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<![CDATA[Analisis Model Mental Dengan Pendekatan Problem Posing Berbasis Representasi Kimia ]]>
<![CDATA[Asni, Taufiqurrahman]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 2 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 2 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.142.07
<![CDATA[This research was conducted to apply the Problem Posing learning model integrated with chemical representations to analyze the improvement of mental models and student learning outcomes in the material of basic chemical laws. This study aims to find out (1) how students' mental models are applied after applying the Problem Posing learning model integrated with chemical representations in basic chemical law material (2) how to improve students' cognitive learning outcomes through the Problem Posing model. The method in this study used classroom action research (CAR) carried out in cycles. The research subjects were students of class X IPA 1 SMA Negeri 1 Sungai Tabuk, totaling 26 students. The research instrument used was a test and non-test. The data collection technique used tests, namely the cognitive learning outcomes of students using instruments in the form of pre-test and post-test, while non-test data collection techniques, namely observation sheets of teacher activities and student activities. The mental model data analysis technique used is descriptive qualitative analysis technique. The results of the study show that (1) Through the Problem Posing learning model, students experience changes in mental models, meaning that the application of Problem Posing learning can train students' reasoning power in understanding the material so that students do not experience continuous misconceptions, (2) there is an increase in learning outcomes cognitive class X IPA 1 students with an average pre-test score of 28.83% and an average post-test score of 79.75% after applying the Problem Posing learning model]]>
<![CDATA[Analisis Persepsi Mahasiswa terhadap Lingkungan Pembelajaran di Laboratorium Kimia pada Mata Kuliah Praktikum Kimia Organik ]]>
<![CDATA[Suryani, Elma]]>;
<![CDATA[Hayatunnisa]]>;
<![CDATA[Lisdiana, Hayyun]]>;
<![CDATA[Sriyuliani, Rifa]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 2 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 2 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.142.10
<![CDATA[This research aims to analyze students' perceptions of the learning environment in the chemistry laboratory in the organic chemistry practicum course. The subjects of this research were class B Chemistry Education students, 36 students from the class of 2021 and 31 students from the class of 2022. The research was conducted based on the differences in the class of chemistry B students in carrying out organic chemistry practicum. The instrument used in this research was the CLEI (Chemistry Laboratory Environment Inventory) instrument. The CLEI (Chemistry Laboratory Environment Inventory) instrument is an instrument used to evaluate the chemical laboratory environment. The CLEI instrument is divided into 5 dimensions, namely student cohesiveness, open-endedness, integration, rule clarity, and material environment. Data collection techniques in this research used questionnaires and interviews. The method used in this research is qualitative research. The results of this research show that there is interaction between students such as working together and helping each other in groups, there is the opportunity for students to design practical experiments, there is integration between theory in class and practice carried out during practicum, there are formal rules to regulate and supervise the course of practicum, and completeness of tools and materials is still not good with there are still tools that function less well. ]]>
<![CDATA[Pengaruh Penerapan Model Scientific Critical Thinking Berbantuan Exelearning dalam pembelajaran Hukum Dasar Kimia terhadap Self-Efficacy Peserta Didik ]]>
<![CDATA[Setiawan, Dimas]]>;
<![CDATA[Rusmansyah]]>;
<![CDATA[Kusasi, Muhammad]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 1 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 1 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.141.04
<![CDATA[This study was conducted to determine the effect of applying the Scientific Critical Thinking (SCT) model assisted by Exelearning in learning the basic laws of chemistry on the self-efficacy of students at SMA Negeri 5 Banjarmasin. This type of research is a pseudo experiment, consisting of an experimental class (SCT model) and a control class (discovery learning model). The samples of this study were class X-E (experimental class) and class X-I (control class) with a total of 60 students. The research data were analyzed descriptively and inferentially. The results showed that there were differences in students' self-efficacy between the experimental and control classes. Thus it is known that the Scientific Critical Thinking model assisted by Exelearning in learning basic laws of chemistry has a positive effect on students' self-efficacy]]>
