Orbital: Jurnal Pendidikan Kimia
The current issue of Orbital: Jurnal Pendidikan Kimia contains five articles coverings topics related to chemistry and chemistry education which include study of chemical literacy capabilities, Think-Talk-Write learning strategy, cooperative learning model, metal content and pH analysis of river water, and betalain pigment from red dragon fruit.
Articles
119 Documents
<![CDATA[PEMBELAJARAN ECIRR DALAM MEREDUKSI MISKONSEPSI PADA MATERI STOIKIOMETRI KELAS X SMA ]]>
<![CDATA[Crislia A Wulandari]]>;
<![CDATA[Rusmini Rusmini]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 1 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i1.5487
<![CDATA[The students already have preconceptions in learning chemical concepts. However, each student's preconception can differ from the actual concept according to the chemists. This is what allows the wrong concept in students or commonly called misconceptions. In this case, if the misconception is not immediately solved it will affect the next learning process. One learning model to reduce misconceptions is ECIRR. This study aims to determine the effectiveness of LKPD which develope in reducing misconceptions in term the shifting students conception of students from misconception to knowing concept. This research uses pre-experiment research method with One group Pretest – Posttest Design model. There are 15 students of class x science from a senior high school in surabaya who are selected based on the results of the students' initial understanding test. The understanding test used is a three-tier test to identify students concepts given as initial concept detection and final concept detection, while students' misconceptions are reduced with the ECIRR learning model. The results of the study obtained a percentage shift from misconception to know concept of 92.31% for the sub concepts of basic chemical law (Gay-lussac), 88.24% for the sub concepts of molar mass and relative molecular mass, 72% for the subconcepts of the number of particles, and 88% for empirical formula sub concepts. So it can be shown that LKPD is very effectively used to reduce students' misconceptions on stoichiometry material.]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR MENGGUNAKAN MODEL PROBLEM BASED LEARNING DAN THINK PAIR SHARE PADA MATERI SISTEM KOLOID ]]>
<![CDATA[Hirma Karmila]]>;
<![CDATA[Amilda Amilda]]>;
<![CDATA[Etrie Jayanti]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 1 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i1.5506
<![CDATA[This study aims to (1) find out student’s learning outcomes on colloidal system using Problem Based Learning model; (2) find out student’s learning outcomes on colloidal system material using Think Pair Share learning model; (3) find out how significant difference of student’s learning outcomes between Problem Based Learning and Think Pair Share model. The design used in this study was quasi-experimental of posttest-only control group design. Population of this study was all students of class XI MIA at one of the Private Islamic Senior High School In Palembang. Sampling was conducted through random sampling techniques and then class XI MIA 1 as the experimental class 1 and class XI MIA 2 as the experimental class 2. The instrument used to obtain data was a test consisting of 15 multiple-choice questions. The result shows that the average of students learning outcomes used Problem Based Learning was 72.54 while the average of student’s learning outcomes used Think Pair Share was 68.10. Statistic inferential data gained that tcount 2,384 > ttable 1,992. It can be concluded that H0 is rejected meanwhile H1 is accepted. The data indicates that there is a significant difference between Problem Based Learning and Think Pair Share used on student’s learning outcomes.]]>
<![CDATA[PENGEMBANGAN THREE TIER MULTIPLE CHOICE TEST PADA MATERI KESETIMBANGAN KIMIA MATA KULIAH KIMIA DASAR LANJUT ]]>
<![CDATA[Pandu J Laksono]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 1 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i1.5649
<![CDATA[This study aims to develop a three tier multiple choice test instrument on chemical equilibrium material to identify misconceptions in students. The development model used by Borg and Gall (1983): (1) research and data collection, (2) planning, (3) developing product drafts, (4) conducting initial field trials, (5) making revisions to initial products; (6) conducting limited field tests, (7) product improvement. This research was conducted with 60 respondents. Validation uses the Aiken method with 5 expert validators. The conclusion is that the three tier multiple choice test instrument developed was declared to be feasible and met the criteria as a good problem with the average aiken validity of 0.87. The instrument was declared feasible in terms of the reliability of the test 0.806 included in the high category, has a distinguishing power of 0.351 so that it was categorized as good. Difficulty level found 20% categorized as easy problems, 71.11% categorized as moderate and 8.89% categorized as difficult. Based on the deception index, it was concluded that the deception mostly worked better than the answer key and the deception value mostly more than 5% was chosen so that it was declared effective. Three Tier Multiple Choice Test instrument seen from the practicality included in good categories with a percentage of 78.28%.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR ]]>
