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All Journal Jambura Journal of Educational Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia)
Katili, Yeyen Apriani
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education Other

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Measuring Changes in Creativity Thinking of Hydrocarbon Concepts in Students Taught with Hyperdocs Worksheet Modeling Laliyo, Lukman A.R; Lamatenggo, Widya Lestari; Tangio, Julhim S; Katili, Yeyen Apriani
Jambura Journal of Educational Chemistry Vol 6, No 2 (2024): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v6i2.26007

Abstract

This research was conducted to determine the changes in conceptual thinking creativity in hydrocarbons among students who were taught by using the Hyperdocs Worksheet at SMA Negeri 7 Gorontalo on hydrocarbon material. The method used in this research was a quasi-experiment with a non-equivalent control group design. The research samples consisted of students from class XI Merdeka 1 as the experiment group and XI Merdeka 2 as a control group at SMA Negeri 7 Gorontalo, selected using purposive sampling. The research from the creative thinking ability test were statitically processed, including prerequisite test consisting of normality and homogeneity tests. The result showed normal distribution and homogeneity. The average pre-test score for the experimental class was 31% and the post-test score was 82%, while the control class had an average pre-test score of 28% and a the post-test score 60%. Furthermore, based on the hypothesis testing using a t-test at a significance level of α = 0.05, a tcount was 9.25 with a ttable of 1.671. This indicates that tcount > ttable, leading to the conclusion that H0 is rejected and H1 is confirmed, indicating a change in conceptual thinking creativity hydrocarbons among students taught using by modeling Hyperdocs Worksheets modeling. The results of the N-Gain test showed that the average N-Gain score for the experiment class was 0.73 and that for the control class, it was 0.43, indicating a high N-Gain score in the experimental class. Therefore, using Hyperdocs Worksheets modeling effectively enhances students' creativity in thinking about hydrocarbon concepts.
Rasch PCM Diagnostic Analysis of Critical Thinking Item Responses in Indonesian Atomic Structure Learning Laliyo, Lukman A.R; Katili, Yeyen Apriani; Lukum, Astin; Kilo, Akram La; Pikoli, Masrid
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 11, No 1 (2026): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v11i1.112310

Abstract

Measuring critical thinking skills (CTS) in the topic of atomic structure requires a diagnostic instrument capable of capturing students' reasoning patterns accurately, rather than merely distinguishing between correct and incorrect answers. This study aimed to develop and evaluate a complex multiple-choice diagnostic instrument based on the Rasch model to measure students' CTS on the concept of atomic structure. The instrument comprised ten items developed based on Facione's six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were collected from 850 senior high school students in Gorontalo, Indonesia, and analyzed using the Partial Credit Model (PCM) approach with WINSTEPS 4.5.5 software. Results indicated that item reliability was very high (0.99; separation = 10.63), while person reliability was moderate (0.61; Cronbach's Alpha = 0.65). Infit and Outfit MNSQ values ranged within the ideal threshold (0.99–1.00) with ZSTD values approaching zero, confirming adequate model fit. Category Probability Curve (CPC) analysis confirmed that response categories functioned sequentially, while the Wright Map demonstrated a progressive difficulty hierarchy from the interpretation to the self-regulation dimension. Differential Item Functioning (DIF) analysis revealed differential difficulty levels based on gender and grade level, particularly for self-regulation items, which proved more challenging for female students and Grade XI students. These findings underscore the importance of considering cognitive factors and learning experience in developing Rasch-based CTS diagnostic instruments for chemistry education
Co-Authors Akram La Kilo Astin Lukum Julhim S Tangio Laliyo, Lukman A.R Lamatenggo, Widya Lestari Masrid Pikoli