<![CDATA[Model Asesmen Praktikum Kimia untuk Siswa SMA pada Kurikulum Merdeka Belajar ]]>
<![CDATA[siswaningsih, wiwi]]>;
<![CDATA[Nahadi]]>;
<![CDATA[Dewi, Syifa Aulia]]>;
<![CDATA[Lutvia, Dhea]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 1 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 1 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.141.07
<![CDATA[The independent learning curriculum that is currently implemented requires adjustments in the learning process, one part of which is assessment. This study aims to create an assessment model in the independent learning curriculum in the Mass Conservation of Law practicum using Moodle. The assessment model created is in the form of a performance assessment that uses Moodle media as a platform. The method used is descriptive statistical method. The sample used was 14 students of class X IPA one off SMAN Kota Bandung. The instrument used is an observation sheet rubric and task containing aspects of performance skills in the Law of Conservation of Mass practicum. The results obtained are the chemistry practicum assessment model using Moodle LMS, which can describe students' performance abilities in real practicum. Thus the assessment model using the Moodle LMS can be used as an alternative in assessing the performance student of the mass conservation law practicum in the independent learning curriculum in high school.]]>
<![CDATA[Pengembangan Soft Skills Siswa Melalui Pendekatan Social-Emotional Learning (Sel) Pada Materi Senyawa Hidrokarbon Dan Turunannya ]]>
<![CDATA[Utami, Wilujeng Wachyu]]>;
<![CDATA[Erdawati]]>;
<![CDATA[Rahmawati, Yuli]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 1 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 1 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.141.08
<![CDATA[his research is a classroom action research conducted in class XI of 2nd Electrical Engineering Program at SMK Kemala Bhayangkari 1 Jakarta in the second semester of the academic year 2015 / 2016. The research focuses on developing soft skills with social-emotional learning approaches on the material hydrocarbon compounds and their derivatives. Soft skills development through its core competencies SEL includes Self Awareness, Self Management, Social Awareness, Relationship Management, Responsible Decision Making. Think Write Pair Share Method (TWPS) is used to integrate SEL on chemistry learning. The techniques of data collection for soft skills development conducted through Social-Emotional Learning Survey (SELS) questionnaires, which has been developed under the SEL rubric that has been validated, reflective journals, observation and interviews. Internal validation (credibility) was conducted to test the accuracy of the research data, including prolonged engagement, persistent observation, progressive subjectivity and member checking. The data analysis concluded that there was development soft skills of students who can be seen from the indicator (1) Work Confidence; (2) Persistence; (3) Organisation; (4) Resilence; (5) Relationship Management; (6) Social Awareness; (7) Responsible Decision Making; (8) Concept Training Students; (9) The task of the Project. The results of this study have provided learning experiences and new perceptions towards learning chemistry. But the application of Social-Emotional Learning approach will be more quality if it received support from several parties, such as policy makers, schools and parents.]]>
<![CDATA[Penerapan Aplikasi ARBE Berbasis Inkuiri Pada Praktikum Larutan Penyangga Untuk Meningkatkan Kemampuan Reprsentasi Mahasiswa ]]>
<![CDATA[solihah, fitriani]]>;
<![CDATA[sari]]>;
<![CDATA[Irwansyah, Ferli Septi]]>;
<![CDATA[Farida, Ida]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 14 No. 1 (2024): Jurnal Riset Pendidikan Kimia (JRPK), Volume 14 Nomor 1 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.141.06
<![CDATA[This study aims to describe student activities, analyze and analyze the increase in student representation abilities after the application of guided inquiry-based ARBE applications in buffer solution practicum. The research method used was a pre-experimental design with one group pretest-posttest. The subjects of thisstudy were second semester students of the chemistry education study program at UIN Sunan Gunung Djati Bandung with a total of 33 students. The instruments used were observation sheets of student activities, worksheets, and pretest posttest questions. The resultsshowed thatstudent activitywas 91.8% with a very good interpretation. The increase in studentrepresentation ability after implementing the guided inquiry-based ARBE application in the buffer solution practicum to improve student representation ability was classified as high with a gain value of 0.72. Based on the t-test, a significance value of 0.000 <0.05 means that H0 isrejected and Ha is accepted. This shows that the implementation of the guided inquiry-based ARBE application in the buffer solution practicum was able to improve students' representation abilities]]>