<![CDATA[Muhammad Isnaini]]>;
<![CDATA[Nadiroh Nadiroh]]>;
<![CDATA[Moch. Sukardjo]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 1 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i1.5666
<![CDATA[This study aimed to determine the differences in learning outcomes of media development courses and learning material between groups of students who are taught using guided inquiry learning models compared to groups of students who are taught using discovery learning models. Research approaches conducted by researchers using quantitative descriptive methods. The object of research conducted on students in the media development and learning material subject in the one of Study Program at UIN Raden Fatah Palembang. Analysis of the data and formulas used to test hypotheses using t-test which first performed an analysis of the normality of the data, a homogeneity. Based on the measurement results of the Islamic Education student learning outcomes, the researcher can conclude that the discovery learning and guided inquiry learning model influences of learning outcomes. The data analysis and formula used were normality test, homogeneity test and then hypothesis testing. Based on the results of the measurement of learning outcomes, the researcher can conclude that there are differences in learning outcomes using the discovery learning model and the inquiry learning model in the course of media development and learning resources. This is shown from the calculation results, namely the significance value which is below 0.05, which is equal to 0.000. It is hoped that other researchers can develop other studies that focus on other thinking skills such as critical thinking.]]>
<![CDATA[KONTEN DAN KONSTRUK ASESMEN KETERAMPILAN BERPIKIR EVALUATIF PADA TEMA KARBOHIDRAT DALAM KIMIA PANGAN ]]>
<![CDATA[Sofia Sofia]]>;
<![CDATA[Anna Permanasari]]>;
<![CDATA[Hayat Sholihin]]>;
<![CDATA[Florentina M T Supriyanti]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 1 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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<![CDATA[This study aims to obtain an assessment that can be used to measure evaluative thinking skills on the theme of carbohydrates in food chemistry. This study uses a development model that consists of several stages, namely determining learning outcomes, establishing indicators of evaluative thinking, compiling items and assessment guidelines, conducting expert validation, and testing items on students. The test results obtained are scored according to the assessment guidelines. Expert validation was analyzed using Content Validity Ratio (CVR) to determine validity. Analysis of the test items using AnatesV4 to determine the reliability, and the level of difficulty of the questions. The results of the analysis of learning outcomes, carbohydrate material and literacy obtained 10 learning indicators and three indicators of evaluative thinking skills and 4 item description items. The CVR calculation result is 0.84 indicating that the instrument content is valid and can be used for data collection. The results of the trial of the instrument showed that all items were stated to be reliable with a value of 0.85, a very high category and the level of difficulty varied namely easy, medium and difficult. Based on the results of this study it can be concluded the items for evaluative thinking skills assessment on the theme of carbohydrates in food chemistry can be used because it has fulfilled the elements of the validity and reliability of the test.]]>
<![CDATA[LEMBAR KERJA SISWA BERBASIS INKUIRI PADA KURIKULUM 2013 MATERI ASAM BASA ]]>
<![CDATA[Rusly Hidayah]]>;
<![CDATA[Alis Rahmawati]]>;
<![CDATA[Nuril Fatimah]]>;
<![CDATA[Ni’matul Zahro]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i2.6175
<![CDATA[The obstacles that must be faced in the 2013 Curriculum are the limitations of the media to support the learning process on acid-base material. Research has been conducted with the aim of developing Student Worksheets (LKS) on chemistry subjects based on the 2013 Curriculum which is inquiry based on Acid-Base material for class XI SMA / MA and equivalent. The research was conducted at SMA Al-Hikmah Surabaya using the 4-D development method (Define, Design, Develop, Disseminate). The trial was limited to 19 students of class XI MIA who were randomly selected. This study uses a One Shot Case Study design without a comparison group and a pre-test for the trial phase where students will get a test after students are given treatment using a developed worksheet. The instruments used were study sheets, validation sheets, test sheets and student response questionnaires. Based on the results of the research it is known that this LKS has 76% content feasibility, 90% presentation, 82.5% language, and conformity to the 88% inkuri model based on validation besides that student learning outcomes achieve classical completeness of 94.73% and student responses to student worksheets which is developed tested positive.]]>
<![CDATA[PENGGUNAAN MODEL CONCEPTUAL CHANGE PADA INSTRUMEN THREE-TIER-TEST DAN LKPD ]]>
<![CDATA[Dwi Anggraeni Riswana]]>;
<![CDATA[Rusmini Rusmini]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i2.6450
