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INDONESIA
Jurnal Pendidikan Kimia Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26141086     EISSN : 25993380     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching of chemistry education in Ganesha University of Education(GUE). The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Chemistry Education.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol 2, No 2 (2018)" : 5 Documents clear
ANALISIS KESULITAN BELAJAR KIMIA PADA MATERI LARUTAN PENYANGGA DI SMA NEGERI 2 BANJAR NLI, Sanjiwani; IW, Muderawan; IK, Sudiana
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21170

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan (1) kesulitan belajar kimia siswa, (2) sebaran kesulitan belajar kimia siswa, dan (3) faktor penyebab kesulitan belajar siswa dalam mempelajari materi larutan penyangga. Subjek penelitian ini adalah 154 orang siswa dari seluruh kelas XI MIA dan 1 orang guru kimia. Metode penelitian yang digunakan adalah gabungan metode kuantitatif dan kualitatif. Pengambilan data dilakukan dengan cara observasi, tes, kuesioner, dan wawancara. Hasil penelitian menunjukkan bahwa (1) Tingkat kesulitan belajar siswa berkisar antara sedikit sulit sampai sangat sulit. (2) Sebaran tingkat kesulitan belajar siswa pada masing-masing indikator adalah cukup sulit (44,97%), sulit (74,57%), sedikit sulit (31,66%), cukup sulit (43,51%), sangat sulit (81,82%), dan sedikit sulit (36,36%). (3) Faktor internal penyebab kesulitan belajar meliputi pemahaman konsep prasyarat dan konsep-konsep pada materi larutan penyangga rendah, kemampuan matematika rendah, minat, dan motivasi belajar kimia rendah. Faktor eksternal penyebab kesulitan belajar meliputi metode mengajar yang diterapkan guru, pengaruh negatif teman sebaya, keadaan dan waktu pembelajaran yang kurang kondusif.Kata kunci : kesulitan belajar, larutan penyangga, faktor penyebabAbstractThis research aims to describe and explain (1) students’ learning difficulties in chemistry, (2) the distribution of students’ learning difficulties, and (3) the causative factors of students’ learning difficulties to understand the topic of buffer solution. The subjects for this research are 154 students from all class XI MIA and 1 chemistry teacher. The research method used a quantitative and qualitative method. The data were collected by using observation, test, questionnaire, and interview. The result of this research showed that (1) The students’ learning difficulties on buffer solution topic was ranged between less difficult until very difficult. (2) The distribution and level of student learning difficulties in each indicators, are difficult enough (44,97%), difficult (74,57%), less difficult (31,66%), difficult enough (43,51%), very difficult (81,82%), and difficult enough (36,36%), respectively (3) Internal factor that caused learning difficulties is less understanding toward supporting concepts and buffer solution concept, the lack of student’s ability in mathematics, less learning interest and motivation toward chemistry. The external factor that caused learning difficulties is teacher’s teaching method, negative effect from friend at the same age, and less conducive learning conditions and times.Keywords: learning disabilities, buffer solution, cause factors
MODEL MENTAL SISWA KELAS X SMA LABORATORIUM UNDIKSHA SINGARAJA TENTANG IKATAN ION DAN IKATAN KOVALEN Pratiwi, Ni Luh Yuni Ari; Suja, I Wayan; Selamat, I Nyoman
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21166

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan profil model mental siswa, serta menganalisis faktor-faktor yang memengaruhi terbentuknya model mental alternatif siswa kelas X MIA di SMA Laboratorium Undiksha Singaraja pada materi ikatan ion dan ikatan kovalen. Penelitian ini menggunakan pendekatan mix methods, jenis sekuensial. Pengumpulan data dilakukan dengan observasi, tes model mental, dan wawancara. Instrumen yang digunakan adalah tes diagnostik pilihan ganda dua tingkat dan wawancara dengan pertanyaan menyelidik. Hasil penelitian menunjukkan persentase siswa yang memiliki model mental ilmiah tentang ikatan ion dan kovalen sebanyak 53,33% model mental alternatif sebanyak 38,89%, dan 7,78% tidak memberikan tanggapan. Faktor-faktor yang memengaruhi terbentuknya model mental alternatif meliputi kekurangan informasi, kekeliruan penalaran, dan buku teks kimia yang digunakan siswa sebagai sarana belajar. Sehubungan dengan temuan tersebut, guru kimia di SMA perlu menerapkan strategi pembelajaran yang tepat untuk mengajarkan ketiga level kimia secara utuh.Kata Kunci: ikatan ion, ikatan kovalen, model mental, model mental alternatifABSTRACTThis research was aimed to describe and explain the profile of mental model student’s, and analyze the factors that influence the formation of alternative mental models of class X MIA students at SMA Laboratorium Undiksha Singaraja about ionic bonding and covalent bonds material. This research is a mix method approaches in research, a sequential type. Data collection is done by observation, mental model tests, and interviews. The instrument used in this study was a diagnostic test two tier and interview with probing questions. The results showed the percentage of students who experienced a scientific mental model of ion bonds and covalent bonds of 53.33% of students, had an alternative mental model of 38.89%, and as many as 7.78% did not have a mental model. Factors that influence the formation of alternative mental models include lack of information, errors of reasoning, and chemical textbooks that students used. Related with that research, chemistry teachers in high schools need to apply appropriate learning strategies in the process of learning chemistry.Keywords: ionic bonding, covalent bonding, mental model, mental model alternative
MODEL MENTAL SISWA TENTANG TERMOKIMIA Dewi, Komang Melina; Suja, I Wayan; Sastrawidana, I Dewa Ketut
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21165

