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All Journal Jurnal Pendidikan Kimia (JPKim) GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi
Hariyanti, Sherly
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Other

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Development and validation of an assessment for measuring chemical literacy in chemical equilibrium Pratama, Faiz Ilham; Hariyanti, Sherly; Rohaeti, Eli
Jurnal Pendidikan Kimia Vol. 16 No. 3 (2024): J. Pendidik. Kim : December 2024
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i3.65172

Abstract

Chemical literacy, the ability to integrate the understanding of chemistry with everyday life phenomena, has become a necessary skill for high school students. This skill is aimed at enabling students to develop an understanding of chemistry concepts about the environment, health, and industrial topics. This research focuses on developing and validating a chemical literacy assessment, specifically on chemical equilibrium. Afterward, the assessment was given the name Chemical Equilibrium Literacy Assessment. The development model is based on modified 4D and consists of two sets of 15 questions each. Content validity was measured using the Aiken V equation with seven expert judgments and four answer categories. To assess construct validity, the Pearson equation was used involving 100 respondents. The reliability of the assessment was calculated using Cronbach's Alpha. The results of content validity, construct validity, and quality of test items indicate that the chemical literacy assessment on chemical equilibrium material on environmental, health, and industrial topics has relatively high results. This assessment can be used to measure the chemical literacy abilities of high school students after studying chemical equilibrium.
Pre-Service Elementary Teachers’ Perceptions of Advanced Basic Science Courses in Supporting Teaching Competencies Zebua, Nofamataro; Zebua, Ester Novi Kurnia; Prasetyo, Muhammad Andi Tanri; Hariyanti, Sherly
GEN BIONIX: Jurnal Ilmiah Pendidikan Biologi Vol 4 No 1 (2026): (In Press)
Publisher : Program Studi Pendidikan Biologi-Universitas Nias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56207/genbionix.v4i1.842

Abstract

The low level of scientific reasoning skills and conceptual understanding among pre-service elementary school teachers remains a significant challenge in science education at the higher education level. This condition reflects a gap between students’ mastery of scientific theories and their ability to connect scientific concepts with instructional practices in primary education. This study aims to examine the perceptions of pre-service primary school teachers toward the Advanced Fundamental Science Concepts course in supporting their professional teaching competencies. The study employed a descriptive quantitative approach supported by qualitative data obtained through interviews. Data were collected using a questionnaire consisting of 20 validated and reliable statements, which was voluntarily administered to 36 students enrolled in the Primary Teacher Education Program. Data analysis was conducted using descriptive statistics in the form of percentages, while interview data were analyzed qualitatively to strengthen and enrich the research findings. The results indicate that students demonstrated positive perceptions toward the Advanced Fundamental Science Concepts course, particularly in terms of understanding fundamental science concepts (84%) and the relevance and application of science concepts (81%). The findings further reveal that students have recognized science as a scientific reasoning process; however, they continue to encounter difficulties in data analysis and scientific inference skills. Therefore, science education in teacher preparation programs should place greater emphasis on strengthening scientific reasoning competencies through inquiry-based and practice-oriented learning approaches.
Co-Authors Eli Rohaeti Prasetyo, Muhammad Andi Tanri Pratama, Faiz Ilham Zebua, Ester Novi Kurnia Zebua, Nofamataro