cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Riyanto Riyanto
Contact Email
riyantokimuii@gmail.com
Phone
-
Journal Mail Official
ijcer@uii.ac.id
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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)
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "VOLUME 5, ISSUE 1, April 2021" : 5 Documents clear
Study of Effectiveness of Pattern Based Teaching Method on Students’ Long-Term Retention of Contents in Organic Chemistry Chandra Prakash Pokharna; Neetu Bharatiyaa
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art4

Abstract

Organic chemistry is a subject which students find difficult because of complex reactions and mechanisms involved. The main aim of this study was to study the students' understanding of the concepts of organic chemistry by pattern based teaching method (PBT). Pattern Based Teaching is a systematic approach in teaching chemistry where the reactions and mechanisms are systematized into a particular pattern for different functional groups. The students are made to understand the basic concepts how to introduce a particular functional group and how functional groups give reactions with different type of reagents. The present paper reports the effect of this innovative teaching method on students' long term retention of organic chemistry course material. Long term retention of contents was examined by conducting two tests-pretest (based on traditional lecture teaching) and a post-test (conducted after PBT). Students' of first year undergraduate class of two different colleges of Kishangarh city of Ajmer district of Rajasthan were used for the study. These students were divided into six groups and two of them were taught by the author by PBT method. The rest four groups were control groups taught by the traditional lecture based teaching method. Students performance after PBT method was compared to that in a traditional lecture based teaching method. Our analysis showed that the out of the six sample groups of students used in our study, the highest mean scores (10.46 and 13.36) were of the two experimental groups. The four control groups had mean scores in the range 7-10. This investigation thus suggests that pattern-based teaching in organic chemistry is a powerful and systematic approach which facilitates students’ long-term retention of contents of the subject. It promotes active learning and creates students’ interest in the subject.
Implementation of Guided Inquiry Based on Blended Learning to Improve Students’ Metacognitive Skills in Reaction Rate Ulfa Nur Afifah; Utiya Azizah
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art1

Abstract

The development of the educational paradigm in the 21st century emphasizes learning oriented to higher-order thinking skills, one of them is metacognitive skills. This study aims to improve the metacognitive skills of students through a guided inquiry learning model based on blended learning in reaction rate material. The research design used is One-Group Pretest-Posttest Design. The research was conducted in class XI MIPA 5 SMAN 2 Pamekasan. The data were obtained using the observation sheet instrument for the implementation of the learning model, the activities of the students, and the metacognitive skills test sheet. Data analysis was performed using the percentage, mean, n-gain, and paired t-test techniques. The results showed that 1) Guided inquiry learning model based on blended learning is carried out well with an average percentage of phase 1 of 94.88%, phase 2 of 100%, phase 3 of 97.92%, phase 4 of 98.44% and phase 5 of 96.88%, 2) The percentage of students' activities who are actively involved and relevant to guided inquiry learning model based on blended learning is 87.41%, 3) The metacognitive skills of students have increased in terms of the n-gain range, namely 0.53 - 0.62 with the medium category, dan 4) there is a significant difference in the results of metacognitive skills between before and after being given a guided inquiry learning model based on blended learning. The results showed that the guided inquiry learning model based on blended learning was effective in improving students' metacognitive skills
Student Worksheet Development to Practice Critical Thinking Skill Using Blended Learning on Reaction Rate Intan Novitasari; Bertha Yonata
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art2

Abstract

ABSTRACT: This research aims to determine the feasibility of student worksheets to practice critical thinking skills using blended learning on reaction rate matter. This research is using Research & Development (R&D) design with the subjects are 2nd-grade students. The instrument used which as the student worksheet, pretest-posttest sheet, student activity observation, and student responses questionnaire. The validity of the student worksheets on the concentration factor, surface area, temperature, and catalyst obtained the percentage respectively 89.37%, 87.55%, 87.67%, and 87.53%. Student activities, obtaining a percentage of 90% and observation of student responses by 91%. The effectiveness of the students' worksheets in terms of the N-gain score of the pretest and posttest with an average of 0.65 in the medium category is very effective to practice critical thinking skill. So the student worksheet using guided inquiry learning model and blended learning strategy in reaction rate matter to practice critical thinking skill is feasible to use in High School.Keywords: student worksheet, critical thinking skill, blended learning, the reaction rate
Development of Chemistry Learning Videos in the Industries Artina Diniaty
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art3

Abstract

This study aims to develop chemistry learning videos in the industry and determine the feasibility of the developed learning videos. The development model used was adapted from the 4D development model which was carried out only up to the Develop stage. The research instrument used was the needs analysis instrument and the product feasibility assessment instrument. The needs analysis instrument is used to collect data on the analysis of needs and problems in the learning process in schools while the product feasibility assessment instrument is used to collect the feasibility assessment data for the learning video. The results showed that the chemistry learning videos developed were feasible to be used as a learning resource.
Software HIDROKSI Development to Detect and Reduce Misconceptions Using Conceptual Change Text Strategy on Salt Hydrolysis Alvira Dwi Yanti; Sukarmin Sukarmin
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art5

Abstract

This research aims to determine the feasibility of software HIDROKSI to detect and reduce students' misconceptions using a conceptual change text strategy on salt hydrolysis. This research used the Research & Development (R&D) method with 3rd grade SMAN 1 Krian’s student as a subject. The instruments used are student response questionnaires and student activity observations. Software HIDROKSI was developed using the Adobe Flash CS6 Action Script 3.0. The results analyzed using the quantitative descriptive method are as follows: (1) Software HIDROKSI isvalid with an average percentage of content validation is 86.67% and construct validation is 86.22% (2) The practicability of software HIDROKSI is very practical with an average percentage of student response questionnaire results is 96.61% (3) The effectiveness of software HIDROKSI in detecting and reducing student’s misconceptions is very effective with an average percentage of students' shift in conceptions from misconceptions to knowing concepts is 86.34%.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue VOLUME 9, ISSUE 2, OCTOBER 2025 VOLUME 9, ISSUE 1, APRIL 2025 VOLUME 8, ISSUE 2, OCTOBER 2024 VOLUME 8, ISSUE 1, APRIL 2024 VOLUME 7, ISSUE 2, OCTOBER 2023 VOLUME 7, ISSUE 1, April 2023 VOLUME 6, ISSUE 2, OCTOBER 2022 VOLUME 6, ISSUE 1, April 2022 VOLUME 5, ISSUE 2, October 2021 VOLUME 5, ISSUE 1, April 2021 VOLUME 4, ISSUE 2, October 2020 VOLUME 4, ISSUE 1, April 2020 VOLUME 3 ISSUE 2, OCTOBER 2019 VOLUME 3 ISSUE 1, FEBRUARY 2019 VOLUME 2 ISSUE 2, AUGUST 2018 VOLUME 2 ISSUE 1, FEBRUARY 2018 VOLUME 1 ISSUE 1, AUGUST 2017 More Issue