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental dan faktor-faktor penyebab terbentuknya model mental alternatif siswa kelas XI tentang termokimia di SMA Negeri Bali Mandara. Penelitian ini menggunakan mixed methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes hasil belajar dua tingkat, dan wawancara. Analisis data dilakukan secara deskriptif berdasarkan hubungan antara jawaban siswa dan argumentasinya dengan melibatkan tiga level kimia. Teknik analisis data hasil wawancara meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa profil model mental siswa kelas  XI tentang termokimia, meliputi 1,94 % model mental ilmiah dan 98,05% model mental alternatif, yang terdiri atas 28,19% miskonsepsi khusus dan 69,86% benar sebagian. Faktor-faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi rendahnya minat belajar siswa, kurangnya pemahaman siswa tentang termokimia, kurangnya perhatian siswa ketika pembelajaran, metode mengajar yang diterapkan guru tidak mencankup tiga level kimia dan padatnya kegiatan sekolah.Kata-kata kunci : termokimia, model mental, model mental alternatif.AbstractThis research was aimed describe and explain the profile of the mental models and the factors that cause the formation of alternative mental models of class XI students about thermochemistry at Bali Mandara High School. This research uses a sequential type mixed methods. Data collection was carried out by observation, giving two-level learning outcomes tests, and interviews. Data analysis is carried out descriptively, based on the relationship between student answers and their arguments involving three chemical levels. The technique of analyzing data from interviews includes the stages of data reduction, data presentation, and conclusion drawing. The results of this research indicate that the profile of the mental model of class XI students about thermochemistry includes 1.94% of the scientific mental model and 98.05% of the alternative mental models, which consist of 28.19% special misconceptions and 69.86% are partly correct. Factors that cause the formation of alternative mental models on the minds of students, including the low interest in student learning, lack of student understanding of thermochemistry, lack of attention of students when learning, teaching methods applied by teachers do not cover three chemical levels and the density of school activities.Key words: thermochemistry, mental models, alternative mental models.
MODEL MENTAL SISWA PADA SUBPOKOK BAHASAN PERUBAHAN MATERI Diantari, Putu Eka Sukma; Suja, I Wayan; Sastrawidana, I Dewa Ketut
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21168

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental siswa serta mengidentifikasi faktor-faktor penyebab terbentuknya model mental alternatif siswa pada subpokok bahasan perubahan materi di SMP Negeri 2 Singaraja. Penelitian ini menggunakan pendekatan mix methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes diagnostik dua tingkat (two-tier), dan wawancara. Hasil penelitian menunjukkan profil model mental siswa kelas VII pada subpokok bahasan perubahan materi 5,30% tergolong model mental ilmiah, serta 92,38% mengalami model mental alternatif, yang meliputi 69,81% memiliki model mental benar sebagian dan 22,57% memiliki model mental miskonsepsi khusus. Sedangkan sisanya, sebanyak 2,32% tidak memberikan tanggapan. Faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi minat dan motivasi belajar siswa rendah, pemaknaan konsep-konsep perubahan materi rendah, pemahaman konsep pendukung terkait perubahan materi rendah, pemahaman terhadap ketiga level kimia (level makroskopis, level submikroskopis, dan level simbolik) beserta interkoneksinya rendah, buku teks (paket) yang digunakan kurang lengkap, dan strategi mengajar yang diterapkan oleh guru tidak tepat.Kata-kata kunci: perubahan materi, model mental, model mental alternatif.AbstractThis research was aimed to describe and explain the profile of mental model students and identify the factors that cause the formation of an alternative mental model students on the subject of material changes at SMP Negeri 2 Singaraja. This research is a mix methods approach, type sequential. Data collection was carried out by observation, giving two-tier diagnostic tests, and interviews. The results showed the profile of mental class VII grade students on the  subject of  material change 5.30% classified as a scientific mental model, and 92.38% experienced an alternative mental model, which included 69.81% having a partially correct mental model and 22.57% having special mental misconception models. While the rest, as much as 2.32% did not give a response. Factors that cause the formation of alternative mental models on students minds, including low interest and student learning motivation, meaning concepts of low material change, understanding of supporting concepts related to low material changes, understanding of all three chemical levels (macroscopic level, submicroscopic level, and symbolic level) along with the low interconnection, the textbook (package) used is incomplete, and the teaching strategy applied by the teacher is not appropriate.Keywords: change materials, mental model, alternative mental model
KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP Sudiana, I. K.; Sastrawidana, I. D. K.; Antari, N. P. S.
Jurnal Pendidikan Kimia Undiksha Vol 2, No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21169

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character

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