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All Journal Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pijar MIPA Chimica Didactica Acta : Journal of Chemistry and Chemistry Education
Putri, Nabilah Mustika
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Other

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ANALYSIS OF STUDENTS CHEMICAL BONDING MISCONCEPTIONS USING TWO-TIER DIAGNOSTIC TEST Putri, Nabilah Mustika; Rahmawati, Yuli; Irwanto, Irwanto
Chimica Didactica Acta Vol 12, No 2: December 2024
Publisher : FKIP USK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v12i2.39592

Abstract

This study aims to identify the misconceptions of 10th-grade students of a Senior High School (SMA N 1) Ciawi Bogor on chemical bonding by using a two-tier diagnostic test consisting of nine questions. The research method that was carried out was quantitative research with adescriptive approach. The participants of this study were classes X-2, X-4, and X-8 of SMAN 1 Ciawi in the academic year 2023/2024, with a total sample of 96 students taken from three classes using purposive sampling. Moderate misconceptions concerning ionic bonding have been discovered in the responses provided by the students for questions 1 and 2, with percentages of 37.50 and 34.38%, respectively. In Question 3, which covered lattice and intermolecular forces on silicon carbide, misconceptions among students were found to be 72.92%, indicating a high level of misconception. The percentage of students experiencing misconceptions about ionic bonding in question 4 (58.33%) was considered moderate. Students' misconceptions about bonding and intermolecular forces on magnesium oxide were determined to be relatively low, at 30.21%. Students who experienced misconceptions about the conductivity of graphite (Question 6) were 43.75%, which can be categorized as moderate misconceptions. In Question 7 about sulfur, student misconceptions were observed at 15.63%, but there were 47.92% who did not have prior knowledge about sulfur as a simple molecular compound. When asked about the differences in intermolecular forces on water and hydrogen sulfide, the percentage of students who had misconceptions was observed at 50.00%, then on the concept of lattice and intermolecular forces on macromolecules at 25.00%. These results are also influenced by students' prior knowledge of macromolecules, which is quite limited. Teachers and educators can employ some potential futuristic instructional methods to help students understand chemical bonding more efficiently, such as implementing VR and AR simulations, integration of gamification and game-based learning, andvirtual field trips and interactive demonstrations.
Studi Literatur Penerapan Project-Based Learning (PjBL) pada Pembelajaran Kimia Putri, Nabilah Mustika; Hakim, Lukman El; Ristanto, Rizhal Hendi
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 1 (2025): Edisi Januari 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i1.1251

Abstract

The relationship between constructivist theory and Project-Based Learning (PjBL) is very close, as both share many of the same fundamental principles. The aim of this study is to determine the effectiveness and impact of implementing Project-Based Learning (PjBL) in learning chemistry. The method used in this study is a Systematic Literature Review (SLR) with Google Scholar. The results of this study indicate that the implementation of Project-Based Learning (PjBL) in chemistry learning has a significant impact on improving students' understanding, as well as developing critical thinking and collaborative skills. Project-Based Learning (PjBL) places students at the center of the learning process, allowing them to connect theory with practice through relevant and challenging projects. PjBL also impacts positively on students' collaborative skills. It also enhances students' motivation and engagement in chemistry learning. Since PjBL is centered on projects that are relevant and meaningful to students, they are much more motivated to be actively involved in the learning process. In order to ensure that the implementation of Project-Based Learning (PjBL) in chemistry learning is more effective and relevant to the needs of today's learners, teachers may utilise technology platforms such as Zoom, Google Classroom, or other online learning applications to facilitate collaboration and interaction between learners by online.
Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review Raihanah, Dinnah; Putri, Nabilah Mustika; Fatmawati, Tri Kurnia; Nurjayadi, Muktiningsih
Jurnal Pijar Mipa Vol. 19 No. 1 (2024): January 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i1.6395

Abstract

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.
Co-Authors Fatmawati, Tri Kurnia Hakim, Lukman El Irwanto Irwanto Muktiningsih Nurjayadi Raihanah, Dinnah Rizhal Hendi Ristanto Yuli Rahmawati