<![CDATA[Pengembangan Media Pembelajaran Diaroma Dan 3D Hidrokarbon (Deret Homolog) Menggunakan Assembler Edu Pada Pembelajaran Kimia Materi Hidrokarbon ]]>
<![CDATA[Sadam, Padya Adisty Putri]]>;
<![CDATA[Paristiowati, Maria]]>;
<![CDATA[Syaadah, Rika Siti]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.151.05
<![CDATA[Abstrak Penelitian ini bertujuan untuk mengembangkan media pembelajaran inovatif berupa diorama fisik dan model 3D hidrokarbon berbasis aplikasi Assembler Edu. Media ini dirancang untuk membantu siswa memahami struktur hidrokarbon dalam deret homolog secara visual dan interaktif. Metode penelitian yang digunakan adalah pengembangan media dengan tahapan analisis kebutuhan, desain, implementasi, dan evaluasi. Hasil validasi ahli menunjukkan media ini sangat layak digunakan dengan skor rata-rata validasi 89%. Uji coba pada siswa kelas XI menunjukkan efektivitas media dalam meningkatkan pemahaman konsep dengan nilai kelayakan 94,7%. Media ini tidak hanya mempermudah pemahaman konsep abstrak tetapi juga meningkatkan motivasi belajar siswa. Abstract This study aims to develop an innovative learning medium consisting of a physical diorama and 3D hydrocarbon models using the Assembler Edu application. This medium is designed to help students understand hydrocarbon structures in homologous series visually and interactively. The research method used is media development with stages of needs analysis, design, implementation, and evaluation. Expert validation results showed that this medium is highly feasible with an average validation score of 89%. Testing on eleventh-grade students demonstrated the media's effectiveness in improving conceptual understanding with a feasibility score of 94.7%. This medium not only facilitates the understanding of abstract concepts but also enhances students' learning motivation.]]>
<![CDATA[ANALISIS KEBUTUHAN BUKU PENGAYAAN KIMIA HIJAU BERBASIS CULTURALLY RESPONSIVE TEACHING (CRT) ]]>
<![CDATA[Pratiwi, Galuh]]>;
<![CDATA[Wiyarsi, Antuni]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.151.03
<![CDATA[Abstrak Pembelajaran kimia di Indonesia saat ini menghadapi tantangan yang cukup kompleks, terutama dalam menyesuaikan kebutuhan belajar dengan latar belakang budaya siswa. Di sisi lain, pendidikan abad ke-21 mengharapkan siswa dapat menguasai sejumlah kompetensi kimia, salah satunya adalah literasi kimia yang memungkinkan siswa dengan budaya lokal yang berbeda dapat menciptakan pengalaman belajar yang lebih relevan dan membangun keberlanjutan isu-isu lingkungan yang global. Penelitian ini bertujuan mengeksplorasi persepsi guru kimia tentang kebutuhan dan karakteristik buku pengayaan kimia hijau berbasis CRT dengan integrasi SDGs yang baik dan sesuai dengan kebutuhan guru di lapangan. Untuk memenuhi tujuan ini, dilakukan penelitian survey dengan pendekatan kualitatif. Sebanyak 6 guru kimia berpartisipasi dalam penelitian ini. Data dikumpulkan menggunakan open endeed-questionnaire yang berjumlah 16. Teknik analisis data yang digunakan adalah content analysis dengan metode interpretative coding. Hasil yang diperoleh yaitu guru menyatakan bahwa pengembangan buku pengayaan kimia berbasis culturally responsive teaching (CRT) perlu dilakukan untuk mendukung integrasi SDGs dan literasi kimia siswa SMA. Karakteristik buku pengayaan yang diharapkan oleh guru yaitu terdapat integrasi materi kimia hijau dengan yang lainnya, mendukung keberlanjutan, dan dapat membekali literasi kimia. Abstract Chemistry learning in Indonesia currently faces quite complex challenges, especially in adapting learning needs to students' cultural backgrounds. On the other hand, 21st century education expects students to master a number of chemical competencies, one of which is chemical literacy that allows students with different local cultures to create more relevant learning experiences and build sustainability on global environmental issues. This study aims to explore the perceptions of chemistry teachers about the needs and characteristics of CRT-based green chemistry enrichment books with SDGs integration that are good and in accordance with the needs of teachers in the field. To fulfill this objective, a survey research was conducted with a qualitative approach. A total of 6 chemistry teachers participated in this study. Data were collected using an open-ended questionnaire totaling 16. The data analysis technique used was content analysis with interpretative coding method. The results obtained were that teachers stated that the development of culturally responsive teaching (CRT)-based chemistry enrichment books needs to be done to support the integration of SDGs and chemical literacy of high school students. The characteristics of enrichment books expected by teachers are the integration of other green chemistry materials, support sustainability, and can equip chemical literacy.]]>
