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Made Gautama Jayadiningrat
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INDONESIA
Jurnal Pendidikan Kimia Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 20879040     EISSN : 26139537     DOI : http://dx.doi.org/10.23887/jpk.v3i1
Core Subject : Science, Education,
Chemistry Education
Jurnal Pendidikan Kimia Indonesia is a scientific journal published by the Department of Chemistry Education of Ganesha University of Education. This journal aims to accommodate the articles of research results and results of community service in the field of education and learning. In the end this Journal can provide a description of the development of science and technology in the field of education for the academic community. This journal is published 2 times a year (April and October).
Arjuna Subject : Teknik Kimia (semua kategori) - Teknik Kimia (Lain-Lain)
Articles 159 Documents
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Implementation of the STEM-PBL Approach in Online Chemistry Learning and its Impact on Students' Critical Thinking Skills Siti Arisa; Debora Suryani Sitinjak
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.44317

Abstract

Chemistry is a very important branch of science because it deals with phenomena that often occur in everyday life. In chemistry learning, students are invited to study the material and its changes. Chemistry learning is considered very abstract because it cannot be seen directly by the naked eye. It causes most high school students to think that chemistry is difficult—limitations of learning during the Covid-19 pandemic affected various abilities possessed by students. Students lack critical thinking skills, namely, the inability to analyze and provide solutions to simple problems. The purpose of this research is to develop students' critical thinking skills through the application of the STEM-PBL approach to online learning. This research uses a qualitative descriptive method with observation sheet instruments and test questions. STEM integrated into PBL is one of the solutions to improve students' critical thinking skills. The results of the application of STEM-PBL show an increase in students' critical thinking skills in solving everyday problems. Students can also design tools to solve problems and integrate various disciplines.
Chemistry Craft and Entrepreneurship Practicum Module Based on Semi-Solid Preparations as a Learning Resource for High School Students Luthfiana Dewi; Laili Nailul Muna
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.44325

Abstract

The learning activities applied are still dominated by textbooks, so additional learning resources are needed to support more creative and innovative learning activities. This study aims to create a semi-solid preparation-based chemical practicum module for craft and entrepreneurship (PKWU) as a learning resource for SMA/MA students. The type of research used is development research (R&D) with the 4D development model. The research subjects included one material expert, a media expert, four reviewers, and ten SMA/MA MIPA students. Quality assessment was carried out using a Likert scale questionnaire sheet and a Guttman scale questionnaire. The analysis technique uses quantitative and qualitative analysis. The results of the assessment show that material experts are 90.77% in the Very Good category, product ratings by media experts are 96.7% in the Very Good category, and the reviewer's assessment (chemistry teacher) gets an average score of average with a percentage of 90.25% in the Very Good category. The results of student responses to the module show a percentage of 95%. The results show that the PKWU practicum module based on semisolid preparations is feasible to use as an alternative learning resource in increasing student understanding. This research implies that teachers are expected to be able to use practicum modules that can facilitate students in carrying out practicum activities.
Blended Learning Integrated with Project-Based Learning: Its Effect on Learning Outcomes, Perception, and Self-Regulated Learning Lisa Pohan; Julia Maulina
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.48213

Abstract

The demands on chemistry learning require hands-on action in the form of practicums to fit understanding of chemical concepts, examine the theories obtained and relate them to everyday scientific phenomena through scientific activities in the laboratory. So that cognitive, affective, and psychomotor learning outcomes are achieved. This research is a type of qualitative descriptive research. This study investigates student perceptions and Self-Regulated Learning (SRL) on integrated blended learning Project Based Learning that affects student learning outcomes. The research subjects were nine people students who were enrolled in basic chemistry courses. This research was conducted for seven meetings where the learning process was carried out with a mixture of online and offline lectures called Blended Learning. Data collection was conducted through interviews to determine student perceptions of Blended Learning and a questionnaire to determine the student's SRL level. Learning Outcomes (LO) tests were in the form of cognitive, affective, and psychomotor. The interview data were analyzed inductively. Meanwhile, the SRL data analysis and the LO test are presented as an integrated and comparative description. Students' interviews revealed positive perceptions about the learning. This study found that the students' SRL were in the high (56%), medium (33%), and low (11%) categories. The LO assessment was obtained from the pre-test and post-test; all students' scores increased. As for the attitude, the measurements showed four categories: very good (67%), good (11%), adequate (11%), and poor (11%). Assessment of instruments designed showed that 67% of the instruments were developed while another 33% were underdeveloped.
E-module Using FlipHTML5 Application on Chemical Bond Material Nelly Nurhayati; Roza Linda; Lenny Anwar
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.49542

