapat memperkenalkan tentang pengertian lahan basah. Tahapan metode penelitian meliputi: (1) Peninjauan pustaka; (2) Pengembangan butir soal; (3) Uji validitas konstruk; (4) Revisi instrumen evaluasi; (5) Uji coba instrumen evaluasi; dan (6) Analisis butir soal dan instrumen evaluasi. Melalui penelitian yang dilakukan terhadap sampel 238 orang mahasiswa di enam perguruan tinggi negeri di Indonesia, diperoleh hasil berupa instrumen evaluasi yang sangat valid dan reliabel. Berdasarkan hasil tersebut, maka instrumen evaluasi CBDT dapat digeneralisasikan pada pembelajaran ikatan kimia di Indonesia.
CHEMICAL BONDING DIAGNOSTIC TOOL (CBDT): INSTRUMEN EVALUASI PEMAHAMAN KONSEPTUAL MAHASISWA BERKONTEKS LAHAN BASAH Rizki Nur Analita; Iriani Bakti; Rosyidah Syafaatur Rohmah; Yunilia Nur Pratiwi
Jurnal Pendidikan Kimia Undiksha Vol. 6 No. 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v6i1.39820

Abstract

Pemahaman konseptual yang benar dari peserta didik merupakan tujuan utama dalam setiap pembelajaran kimia, terutama pada materi ikatan kimia. Oleh karena itu, perlu adanya instrumen evaluasi untuk menganalisis sejauh mana pemahaman konseptual yang dimiliki peserta didik. Penelitian berikut berupa pengembangan instrumen evaluasi bernama Chemical Bonding Diagnostic Tool (CBDT) yang berkonteks lahan basah. Tujuan dari penelitian adalah menghasilkan suatu instrumen evaluasi yang valid dan reliabel, serta dapat memperkenalkan tentang pengertian lahan basah. Tahapan metode penelitian meliputi: (1) Peninjauan pustaka; (2) Pengembangan butir soal; (3) Uji validitas konstruk; (4) Revisi instrumen evaluasi; (5) Uji coba instrumen evaluasi; dan (6) Analisis butir soal dan instrumen evaluasi. Melalui penelitian yang dilakukan terhadap sampel 238 orang mahasiswa di enam perguruan tinggi negeri di Indonesia, diperoleh hasil berupa instrumen evaluasi yang sangat valid dan reliabel. Berdasarkan hasil tersebut, maka instrumen evaluasi CBDT dapat digeneralisasikan pada pembelajaran ikatan kimia di Indonesia.
PERSEPSI MAHASISWA BARU JURUSAN KIMIA FMIPA UM ANGKATAN 2016 TENTANG FENOMENA PERUBAHAN MATERI M. Muchson M. Muchson; Yunilia Nur Pratiwi; Oktavia Sulistina; Darsono Sigit
J-PEK (Jurnal Pembelajaran Kimia) Vol 1, No 2 (2016): Jurnal Pembelajaran Kimia (J-PEK) Vol. 1 No. 2 2016
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (742.254 KB)

