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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.
Arjuna Subject : -
Articles 200 Documents
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THE EFFECTIVENESS OF USING 3D SIMULATION MEDIA IN ONLINE LEARNING OF MOLECULAR GEOMETRY ON IMPROVING LEARNING Nissa Ulfatu Rohmah
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p19-25

Abstract

AbstractMolecular geometry is one of the materials in chemical bonds that are abstract. Where students must think imaginatively in predicting the three-dimensional shape of an existing molecule. But because it is abstract the majority of students have difficulty understanding and visualizing the theory of molecular form. This problem is coupled with online learning that makes it difficult for teachers to convey molecular geometry materials. The solution to the problem is the use of interactive learning media for PhET 3D simulation. This study aims to determine the effectiveness of the use of 3D simulation media in online learning of molecular geometry materials. This research is an experimental research in the form of pre- experimentation with the design of one group pretest posttest. Data collection techniques are carried out with tests and questionnaires. Sampling is done by purposive sampling. The result of N-Gain data analysis of experiment class 0.79 with percentage of N-Gain score of 79.8 % with high criteria. This shows that the use of 3D simulation media in online learning of molecular geometry molecular shapes is very effectively used in the teaching and learning process. Hypothesis testing is carried out t-paired with a level of trust of 5%. Interpretation of hypothesis testing by looking at the value of Sig (2 tailed) of 0.00 where 0.00 < 0.05. it can be concluded that there are significant differences in the use of 3D simulation media. Based on effect size test the value obtained is 0.98 with high criteria. These results can be interpreted that the use of 3D simulation media in molecular geometry learning has a scale of effect or strong influence on student learning outcomes. The result of student response data analysis there are four aspects, namely, aspects of students' interest in following learning, material understanding, ease of problem solving, and group cooperation.  Aspects of students' interest in following learning and material understanding aspects have excellent criteria. As for the aspect of ease of problem solving and group cooperation has good criteria. Keyword: 3D simulation media, Online learning, Molecular Geometry, Learning outcomes
Technology Integrated Formative Assessment: Effects on Students’ Conceptual Knowledge and Motivation in Chemical Equilibrium Tadesse Hagos; Dereje Andargie
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p26-43

Abstract

The main objective of this study was to evaluate the impact of technology integrated formative assessment strategies on students’ conceptual knowledge and their motivation in chemical equilibrium. Quasi-experimental control group interrupted time series design was employed. Data were collected from 132 students which were selected using multistage random sampling technique from three governmental secondary schools. Two experimental (Technology Integrated Formative Assessment (TIFA) and Formative Assessment (FA) alone) and one comparison groups were involved in the study. A series of chemical equilibrium conceptual tests and motivation questionnaire were used to collect data. One-way ANOVA and Mixed model ANOVA were used to analyze the test scores. There was a statistically significant difference between groups in posttest on conceptual plus remembering (F (2,129) = 3.52, p=.033), understanding (F (2,129) = 4.70, p=.033), applying (F (2, 129) = 20.35, p<.001) and their motivation (F (2, 129) = 12.375, p< .001). However, there were no statistically significant differences among groups in posttest on conceptual plus analysis (F (2, 129) = 1.10, p = .335) and evaluating (F (2,129) = 3.03, p = .052). There was also an interaction effect between treatment and time point on the conceptual test scores. It was concluded that TIFA more effective in facilitating students’ conceptual knowledge and motivation in learning chemical equilibrium than the two other groups. The researchers recommended that chemistry teachers should adapt TIFA as a teaching strategy in chemistry classrooms and laboratories. They are also recommended that teachers should incorporate it into their classes to enhance students’ motivation. Key Words: Conceptual knowledge, Formative assessment, Motivation, Technology
EMPOWERING 21ST CENTURY SKILL IN DISTANCE LEARNING THROUGH ELECTROLYTE SOLUTION ASSIGNMENTS AT SMAN 2 CIKAMPEK Abdul Rosid
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p14-18

Abstract

The research aims to capture the ability and measure the collaboration index of students in conducting and presenting experimental results, involving 252 respondents using the case study method. The aspect of showing the ability to work effectively, being able to appreciate team differences has an index of 81.41% with a VERY STRONG interpretation, "taking responsibility together in collaborative work and appreciating contributions made by team members" has an index of 67.55% with an interpretation SRONG, “shows flexibility and is willing to accept other people's opinions in achieving goals” has an index of 79.8% with a STRONG interpretation
DEVELOPMENT OF ASSEMBLR EDU-ASSISTED AUGMENTED REALITY LEARNING MEDIA ON THE TOPIC OF EFFECT OF REACTANT’S CONCENTRATION AND CATALYST ON REACTION RATE: PENGEMBANGAN MEDIA PEMBELAJARAN AUGMENTED REALITY BERBANTUAN ASSEMBLR EDU PADA SUBTOPIK PENGARUH KONSENTRASI REAKTAN DAN KATALIS TERHADAP LAJU REAKSI Laurensia Octaviani; Johnsen Harta; Gevin Yeri Winarta
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p58-71

