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An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.

An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.

Design Thinking as an Effort to Enhance Critical Thinking and Science Literacy in Chemistry Learning: A Systematic Review Syahana, Syaza; Suyanta, Suyanta; Sari, Dwiani Ratna; Asmiati, Lisya; Pujiana, Elma
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4709

Critical thinking skills and science literacy represent two pivotal aspects within education, seeking to cultivate students into knowledgeable, analytical individuals proficient in critical thinking when confronting diverse challenges and life circumstances. In the pursuit of enhancing critical thinking abilities, four fundamental aspects come into play, encompassing the capacity for problem-solving, decision-making, assumption analysis, as well as evaluation and inquiry skills. On the other hand, the literacy aspect comprises the articulation of phenomena through the application of chemical concepts, the resolution of problems through the utilization of chemical comprehension, and the critical analysis of strategies and benefits derived from chemistry education. The primary objective of this study are to analyze research trends on the influence of design thinking strategies in improving students' critical thinking and literacy skills through bibliometric analysis and to ascertain the impact of design thinking strategies on the augmentation of students' critical thinking skills and literacy. The data sources used came from reputable journals from 2017-2023. The data obtained is secondary data analyzed with VOSviewer on research trends in critical thinking skills and scientific literacy, the number of publications, the type of research, and the samples used. The data analysis technique employed is Miles and Huberman's method, which consists of four stages: data collection, data reduction, data display, and conclusion drawing. The findings of this research indicate that the utilization of design thinking strategies exerts a significant influence on students' critical thinking skills and literacy, employing 13 aspects applicable during the implementation of chemistry learning processes

Pengaruh Pendekatan Kontekstual terhadap Peningkatan Minat Belajar Kimia Peserta Didik Sari, Dwiani Ratna; Syahana, Syaza; Asmiati, Lisya; Pujiana, Elma; Suyanta, Suyanta
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.4710

Chemistry is considered an abstract discipline, characterized by many concepts that make students uninterested in engaging in its learning. One approach to stimulate interest is through the application of contextual learning, where acquired knowledge is applied in a practical context. The purpose of this journal review is to provide insight into the implications of using contextual approaches in chemistry education, particularly about fostering student interest and engagement in the subject matter. The research design used in this study was a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as a tool and guide for evaluating articles. The search for articles published in Scopus and Web of Science using the selected keywords: contextual approach, learning interest, and its extension based on the selected PICO framework. Based on the search results, 50 articles were obtained to be analyzed. Findings from diverse data consistently show that the application of contextual or everyday learning approaches contributes to increasing students' interest in learning, especially in the chemistry domain. Students' interest in learning chemistry has a significant influence on their learning outcomes, motivation, and critical thinking levels. This is because the greater the student's interest in learning chemistry, the stronger the curiosity and understanding of the subject matter. When students have a strong understanding of the subject matter, their critical thinking skills and chemical learning outcomes improve.

The Role of Communication Skills in Guided Inquiry Process to Improve Critical Thinking Skills Pujiana, Elma; Rohaeti, Eli; Suyanta, Suyanta; Asmiati, Lisya; Sari, Dwiani Ratna; Syahana, Syaza
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.6351

This article examines how in an educational setting communication skills can enhance critical thinking abilities through guided inquiry. Human resources (HR) must be improved in light of the Industrial Revolution 4.0, but obstacles to learning include low student engagement, a lack of enthusiasm, and a lack of critical thinking abilities. Although communication skills are frequently a barrier, guided inquiry is recognized as a learning model capable of advancing students' critical thinking abilities. The activity steps in guided inquiry are covered in this article, along with pertinent communication skills such as explanation of delivery, material mastery, group interaction, and responding. It is highlighted how critical thinking abilities and communication skills are linked in 21st-century learning. It is widely acknowledged that effective verbal, written, and listening communication skills are essential for guided inquiry. Source triangulation was employed as a qualitative research method with a post-positivism approach to gather data. The article emphasizes how communication skills help students develop their critical thinking abilities by enabling them to assess and connect information to a wider context in addition to gathering and analyzing it. The conclusion highlights the need of communication abilities

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