Abstract

Abstrak                                                                                       Perubahan materi merupakan topik pembelajaran yang umumnya disajikan pertama kali sebelum reaksi-reaksi kimia yang lebih rumit. Topik tersebut sudah mulai diperkenalkan sejak siswa duduk di bangku sekolah menengah. Namun, kemampuan siswa untuk membedakan perubahan fisika dan kimia tergantung pada tingkat pemahaman siswa. Penelitian ini bertujuan untuk mengidentifikasi persepsi mahasiswa baru pendidikan kimia tentang perubahan materi. Sebanyak 95 mahasiswa semester I tahun ajaran 2016/2017 diminta untuk menuliskan persepsi mereka terhadap tujuh fenomena perubahan materi. Hasil analisis menunjukkan bahwa 73,68% mahasiswa mampu mengidentifikasi perubahan fisika dengan tepat, sedangkan perubahan kimia diidentifikasi dengan tepat oleh 78,42% mahasiswa. Selanjutnya, alasan mahasiswa pada masing-masing fenomena dianalisis dan dikategorikan berdasarkan kemiripan jawaban dengan mahasiswa lain. Namun, kemampuan mahasiswa untuk mengidentifikasi fenomena komplek yang melibatkan kedua jenis perubahan materi tersebut masih sangat kurang. Kata Kunci : Perubahan materi, persepsi mahasiswa, konsep alternatif Abstract Changes of matter are generally the first topics taught before the more complicated chemical reactions. The topics have been introduced since students in secondary school. However, the student's ability to distinguish between physical and chemical changes was depend on the level of student understanding. This study aims to identify early chemical education undergraduate students' perceptions about physical and chemical changes. There were 95 first semester students were asked to write down their perceptions of seven phenomena related to changes of matter. Results showed that 73,68% students were able to identify the physical changes precisely, while chemical changes identified correctly by 78,42% of students. Then, students’ reason students for each phenomenon analyzed and categorized based on the similarity of the answers with others. However, students' ability to identify complex phenomenon that involves both types of material changes are still lacking.    Keywords : change of matter, students’ perception, alternative conception
Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test Rosyidah Syafaatur Rohmah; Nikmatin Sholichah; Yunilia Nur Pratiwi; Rizki Nur Analita
Jurnal Tadris Kimiya Vol 7, No 2 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i2.20343

Abstract

Students had difficulty understanding the chemical bonding concept because of its complex and abstract nature. This difficulty could lead to chemical bonding misconceptions. This study aimed to investigate basic chemistry students' misconceptions of chemical bonding. This study used a descriptive research design with a four-tier diagnostic test. The research’s subjects were basic chemistry students. Chemical Bonding Diagnostic Tool (CBDT) was used as an instrument to determine students' misconceptions. The results showed that students who had misconceptions about ionic, covalent, and coordinate covalent bonding were 48.90%, 53.00%, and 37.50%, respectively. The misconception in this course is that students need to learn about ionic bonds formed by electrostatic forces between cations and anions. As a result, students cannot determine the difference in electronegativity values in ionic and covalent bonds and the number of valence electrons of each atom in a chemical bonding. Therefore, the misconception is in the moderate category.
Hubungan Kemampuan Penalaran Formal Dengan Prestasi Kimia Siswa Kelas XII Dan Kontribusinya Terhadap Tingkat Pemahamannya Di Pendidikan Tinggi Pratiwi, Yunilia Nur; Analita, Rizky Nur; Rohmah, Rosyidah Syafa’atur; Rahayu, Widi
Jurnal Ilmiah Kanderang Tingang Vol 15 No 1 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i1.324

Abstract

This study aims to determine the level of formal reasoning ability of high school students and its relationship to their chemistry learning outcomes on the topic of colligative properties. This non-experimental survey research involved 67 12th-grade science students who plan to continue their education to higher education as respondents. The data collection instruments consisted of the Test of Logical Thinking (TOLT), which describes the students' formal reasoning abilities, and the colligative properties achievement test, which indicates the students' learning achievements. The results showed a significant positive correlation between formal reasoning skills and students' learning achievements, with a high correlation level (r = 0.544). Based on the coefficient of determination, it was found that nearly 30% of students' colligative properties achievements are influenced by their formal reasoning abilities. Further analysis revealed that proportional and probabilistic reasoning had a higher percentage (both 61.94%) compared to control variables and correlational reasoning (both 52.985%). The regression analysis results indicated that reasoning ability significantly influences students' understanding of colligative properties with the equation y = 4.386 + 0.744x. This indicates that reasoning ability positively contributes to predicting their understanding of concepts in higher education. Additionally, other cognitive factors that are presumed to influence students' preparation before entering college or university need to be understood.
EVALUATING THE CONSISTENCY OF SENIOR HIGH SCHOOL CHEMISTRY LABORATORY PRACTICE ASSESSMENT USING G-THEORY AND D-STUDY Pratiwi, Yunilia Nur; Rosnawati, Raden
UNESA Journal of Chemical Education Vol. 14 No. 3 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n3.p227-237