<![CDATA[There are still many misconceptions in the buffer solution material based on the results of pre-research that has been done. Therefore, it is necessary to to make efforts to reduce misconceptions. This research aims to determine the validity of the three-tier-test diagnostic test instrument and Student Worksheet (LKPD) to reduce student’s misconceptions through conceptual change model on buffer material. This research and development method uses a 3-D model which is a modification of the 4-D model, namely (1) define; (2) design; and (3) development. The validity of the instrument and LKPD in terms of content validity and construct validity. The content validity of the instruments and LKPD respectively obtained an average percentage of 94.00% and 92.44%. While the construct validity of the instruments and LKPD respectively obtained an average percentage of 91.00% and 86.47%. This results shows that the three-tier-test diagnostic test instrument and LKPD through conceptual change model developed were declared very valid.]]>
<![CDATA[KETERAMPILAN KERJA ILMIAH MAHASISWA PENDIDIKAN KIMIA FKIP UNIVERSITAS TANJUNGPURA KALIMANTAN BARAT ]]>
<![CDATA[Uray Rafika Siti Amalia]]>;
<![CDATA[Husna Amalya Melati]]>;
<![CDATA[Ira Lestari]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i2.6538
<![CDATA[Scientific work skills are one skill needed students as prospective educators to be able to face the demands of education 21st century. The purpose of this study to describe work skills Scientific students of Chemical Education FKIP Tanjungpura University on the material salt hydrolysis. The form of research used is descriptive research. Based on the method, this research uses descriptive analysis method. The subjects of this study were students of Chemical Education FKIP University Tanjungpura Class of 2018, amounting to 48 people. The instrument used namely a matter of scientific work skills and interview guidelines. Based on the category of skills obtained by the average KKI chemistry education students class of 2018 in the skilled category (62.5%). From the aspect of KKI, students chemical education formulates the problem in the skilled category (74.74%), formulate a hypothesis in the category of skilled enough (57.75%), analyze the data in the skilled category (64.65%), and formulating conclusions in the sufficient category skilled (45.05%). The implication of this research is that the research results can be used as input for lecturers to pay attention to appropriate learning models to improve students scientific work skills.]]>
<![CDATA[PROFIL KETERAMPILAN BERPIKIR KRITIS DAN KREATIF CALON GURU KIMIA PADA PERKULIAHAN BIOKIMIA ]]>
<![CDATA[Andi Wahyudi]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i2.6612
<![CDATA[Critical thinking and creative thinking are important dimension in teaching of 21st century to facing the challenges of the industrial revolution 4.0. The aim of this research was to analyze undergraduate preservice teachers’ critical and creative thinking skills on a biochemistry course. It was conducted using case study to analyse real circumstance that happened in biochemistry course. The instruments was observation sheet, test items of critical thinking skills, test items of creative thinking skills and questionnaires were used to determine the responses students towards learning activity. Participant was 30 undergraduate preservice chemistry teachers in 2015. The finding of this research showed that biochemistry course only emphasizes on critical thinking skills and not provided briefing creative thinking skills. This means that the biochemistry course has not showed students’ balance skills on critical and creative thinking skills. This study suggest that need further research to develop a biochemistry program who can improve students’ critical thinking and creative thinking.]]>
<![CDATA[ANALISIS LITERASI DIGITAL CALON GURU KIMIA DALAM PELAKSANAAN PPL BERBASIS VIRTUAL DI MASA PANDEMI COVID-19 ]]>
<![CDATA[Wiwik Kartika Sari]]>;
<![CDATA[Ella Izzatin Nada]]>
<![CDATA[ Orbital: Jurnal Pendidikan Kimia Vol 4 No 2 (2020): Orbital: Jurnal Pendidikan Kimia ]]>
Publisher : <![CDATA[Chemistry Education Department of Education and Teaching Faculty ]]>
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DOI: 10.19109/ojpk.v4i2.6704
<![CDATA[The COVID-19 pandemic has changed the offline learning process to be online, including the implementation of Field Experience Practices (PPL) activities carried out by chemistry education students. The online learning process which is carried out requires students to be proficient in the use of technology. This study aims to analyze the digital literacy skills of chemistry teacher candidate students. This research is a qualitative descriptive which the subjects were 60 students of chemistry education. Data were collected through survey and interview techniques. The instrument used to collect data was a digital literacy questionnaire which was declared valid and reliable based on the instrument test results. The digital literacy aspects tested are information, communication, content creation, safety, and problem solving. Based on the research data analysis, it can be concluded that the digital literacy skills of chemistry teacher candidate students are good. The percentage of the digital literacy level of chemistry education students on each indicator was 87% in the information category, 82% in the communication category, 78% in the content-creator category, 82% in the safety category, and 82% in the problem solving category.]]>
