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All Journal Jurnal Ilmiah Wahana Pendidikan LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Gea, Olivia Febriana
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Pengaruh Model Pembelajaran Student Centered Learning (SCL) Terhadap Miskonsepsi Kimia Unsur Menggunakan Metode Certainty Of Response Index (CRI) Dengan Model Two-Tier Test Pada Mahasiswa Pendidikan Kimia Ridho, Dimas; Panggabean, Freddy Tua Musa; Gea, Olivia Febriana; Panjaitan, Khayla Akmal; Daeli, Dinastini; Nadira, Fathin
Jurnal Ilmiah Wahana Pendidikan Vol 11 No 10.C (2025): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan penerapan Student Centered Learning (SCL) menggunakan metode Certainty of Response Index (CRI) model Two-Tier, yang melibatkan soal dan tingkat keyakinan mahasiswa terhadap pemahaman materi Kimia Unsur. Penelitian dilakukan pada delapan submateri, yaitu golongan IA (6%), golongan IIA (9%), golongan VIIA (13%), golongan VIIIA (13%), unsur periode 3 (16%), unsur periode 4 (6%), ion kompleks (9%), dan senyawa kompleks (19%). Hasil menunjukkan bahwa senyawa kompleks memiliki tingkat miskonsepsi tertinggi, sedangkan golongan IA dan unsur periode 4 terendah. Pendekatan SCL terbukti efektif dalam meningkatkan pemahaman konsep dasar, tetapi diperlukan strategi pembelajaran tambahan untuk mengurangi miskonsepsi pada submateri tertentu, sehingga kualitas pembelajaran kimia unsur dapat ditingkatkan secara menyeluruh
Green Project Chemistry Based Learning Model to Enhance Scientific Literacy And Sustainability Awareness In Education Daulay, Rabiah Afifah; Gea, Olivia Febriana; Daeli, Dinastini; Sinaga, Husna Khoiri; Manalu, Jenny Teresa; Panggabean, Tiara
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.15336

Abstract

Green chemistry education has become a significant approach in improving students' scientific literacy and sustainability awareness. This study examines the application of project-based learning (PjBL) model in the context of green chemistry as an innovative method to strengthen students' understanding of sustainability principles. Through literature review from various scientific sources, this study shows that the integration of PjBL in green chemistry learning can improve students' critical thinking, collaboration, and communication skills. In addition, project-based learning allows students to engage in more environmentally friendly experiments, such as the development of biodegradable materials and chemical waste management strategies. However, the implementation of this method still faces challenges, such as limited understanding of educators about green chemistry, lack of resources, and suboptimal integration into the curriculum. Therefore, intensive training is needed for educators, provision of comprehensive learning materials, and utilization of technology as a tool. With the right support, the implementation of this model can produce a generation that is more environmentally aware and able to provide solutions to global sustainability challenges.
Green Project Chemistry Based Learning Model to Enhance Scientific Literacy And Sustainability Awareness In Education Daulay, Rabiah Afifah; Gea, Olivia Febriana; Daeli, Dinastini; Sinaga, Husna Khoiri; Manalu, Jenny Teresa; Panggabean, Tiara
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.15336

Abstract

Green chemistry education has become a significant approach in improving students' scientific literacy and sustainability awareness. This study examines the application of project-based learning (PjBL) model in the context of green chemistry as an innovative method to strengthen students' understanding of sustainability principles. Through literature review from various scientific sources, this study shows that the integration of PjBL in green chemistry learning can improve students' critical thinking, collaboration, and communication skills. In addition, project-based learning allows students to engage in more environmentally friendly experiments, such as the development of biodegradable materials and chemical waste management strategies. However, the implementation of this method still faces challenges, such as limited understanding of educators about green chemistry, lack of resources, and suboptimal integration into the curriculum. Therefore, intensive training is needed for educators, provision of comprehensive learning materials, and utilization of technology as a tool. With the right support, the implementation of this model can produce a generation that is more environmentally aware and able to provide solutions to global sustainability challenges.
Co-Authors Daeli, Dinastini Dimas Ridho Freddy Tua Musa Panggabean Manalu, Jenny Teresa Nadira, Fathin Panggabean, Tiara Panjaitan, Khayla Akmal Rabiah Afifah Daulay Sinaga, Husna Khoiri