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IJCER (International Journal of Chemistry Education Research)
Published by Universitas Islam Indonesia
ISSN : 25499947     EISSN : 26141426     DOI : -
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Materials Science & Nanotechnology
International Journal of Chemistry Education Research (IJCER) is a peer-reviewed journal which covers all aspect of education, including chemistry education, physic education, biology education and science education. The journal publishes original research papers, short communications, dissemination, and discussion of research, experience and perspective across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The IJCER journal is published every February and August in a year (semi-annual). IJCER journal is fully open access for scholarly readers. International Journal of Chemistry Education Research is published by Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Islamic University of Indonesia. IJCER has already archived by (Indonesian Scientific Journal Database (ISJD) LIPI (Lembaga Ilmu Pengetahuan Indonesia)
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Articles 6 Documents
 1 
Search results for , issue "VOLUME 4, ISSUE 1, April 2020" : 6 Documents clear
Examining Challenges that Students Face in Learning Organic Chemistry Synthesis Issa I. Salame; Pauline Casino; Natasha Hodges
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art1

Abstract

Organic chemistry is the offered after general chemistry and is the course that many find it challenging and difficult. Synthesis is first introduced in organic chemistry I course and is widely considered as one of the topics in which students struggle with and is evident in their performance in the topic. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end organic chemistry I course in an anonymous fashion. The collected data enabled us to examine the challenges students face in learning organic chemistry synthesis. Our findings support the notion that students have many difficulties with multistep organic chemistry synthesis including challenges recalling all of the varied required reactions, the amount of content and topics covered in organic chemistry, conceptual understanding of needed important topics such as mechanisms, acids and bases, nucleophiles and electrophiles, and stereochemistry, and problem-solving competency. Students view organic chemistry synthesis as challenging because of their reliance on memorization of a large number of reactions, reagents, and rules, poor conceptual understanding of the topics, ineffective teaching methods which lacks active learning and student engagement, and the myriad number of possible pathways to solve synthesis problems. Our participants suggest that memorization and rote-learning plays an important role in the learning of multistep organic synthesis, which might cause a hindrance to process of learning and can impede students’ problem-solving ability.
Software Development to Reduce Misconceptions Using Conceptual Change Text Strategy on Chemical Bonding Matter Sovranita Ramadhani Setiawan Putri; Sukarmin Sukarmin
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art2

Abstract

The aims of this research is to determine the feasibility of software to reduce misconception on students using conceptual change text strategy on chemical bonding matter. This research is using Research & Development (R&D) design with X IPA MAN Sidoarjo’s students as a subject. Instrument used are student responses, student activity observation, and pretest-posttest sheet. Software developed using PHP (Hypertext Preprocessor) programming language. The result analyzed by a descriptive quantitative method that can be conclude as (1) The validity of software is valid showed by content validity average percentage is 88,57% with very valid  criteria and construct validity average percentage is 88,89% with very valid  criteria (2) the practicity of software got 87,41% with very practice criteria (3) Software effective in detect and reduce misconception that showed by percentage the average shift of conception from misconception to know concept is 83.53%.Keywords: software, misconception, conceptual change text, chemical bonding.
Development Interactive Multimedia Using 3D Virtual Modelling on Intermolecular Forces Matter Nurlaily Yulia Safitri; Kusumawati Dwiningsih
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art3

Abstract

One of characteristic in chemistry is its abstractness concept thus, the models or analogies to represent its microscopic and symbolic representation which not able seen by eyes are needed. Intermolecular forces lesson is one of chemistry concept that needs microscopic and symbolic representation. Modelling for microscopic and symbolic representation can be used to facilitate students for a better learning experience. Related to the problem background, the aim of this study is to know the validity of interactive multimedia using 3D modelling. The interactive multimedia using 3D virtual modelling will contain intermolecular forces explanation and equipped with 3D illustration, animation, and text to describe microscopic and symbolic representation. This study used R&D method by Thiagarajan and the data gathering section conducted in SMA Negeri 1 Waru Sidoarjo. The instruments to assess the validities of multimedia are content validity sheet and construct validity sheet which assessed by 3 academics and practitioners. The validity average scores obtain 86.66% for content validity and 85.78% for construct validity which both categorize as “Very Valid”. Keywords: Interactive Multimedia, 3D Virtual Modelling, Intermolecular Forces
Development of HOTS (High Order Thinking Skill) Oriented Learning Through Discovery Learning Model to Increase The Critical Thinking Skill of High School Students Purnama Indah
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art4

Abstract

The aim of this research is to produce HOTS (High Order Thinking Skill) lesson through a valid, practical, and effective discovery learning model for class XI high schools to improve students' critical thinking skills. This research is a development that refers to the Borg & Gall model. The subject trials for grade XI students of SMA Negeri 2 Sangatta Utara, East Kutai. Validity and practicality analysis techniques used percentage of descriptive techniques. The effectiveness analysis technique is by looking at the percentage of increase in students' pretest-posttest results. The result of this research in the form of development of learning tools which included: Syllabus, teaching materials, LKPD, and assessment instruments. The result showed that learning tools that have been developed meet the validity with a validity percentage of 99.66% which is categorized as very valid. The practicality of the lesson plan produced is very practical, this is indicated by the assessment of students as research respondents about 85.93%. HOTS (High Order Thinking Skill) lesson plan through Discovery Learning model to improve student’s critical thinking skills that are produced are able to provide the effectiveness learning, it looked through an increased in learning between pretest and posttest about 33%.Keywords: development, lesson plan, HOTS (high order thinking skill), discovery learning model, students' critical thinking skill
Tautomerism of para-Aminobenzylidene-para-methoxyaniline Asmaa Baker Aldabbagh
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art5

Abstract

ABSTRACT: In the early seventies received wide attention when Patai [1] published his book tagged the chemistry of the azomethane group and the aforementioned group is very important in the fields of chemistry, life sciences, chemical and pharmaceutical industries and medicine. The chemistry of imines includes two main groups is Schiff bases and oximes. as well as   presence of double bonds in the imines facilitated the possibility of their presence in the form of two Geometrical Isomers. Curtin and Husser [2] are among the first to discover the presence of imines in two forms, syn and anti, and the inability to separate these two forms in the imines is attributed to the freedom to rotate around the double bonds between The carbon and nitrogen atoms, which reduce the occurrence of the polarization process in C=N and facilitate the rotation process [3]. Keywords: tautomerism, organic chemistry, azomethane group
Implementation of Project Based Learning (PjBL) Learning Model Through Wall Magazine Towards Learning Achievement and Collaborative Skills Dini Nur Nuha; Beta Wulan Febriana; Krisna Merdekawati
International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol4.iss1.art6

Abstract

The purpose of this study is to investigate whether there are significant differences in students’ learning achievement and collaborative skills between class that implement Project-Based Learning model and the conventional learning model on the buffer solution material. This research is an experimental study that using quasi-experimental design, post-test only with non-equivalent group design. The population used in this study were all students of 10th grade by using two classes as research samples. Data were analyzed using the Independent Sample T-Test for learning achievement in knowledge, as well as the non-parametric Mann Whitney U test for students’ learning achievement and collaborative skills. The results of this study can be concluded that there are significant differences in students' learning achievement and collaborative skills between the implementation of the PjBL learning model and conventional learning models on the buffer solution material. Keywords: project-based learning, collaborative skills, learning achievement

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