Abstract

The low use of creative teaching materials following technological developments impacts student motivation and learning outcomes. This study aims to develop e-modules using the FlipHTML5 application on chemical bonding material. The types and sources of data are qualitative (suggestions and comments from the validator team and respondents) and quantitative (scores ​​from the validator team and respondents). The research subjects were 24 students and three chemistry teachers. The analysis technique used is the validity analysis technique using a Likert scale of 1 to 5 and a user response questionnaire. The results of the validation data analysis on the feasibility aspects of content, language, presentation, graphics, and application utilization were 88%, 86%, 96.67%, 83.33%, and 82.85%, respectively, with very valid criteria. E-modules obtained valid criteria according to the validator and were tested for responses to three chemistry teachers and 24 students. The results of the average percentage of student and teacher responses were 98.43% and 88.52%, respectively. The conclusion obtained from the results of the data analysis is that the resulting e-module using the FlipHTML5 application on chemical bond material is valid and can be used in the learning process.
The Effect of Online Learning on Learning Interest and Concepts Understanding During the Covid-19 Pandemic Sofia Kusuma Ramandanti; Woro Sumarni; Sri Susilogati Sumarti
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.49589

Abstract

The Covid-19 pandemic caused a transformation in the implementation of learning from offline/face to face to online learning. This study aims to analyze the effect of online learning methods on students' learning interest during the Covid-19 pandemic. Online learning is very beneficial for maintaining learning communication between teachers and students. This research is based on the one-group pretest-posttest method. Where the initial ability of students is obtained through the Pretest before the lecture, and student learning outcomes are obtained from the Posttest which is carried out after the lecture using the online method. The research was conducted on 21 students who took acid-base chemistry courses. The data analysis technique used is simple linear regression analysis. From the research results, it was found that the average score of students in the Pretest was 59.5 and the average score of students in the Posttest was 74. Meanwhile, the response results showed that online learning methods had a positive, although not significant, effect on students' interest in learning during the Covid-19 pandemic. This means that the better the quality of online learning, the higher the learning interest of students. The magnitude of the influence of online learning methods on students' learning interest is only 3.8%. That means that even though it is not significant, the lecturer's ability to carry out online learning methods still has an influence on students' interest in learning.
Chemistry Learning Module Based on Student Characteristics in The New Normal Era K Anom W; Made Sukaryawan; Abdurachman Ibrahim; Eka Ad'hiya
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.49791

Abstract

Modules are very useful for students if they are developed based on student characteristics for entrepreneurship courses in the new normal era. For this reason, the objective of this study was to describe the development of STEM-based chemistry learning module based on the characteristics of chemistry students in the new normal era for the entrepreneurship course. The topic of entrepreneurship discussed in this study was goat weight gain. The subjects of this study were the fifth semester students of Chemistry Education. The research method was descriptive. The data were triangulated based on the results of interview, documentation, and questionnaire. The questionnaire was valid with a reliability coefficient of 0.763, greater than the minimum limit of 0.600. The results showed that the students strongly agreed to like to read (35,7%), motivated (35,7), liked to search the internet (78,57%) and 78.57% of them studied the topic of gaining the weight of peanut goats by reading module, and 82.14% of them liked partnership in goat entrepreneurship. The conclusion is that the chemistry learning module has been developed for the entrepreneurship course, and the module is based on student characteristics and STEM, and is characterized by chemistry, which fulfill the research objectives.
Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials Dwi Wahyudiati
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.49890

Abstract

The lack of availability of learning resources in the form of teaching materials is one of the problems found in chemistry learning, both in secondary schools and in tertiary institutions, so it is very urgent to develop contextual chemistry teaching materials as an implementation of the ethnochemical approach in learning. The purpose of this study was to explore and develop chemistry teaching materials as learning resources by exploring the potential of local Sasak and Javanese wisdom. This research approach uses a qualitative approach with data collection techniques through literature, interviews, and documentation. The data obtained were analyzed using Miles & Huberman's qualitative analysis. The research subjects consisted of community leaders, chemical content experts, and chemical literature relevant to the research study. Based on the research findings, it can be concluded that Sasak and Javanese local wisdom can be used as a source of chemistry learning through integrating Sasak and Javanese local wisdom with chemical bonding materials and changes in elements, compounds, and mixtures. Thus, the implications of this research can be a source of reference in developing contextual chemistry teaching materials so as to make learning more meaningful.
Practical Guide for Determining the Reaction Rate and Reaction Order Based on the Colorimeter® Application Azwa Fadilla Wafiq; Husna Amalya Melati; Erlina; Hairida; Masriani; Risya Sasri
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.50365

