IJCER (International Journal of Chemistry Education Research)
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)
Articles
117 Documents
<![CDATA[Implementation of Learning Assistance to Chemistry Learning Motivation of Students in MAN 4 Sleman ]]>
<![CDATA[Artina Diniaty]]>;
<![CDATA[Lina Fauzi'ah]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 3 ISSUE 1, FEBRUARY 2019 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol3.iss1.art8
<![CDATA[This study aims to determine the implementation of chemical learning assistance to students' learning motivation. Assistance efforts are carried out by managing the laboratory so that it can be used as a chemistry learning infrastructure, implementation, and discussion of tryout questions of SBMPTN along with the tricks to do them. In addition, chemedutainment is also carried out to motivate students to learn chemistry. The results showed that there were no significant differences in students' learning motivation through the implementation of chemical learning assistance. The implementation of chemical learning assistance needs to be carried out regularly and continuously in order to increase students' learning motivation.]]>
<![CDATA[The Effectiveness of Problem-Based Learning on the Hoax Informations to Improve Students’ Critical Thinking Skills (Related to Some Foods and Beverages) ]]>
<![CDATA[Tri Dewi Apriyani]]>;
<![CDATA[Noor Fadiawati]]>;
<![CDATA[M. Mahfudz Fauzi Syamsuri]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 3 ISSUE 1, FEBRUARY 2019 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol3.iss1.art3
<![CDATA[The hoax informations that spread through social media had a negative impact on society. Therefore, research had been conducted in Gedongtataan Upper Secondary School No.1 to describe the effectiveness of problem-based learning model on hoax informations in improving students' critical thinking skills. This study was used the matching only pretest-posttest control group design. The sample in this study was the 11th grade of IPA 4 (experimental class) and the 11th grade of IPA 5 (control class) which was obtained by using purposive sampling technique. The results showed that the average n-gain in the experimental and control classes was 0.7 and 0.6, respectively. Based on this, it could be concluded that the problem based learning model on the hoax informations was effective in improving students' critical thinking skills. Keywords: critical thinking skills, hoax informations, problem-based learning.]]>
<![CDATA[Implementation of Cooperative Learning Model by Greeting and Question Technique to Improve the Learning Outcomes and Activities Students in SMA 1 Bengkulu ]]>
<![CDATA[Habibi Hidayat]]>;
<![CDATA[Salastri Rohiat]]>;
<![CDATA[Amrul Bahar]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 3 ISSUE 2, OCTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol3.iss2.art3
<![CDATA[Cooperative learning model is one learning model of activities and interactions between students to motivate each other and help each other in mastering subject matter to achieve maximum achievement. This research was conducted in n cycles. Each cycle is carried out by the changes to be achieved starting from initial reflection to returning to analysis and reflection. The average value of students has increased in each cycle of 50.75 in cycle 1, then increased in cycle 2 that is equal to 52.2 and cycle 3 to 72.75. teacher activity during the chemistry learning process in the classroom for each cycle using the type cooperative learning model with greeting and questions techniques continued to increase namely from an average score of 30 to 34.5 and increased very well in the cycle to 3 which is equal to 42 with good criteria while for student activity the average score of 26 to 31.5 and increased very well in the third cycle that is equal to 39 with good criteria. The conclusion is that the implementation of cooperative learning model with greeting and question techniques can improve the learning outcomes and activities of students in SMA 1 Bengkulu.]]>
<![CDATA[The Implementation of Think Pair Share (TPS) Learning Model toward Student Achievement Learning in Material Acid and Base in Grade XI MA Sunan Pandanaran Academic Year 2018/2019 ]]>
<![CDATA[Nafisa Rahmah]]>;
<![CDATA[Krisna Merdekawati]]>;
<![CDATA[Artina Diniaty]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 3 ISSUE 2, OCTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol3.iss2.art4
