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JCER (Journal of Chemistry Education Research)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25491644     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
JCER (Journal of Chemistry Education Research) adalah jurnal peer-reviewed yang secara periodik terbit 2 (dua) kali setahun pada bulan Juni dan Desember dengan jumlah 5–8 artikel setiap kali terbit. JCER berisi tulisan/artikel hasil pemikiran dan hasil penelitian dalam disiplin ilmu kependidikan dan pembelajaran yang dikaji secara teoritis maupun empiris.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017" : 5 Documents clear
INSTRUMEN TES ISLAM KIMIA (ITIK) UNTUK MENDETEKSI PEMAHAMAN LEVEL MIKROSKOPIS MATERI AIR Asih Widi Wisudawati
JCER (Journal of Chemistry Education Research) Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v1n1.p1-11

Abstract

The study aims to develop instrument to measurethe level of understanding of students and microscopic level material phase changes of water. The method used is R&D (Research and Development) Borg and Gall, which have procedure were are following step (1) Need assessment/ Plan (2) Design product/ Organization (3) Created product/ implementation. Implementation with one shot design study with samples used a number of 71 students of 10th grade MA Wahid Hasyim and senior high school MBS Yogyakarta. Indicators in the study is the movement and vibration of water particles, the distance between water particles, particle kinetic energy of water, relative atomic mass of water and hydrogen bonding. The results showed an understanding of chemica lmaterial microscopic level is low and spitual attitude as a nurturant effect is high categories. 
THE DEVELOPMENT OF TEACHING MATERIAL BASED ON CONCEPT MAPS TO TRAIN OF HIGHER ORDER THINKING SKILLS CHEMICAL EDUCATION OF SUDENTS IN THE SUBJECT MATTER OF ISOMER Ismono Ismono; Suyatno Suyatno; Tukiran Tukiran
JCER (Journal of Chemistry Education Research) Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v1n1.p12-21

Abstract

This study is a research and development of teaching materials of concept map-based on inquiry strategy with the aim of testing the feasibility of the device through three indicators, namely: (a) the validity, (b) the effectiveness, and (c) the practicality. The subjects used in this study are three experts namely 2 professors and 1 doctor, and 24 students of chemical education class who take college organic chemistry 1.  Research carried out for four weeks. The results showed that the teaching material to developed: (1) to have the validity of the theory with good category; (2) has practicality in learning; (3) has the effectiveness, because  capable of improving learning achievement and higher level thinking skills shown by the increasing score gain in the category of medium  or high.
SOME MISTAKE WHICH OFTEN HAPPENED IN SIMULATION OF INDUCTIVE MODELS IMPLEMENTING Muchlis Muchlis
JCER (Journal of Chemistry Education Research) Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v1n1.p22-26

Abstract

Not forever what written in theory accepted student correctly. Observing is important to check simulation implementing of inductive model by student of Chemistry Education Program of Chemical Department of FMIPA Unesa after they were studying inductive model theory. Observing was conducted since even semester 2012 / 2013 untill even semester 2015 / 2016. Result of observing show there are some mistake which often happened in simulation implementing of inductive model. First mistake is deem that in open-ended phase teacher is obliged to attend the non example of concept, though the non example of  concept is not obliged to be attended teacher. Second mistake is teacher teach two concept at the same time in a series of inductive model sintak, though ought to a series of inductive model sintak to teach one concept. Third mistake is example of concept and non example of concept in open-ended is always made more simple than convergent phase so that student respon too varying and it is very difficulty by teacher in convergent phase. Fourth mistake is concept which will reach is not well defined so directingstudent to reach concept is difficulty. Fifth mistake is practice problem in application phase less regarding how is student get concept or not representation of conception which have been reached.
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL THROUGH CONTEXTUAL APPROACH TO IMPROVE THE ACTIVITY AND STUDY RESULT Andi Lilis Suryani T; Hasri Hasri; Sugiarti Sugiarti
JCER (Journal of Chemistry Education Research) Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v1n1.p27-36

Abstract

This Classroom Action Research (CAR) aimed to know how to implement the steps of Guided Inquiry learning Model through Contextual Approach to improve the activity and study results of the Student of Class XI IPA3 of SMAN 7 Pinrang. This research was held by two cycles. Research result data show the average percentage of student learning activities the first cycle were 46. 80% in less active category and the second cycle were 69.28% in active category andcompleteness class percentage the first cycle were 33.33% not complete category and the second cycle were 83.33% with complete category. It can conclude that the steps of guided inquiry learning model through contextual approach can be improve the activity and study result of SMAN 7 Pinrang student.
IMPLEMENTATION OF LEARNING CYCLE 7E MODEL TO PRACTICE METACOGNITIVE SKILLS ON REACTION RATE MATTER Dinda Diana Rosa; Utiya Azizah
JCER (Journal of Chemistry Education Research) Vol. 1 No. 1 (2017): Volume 1 No. 1 June 2017
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v1n1.p37-43

Abstract

The purpose of this research is to describe the implementation of Learning Cycle 7E modelsto practice students' metacognitive skills on reaction rate material at XI grade in SMAN 1 Taman. Theresearch instrument used is the implementation observationsheet of Learning Cycle 7E models,student activity sheet, test of metacognitive skill, and inventory metacognitive. The design of this studyis "One Shoot Case Study". The results of this study indicate: (1) the implementation of LearningCycle 7E models for four meetings are in good category and very good with an average value of 100;100; 100; 84,38; 62.50; 78,13; and 87.50; (2) Metacognitive skills of students on four meetingsobtained good and excellent criteria of planning skills of 3.19; 3.15; 3.41; and 3.48; monitoring skillsof 2.70; 3.19; 3.37; and 3.52; and evaluating skills at 2.30; 2.98; 3.32; and 3.61. (3) Metacognitiveskills of students based on metacognitive inventory are in good and excellent category with averagescore for four meetings: planning skills of 3.05; 3.12; 3.22; and 3.44; Monitoring skills of 3.04; 3.19;3.23; and 3.50: and evaluating skills 3.09; 3.17; 3.19; and 3.44.

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