Abstract

This study aims to evaluate the reliability of chemistry laboratory practice assessments for Grade XII senior high school students by applying Generalizability Theory (G-theory) and Decision Study (D-study). A total of 79 students were involved in the research, each randomly assigned to perform one of six available chemistry laboratory practice tasks: electrolytes and nonelectrolytes, exothermic and endothermic reactions, enthalpy of neutralization between HCl and NaOH, acid-base titration, identification of acidic-basic properties, and electrolysis of CuSO₄. Each student was assessed independently by two chemistry teachers based on seven performance criteria: equipment selection, procedure, data reading, analysis, conclusion, cleanliness, and time efficiency. The G-study was conducted using a nested-crossed model in which students were nested within laboratory practice tasks and crossed with raters. The results revealed that variance due to raters (43.2%) and residual error (42.2%) dominated the total score variance, while the variance attributed to students nested within laboratory practice was relatively low (14.6%). The D-study produced a generalizability coefficient (Eρ²) of 0.41 and a dependability index (Φ) of 0.26, indicating low reliability for both relative and absolute decisions. A D-study simulation demonstrated that increasing the number of raters and laboratory practice tasks improved reliability. An optimal configuration of six tasks assessed by nine raters is required to achieve an Eρ² ≥ 0.80. These findings underscore the importance of well-designed assessment systems, consistent rater training, and diverse task coverage to ensure fair and dependable laboratory practice scoring. G-theory and D-study prove to be valuable tools for enhancing the quality of performance-based assessments in science education.
Exploring Teachers' Perspectives on Culturally Responsive Teaching in Stoichiometry Learning Oriented to Green Chemistry Fitri, Hajidah Salsabila Allissa; Wiyarsi, Antuni; Widarti, Hayuni Retno; Yamtinah, Sri; Pratiwi, Yunilia Nur
Buletin Ilmiah Sarjana Teknik Elektro Vol. 7 No. 4 (2025): December
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/biste.v7i4.14520

Abstract

This study explores high school chemistry teachers’ perceptions of culturally responsive teaching (CRT) in stoichiometry learning with an orientation toward green chemistry principles. CRT provides a framework for integrating local culture, while green chemistry oriented highlights sustainability in learning abstract topics such as stoichiometry. This qualitative descriptive study involved nine Indonesian chemistry teachers selected purposively from active high school chemistry teachers familiar with stoichiometry and green chemistry. Although the sample size was limited, it provided data saturation and in-depth insights from teachers’ experiences. Data were collected through an open-ended questionnaire covering seven aspects, including teachers’ understanding of CRT, integration of local culture and green chemistry orientation in stoichiometry teaching, and perceived needs. Thematic analysis identified six themes related to teaching barriers, instructional practices, teachers’ CRT understanding, cultural integration, green chemistry orientation, and professional development needs. While teachers expressed strong support for CRT with a green chemistry orientation, implementation remains limited by structural and pedagogical constraints. The study underscores the importance of targeted support to empower teachers in fostering culturally responsive and sustainability-oriented chemistry learning, while acknowledging limitations related to the Indonesian context and the potential for social desirability bias in self-reported data.
Co-Authors Antuni Wiyarsi Bakti, Iriani Darsono Sigit Fitri, Hajidah Salsabila Allissa Hayuni Retno Widarti Muhammad Muchson Nikmatin Sholichah Oktavia Sulistina Raden Rosnawati Rahayu, Widi Rizki Nur Analita Rohmah, Rosyidah Syafaatur Rohmah, Rosyidah Syafa’atur Rosyidah Syafaatur Rohmah Rosyidah Syafaatur Rohmah Sri Yamtinah