<![CDATA[The purpose of this study was to determine the significant difference in student achievement learning through the implementation of a think pair share (TPS) learning model and conventional learning model on acid-base material. This research is an experimental study using quasi-experimental design, namely posttest only with nonequivalent group design. The study population was all students of class XI MA Sunan Pandanaran Yogyakarta academic year 2018/2019. The sample in this study was taken by purposive sampling technique as many as two classes. Data collection using the written test method with instruments in the form of multiple-choice questions to obtain data on learning achievement. Data analysis techniques in this study used Mann Whitney Test. Based on the results of the study it can be concluded that there are significant differences in learning achievement between students who take part in the TPS learning model and students who take the conventional model learning on acid-base material.]]>
<![CDATA[Examining Challenges that Students Face in Learning Organic Chemistry Synthesis ]]>
<![CDATA[Issa I. Salame]]>;
<![CDATA[Pauline Casino]]>;
<![CDATA[Natasha Hodges]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol4.iss1.art1
<![CDATA[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.]]>
<![CDATA[Software Development to Reduce Misconceptions Using Conceptual Change Text Strategy on Chemical Bonding Matter ]]>
<![CDATA[Sovranita Ramadhani Setiawan Putri]]>;
<![CDATA[Sukarmin Sukarmin]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol4.iss1.art2
<![CDATA[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.]]>
<![CDATA[Development Interactive Multimedia Using 3D Virtual Modelling on Intermolecular Forces Matter ]]>
<![CDATA[Nurlaily Yulia Safitri]]>;
<![CDATA[Kusumawati Dwiningsih]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol4.iss1.art3
<![CDATA[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]]>
<![CDATA[Development of HOTS (High Order Thinking Skill) Oriented Learning Through Discovery Learning Model to Increase The Critical Thinking Skill of High School Students ]]>
<![CDATA[Purnama Indah]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 4, ISSUE 1, April 2020 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol4.iss1.art4
<![CDATA[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]]>
<![CDATA[Study of Effectiveness of Pattern Based Teaching Method on Students’ Long-Term Retention of Contents in Organic Chemistry ]]>
<![CDATA[Chandra Prakash Pokharna]]>;
<![CDATA[Neetu Bharatiyaa]]>
<![CDATA[ International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol5.iss1.art4
<![CDATA[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.]]>
<![CDATA[The Effect Of Whatsapp Application Assisted PjBL Model And Zoom Meeting On Learning Outcomes Of Capita Selecta ]]>
<![CDATA[Dewi Handayani]]>
<![CDATA[ IJCER (International Journal of Chemistry Education Research) VOLUME 4, ISSUE 2, October 2020 ]]>
Publisher : <![CDATA[Universitas Islam Indonesia ]]>
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DOI: 10.20885/ijcer.vol4.iss2.art2
<![CDATA[The current covid-19 pandemic has an impact on Capita Selecta Chemistry lectures. The difficulty of face-to-face learning in class makes lecturers have to be able to find solutions to these problems. One of the solutions used is the application of the Project Based Learning (PjBL) model assisted by the WhatsApp Group (WAG) application and face-to-face through the zoom meeting application.This research is a research pre-experimental research with one-group pretest posttest design, experiments conducted in one class without a comparison class. The research was conducted at a State University in Bengkulu. With the research subjects as many as 24 students who took capita selecta Chemistry course. The instruments used in this study are learning outcomes tests and response questionnaires towards applications that used in learning. Data analysis techniques include average value, normality test, and hypothesis testing using the t-test using SPPS computer program for windows version 23. The results showed that there was an increase in student learning outcomes with the implementation of PjBL model assisted by WhatsApp and Zoom applications with pretest scores of 66.042, postest scores of 84.625 and the N-gain value data obtained was 0.547 in the moderate category. Student’s response toward the use of WAG and Zoom Meeting applications was very positive. As many as 91.67% of students considered that WAG application was a very practical application and it was easily accessible to students, especially access to learning materials. The use of zoom meeting according to 70% of students is also very interactive and can replace face-to-face meetings. Keywords: PjBL Model, WhatsApp, Zoom Meeting, Learning Outcomes, Capita Selecta                                                               ]]>
