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All Journal UNESA Journal of Chemical Education Taawun: Jurnal Pengabdian kepada Masyarakat
Fatayah
Universitas Billfath
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Innovation in The Use of Organic Waste for Biobattery and Biogas Production at TPS3R Lamongan Ulfa Mahfudli Fadli; Rahmah Arfiah Ula; Fatayah; Achsani Ira Samsiyah; Aprielia Inzal Fillah Addurrotul Efendi
TAAWUN Vol. 5 No. 01 (2025): TA'AWUN FEBRUARY 2025
Publisher : Pusat Penelitian Pengabdian Pada Masyarakat Sekolah Tinggi Ilmu Tarbiyah Al-Fattah Siman Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/taawun.v5i01.871

Abstract

Organic waste that accumulates in the 3R Waste Processing Site (TPS3R) environment needs to be utilized as well as possible. The purpose of this community service activity is to utilize energy from organic waste as the main raw material for making biobattery and biogas. The final result of this community service is a tool that can convert energy from organic waste to electricity (biobattery) and produce gas (biogas). The community service method uses socialization and technology application workshops by assembling tools and materials. Biobattery and biogas equipment, if operated every day, can increase the utilization of organic waste by 17 kg, with 5 kg for biobattery and 12 kg for biogas. Biobattery cells containing around 100 mL of organic waste can produce a maximum voltage of 0.9 Volts and a maximum electric current of 6 mA. Biogas itself requires a sorting process and a fermentation process whose time is adjusted to the presence or absence of organic waste stock at TPS3R. The initial Biogas Place (Digester) requires 600 kg of organic waste. This community service work is expected to inspire the community, especially the Sekar Manfaat Sekaran Lamongan TPS3R Team, to better manage the waste in their surroundings.
CHEMISTRY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING LEWIS STRUCTURE Mashfufatul Ilmah; Fatayah
UNESA Journal of Chemical Education Vol. 15 No. 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n1.p18-25

Abstract

Lewis structures remain a challenge in chemistry teaching. Many studies have examined students' misconceptions about Lewis structures, but studies specifically analyzing how teachers' Pedagogical Content Knowledge (PCK) influences teaching practices on this topic are still limited. This study aims to analyze chemistry teachers' PCK on the topic of Lewis Structures by examining its three components, Content Knowledge (CK), Student of Knowledge (KS), and Pedagogical Knowledge (PK), and see the relationship between the three. This study uses a qualitative descriptive approach, involving 5 chemistry teachers in the Cilegon area. Data were collected through conceptual understanding test, semi-structured interviews, and an analysis of teachers’ lesson plan documents. Data validity was ensured through triangulation of sources and data collection techniques. Data were analyzed through data reduction, data display, and conclusion drawing. The results of the study showed that although 80% of teachers were able to distinguish Lewis symbols and Lewis structures, 40% of teachers had misconceptions about the octet rule, only 20% were able to calculate formal charges correctly, and all teachers had difficulty achieving resonance with atomic charge distribution. This limitation of Content Knowledge (CK) has an impact on the low ability of teachers to identify student misconceptions (KS) as well as on learning strategies that tend to be procedural and lecture-centered (PK). These findings indicate that the interaction between CK, KS, and PK determines the quality of teachers' PCK and emphasizes the importance of strengthening conceptual CK in the professional development of chemistry teachers.
Co-Authors Achsani Ira Samsiyah Aprielia Inzal Fillah Addurrotul Efendi Mashfufatul Ilmah Rahmah Arfiah Ula Ulfa Mahfudli Fadli