Abstract

The practical activities needed in chemistry lessons. However, during the covid-19 pandemic, a suitable practical guide is needed. Therefore, a practical guide that can involve students directly in practical activities in online learning and blended learning is needed. The purpose of this study is to determine the feasibility of the Practical Guide for Determining Reaction Rate and Reaction Order Based on the Colorimeter® Application based on expert judgement and students’ response. This study employs a research and development (R&D) using 4D(Four-D) model, starting from define, design, develop, and dissemination stages. This research is limited to the develop stage due to the limited time and ability of the researcher. The subject of this study was a practical guide which was tested to 6 students in the initial trial and 20 students of Chemistry Education FKIP Untan in the main trial. Data collection tools used are the feasibility assessment sheets and students’ response questionnaires. The results of expert assessment using the Gregory test closeness model indicate a very feasible criteria with the validity value of 1.00 which in a very high level in terms of the feasibility of the content, language, and graphics. The result of the initial trial and main trial obtained an average percentage of 91% and 94% respectively with very good criteria. The results of this study imply that the practical guide developed is suitable for use in the practical activities. In addition, the practical guide has an attractive appearance and can be used in practical activities to support students’ understanding of reaction rates’ concepts.
Higher-Order Thinking Abilities for Improved Critical Thinking in Thermochemical Materials Module Aida Auliyani; Abdul Gani*; Adlim Adlim
Jurnal Pendidikan Kimia Indonesia Vol. 6 No. 2 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v6i2.42933

Abstract

The use of teaching materials that support higher-order thinking skills (HOTS) on thermochemical materials still needs to be improved, which makes students' critical thinking skills (CBC) low. The goal of this study is to find out if HOTS-based chemistry learning modules on thermochemical materials and improving CBC are possible and what students think of them when they are used. This study is a type of development research called "ADDIE" research. Three experts on materials, three experts on the media, and three teachers took part in this study. As the control group, 35 people were used, and as the experimental group, 36 people were used. In this study, both non-test and test methods were used to collect data. The non-test method was done with the help of a product validity questionnaire sheet, which was a research tool. On the other hand, the instrument test looked at how well students could think critically. Descriptive qualitative analysis, quantitative statistics, and inferential statistics are used to look at the data (t-test). The average CBC of students was different before and after they used HOTS-based chemistry modules to study thermochemistry materials. The results show that using HOTS-based chemistry modules to improve students' CBC is better than using standard modules. It was decided that chemistry modules based on HOTS could help students learn how to think more critically.
Guided Inquiry-Based Basic Chemistry Practicum Guidelines and Its Impact on Students' Science Process Skills and Critical Thinking Skills Ayu Rahayu; Rina Sardiana Sari
Jurnal Pendidikan Kimia Indonesia Vol. 7 No. 1 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v7i1.46212

Abstract

Science process and critical thinking skills must be possessed by students as prospective professional teachers. Quality practicum activities with quality teaching materials can improve science process skills and low critical thinking. The practicum guide only asks students to carry out practical activities according to existing procedures, so students cannot build their skills. This study aims to develop an inquiry-based practicum guide that meets the valid, practical, and effective criteria for science process skills and critical thinking. This research is development research based on the Hannafin & Peck model with three stages, namely needs assessment, design, development, and implementation, piloted on a small scale, namely 20 students in basic chemistry courses. The results showed (1) Valid with a value of 3.5. Practical with a score of 3.81 on lecturer activities and 3.3 on student activities. Effective with 90.5% getting a positive response. (2) Science process skills are very good, with a score of 88.54%, and critical thinking skills with the results of hypothesis testing Sig (0.001) > 0.05, while the gain score test is 0.45 in the medium category. This guided inquiry-based practicum guide can be used because students design, formulate hypotheses, and conclude independently to improve their science process and critical thinking skills.

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