<![CDATA[Tren Implementasi Socioscientific Issues dalam Pembelajaran Kimia: Sebuah Kajian Literatur ]]>
<![CDATA[Utami, Julia]]>;
<![CDATA[Budimarwanti, Cornelia]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.151.04
<![CDATA[Abstrak Penelitian ini membahas mengenai tren penerapan isu sosio-saintifik dalam pembelajaran kimia yang berfokus pada variabel terikat (keterampilan kognitif) dalam kurun waktu tiga tahun terakhir yaitu 2022 hingga 2024. Penelitian dilakukan dengan eksplorasi penelitian internasional dan nasional melalui database jurnal dengan kata kunci yaitu (kata kunci 1: “socio scientific issues” dan “pembelajaran kimia di sekolah”; kata kunci 2:”isu-isu kontroversial” dan ”pembelajaran kimia”). Diperoleh sebanyak 30 artikel yang relevan dengan tujuan penelitian dilakukan analisis lanjutan. Kemudian dilakukan penyusunan kode primer dan kode sekunder untuk memperoleh hasil analisis yang lebih spesifik dan relevan dengan tujuan penelitian. Fokus penelitian dilakukan pada domain variabel terikat (keterampilan kognitif). Keterampilan kognitif yang ditemukan sebagai fokus dari penerapan SSI dalam pembelajaran kimia yaitu, literasi sains, literasi kimia, berpikir kritis, argumentasi, pemecahan masalah, dan pengambilan keputusan. Beberapa komponen lain dalam penelitian ini belum secara lengkap dianalisis, oleh karena itu untuk penelitian selanjutnya perlu memperluas domain atau komponen-komponen dalam penerapan SSI pada pembelajaran kimia. Abstract This research discusses the trend of applying socio-scientific issues in chemistry learning that focuses on the dependent variable (cognitive skills) in the last three years, namely 2022 to 2024. The research was conducted by exploring international and national research through journal databases with keywords namely (keyword 1: ‘socio scientific issues’ and ‘chemistry learning in schools’; keyword 2: ‘controversial issues’ and ‘chemistry learning’). A total of 30 articles relevant to the research objectives were obtained for further analysis. Then the primary code and secondary code were arranged to obtain analysis results that were more specific and relevant to the research objectives. The focus of the research was on the domain of the dependent variable (cognitive skills). Cognitive skills found as the focus of the application of SSI in chemistry learning are science literacy, chemical literacy, critical thinking, argumentation, problem solving, and decision making. Some other components in this study have not been fully analysed, therefore for further research it is necessary to expand the domain or components in the application of SSI in chemistry learning.]]>
<![CDATA[Analisis Kebutuhan Buku Pengayaan Berbasis Chemo-Entrepreneurship pada Materi Kimia Hijau Terintegrasi Sustinable Development Issue ]]>
<![CDATA[Isnaeni, Wahyu Nur]]>;
<![CDATA[Budimarwanti, Cornelia]]>
<![CDATA[ Jurnal Riset Pendidikan Kimia (JRPK) Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JRPK.151.02
<![CDATA[Abstrak Ilmu kimia erat kaitannya dengan isu-isu yang ada dalam kehidupan sehari-hari. Ilmu kimia dapat menjadi sarana dalam menyukseskan Sustainable Development Goals (SDGs) dan membantu siswa untuk meningkatkan jiwa kewirusahaan melalui materi kimia hijau. Penelitian ini dilakukan untuk mengetahui apakah diperlukan pengembangan buku pengayaan berbasis chemo-entrepreneurship pada materi kimia hijau untuk siswa SMA fase e terintegrasi sustainable development issue. Partisipan dalam penelitian ini yaitu 7 guru dari empat sekolah yang berbeda di Yogyakarta dan telah mengetahui atau mengajarkan materi kimia hijau. Penelitian ini menggunakan metode penelitian survey eksploratif dengan pengkodean interpretatif. Hasil dari penelitian yang dilakukan menyatakan bahwa perlu dilakukan pengembangan buku pengayaan berbasis chemo-entrepreneurship pada materi kimia hijau untuk siswa SMA fase e terintegrasi sustainable development issue. Abstract Chemistry is closely related to issues that exist in everyday life. Chemistry can be a means of making the Sustainable Development Goals (SDGs) a success and help students to improve their entrepreneurial spirit through green chemistry material. This research was conducted to find out whether it is necessary to develop a chemo-entrepreneurship based enrichment book on green chemistry material for high school students in phase e with an integrated sustainable development issue. Participants in this research were 7 teachers from four different schools in Yogyakarta who knew or taught green chemistry material. This research uses an exploratory survey research method with interpretive coding. The results of the research conducted state that it is necessary to develop a chemo-entrepreneurship based enrichment book on green chemistry material for high school students in phase e with an integrated sustainable development issue.]]>