Abstract

The level of submicroscopic representation can be cause of difficulty in learning chemistry, so that interest and understanding of chemistry concept is low. In overcoming this, innovative learning media are needed that are able to visualize and make it easier to understand abstract concepts, especially on the subtopic of the effect of reactant’s concentration and catalyst on the chemical rate reactions. This research aims to create product in the form of Augmented Reality assisted by Assemblr Edu that is valid, effective, and practical. This study is Research and Development that uses ADDIE development model and involves 10 prospective chemistry teacher students. Research instruments include validation sheets, test items, and response questionnaire. Data were analyzed using Aiken's V and descriptive statistic. The results showed that: (1) product have fulfilled very valid criteria with average percentage of 92% with aspect of product presentation and use are 92% (very valid), content aspect of 94% (very valid); language aspect by 92% (very valid); (2)average test score of respondents after using the product is 70 which indicates that product is classified as effective; and (3)average response to the product is 90% indicating that the product is very good and classified as very practical. The product is feasible to use and can support the mastery of technology-based concept, especially in the subtopic of the effect of reactant’s concentration and catalyst on chemical rate reactions.
DEVELOPMENT OF ASSEMBLR EDU-ASSISTED AUGMENTED REALITY LEARNING MEDIA ON THE TOPIC OF EFFECT OF SURFACE AREA AND TEMPERATURE ON REACTION RATE Briel Batis Tuta; Johnsen Harta; Sarah Sani Purwasih
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p44-57

Abstract

Understanding concepts at the submicroscopic and symbolic levels becomes challenge in studying subtopics of the effect of surface area and temperature because some parts are still abstract and difficult to understand. Creative and innovative learning media are needed to help learn concepts through visualization. This research aims to create product in the form of Augmented Reality assisted by Assemblr Edu that is valid, effective, and practical. This study is development research that adopts the modified Borg & Gall development model. The research subjects were 12 students of pre-service chemistry teachers. The research supporting instruments were validation sheets, test items, and response questionnaires. Data were analyzed using descriptive statistics and Aiken's V. The results showed that: (1) product fulfilled very valid criteria with average percentage of 91% with the results from the presentation and product use aspects of 90% (very valid), content aspect of 92% (very valid); language aspect by 92% (very valid); (2) the average test score of respondents after the trial is 75 which indicates that the results are good and the product is classified as effective; and (3) the average response to the product is 89% indicating that the product is very good and very practical for further use. This digital product is feasible to use and is recommended to support the understanding of the subtopic of the effect of surface area and temperature on the rate of chemical reactions.
STEM INTEGRATED CHEMISTRY LEARNING EFFECTIVENESS (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) IN THE TIME OF COVID-19 Fatayah Fatayah; Ika Farida Yuliana; Rendy Priyasmika
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p72-76

Abstract

Abstract. The purpose of this study was to determine the effectiveness of STEM (Science, Technology, Engineering, and Mathematics) integrated learning on the material of molecular form for Class X MA Al-Khoiriyah students. The research design used in this research is descriptive analysis. The stages of this research consist of 3 (three) stages, namely pre-research, testing the validation of research tools, and implementing STEM integrated learning. As for knowing the effectiveness is measured by indicators, namely the level of student learning completeness after integrated STEM learning activities and the resulting STEM products. From the analysis of the final test, it can be seen that of the ten students who were the research subjects, 80% had achieved completeness and the resulting STEM product was in the good category so it can be concluded that STEM integrated learning is effectively used in molecular geometry learning. Keywords: Effectiveness, STEM, Chemistry, Molecular geometry
DESCRIPTION OF THE ROLE OF GUIDING BOOK IN LEARNING BASED ON ASSESSMENT AS LEARNING Muchlis Muchlis; Rudiana Agustini; Kusumawati Dwiningsih; Findiyani Ernawati Asih
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p77-83

Abstract

Abstract. The  aim of this research was to describe the Guiding Book which helps implementing assessment as learning. The research subjects were 29 students of Undergraduate Program of Chemistry Education, Universitas Negeri Surabaya. The research methods were questionnaire and documentation method. Questionnaire method was to record student responses to the role of the Guiding Book which helps implementing assessment as learning. The documentation method was to record students’ activity in implementing of learning based on assessment as learning. The document used in this documentation method which was  assessment as learning based worksheet. The result showed that the percentage of students response was about 81% for the six items, which means that the Guiding Book played a very helpful role in the implementing  of learning based on assessment as learning. The result of observations on assessment as learning based worksheet showed that students implemented of learning based on assessment as learning by utilizing or being inspired the contents of the Guiding Book. Keywords: guiding book, assessment as learning
CONCEPTUAL PROFILE IN CHEMISTRY: THE MATTER OF ATOMIC THEORIES Rezi Ulya Fauziah; Dian Novita
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p119-123

Abstract

The aim of the study was to analyse the conceptual profile in chemistry matter of atomic theories. An instrument of three-tier diagnostic test was given to 35 students from X Science 4 class in SMAN 1 Driyorejo and regarding to this worksheet treatment session was given to enhancing students achievement. This study shown the conceptual profile in chemistry varies in the reduction proportion value, but the lowest was Rutherford atomic theories with 0.48 in middle-category. The need of complementary views for the atomic structure expecially in atomic theories bring important issues for understanding and teaching chemistry, which will be discussed further in the article
APPLICATION OF COOPERATIVE LEARNING TYPE THINK PAIR SHARE COMBINED MAKE A MATCH TO PRACTICE COMMUNICATION SKILLS ON ACID BASE MATERIALS Indah Nur Safitri; Harun Nasrudin
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p100-109

Abstract

The goals of this research to describe the application of cooperative learning model of Think Pair Share combined Make a Match, student activities, communication skills, learning outcomes, and student responses. The research design used was One Group Pretest-Posttest design with a sample of 36 students in class XI IPA 4 MAN Sidoarjo. The results showed that (1)Implementation model at three meetings in a row obtained a percentage of 89.58%; 89.58% and 95.83%. (2)Student activities at three meetings successively got a percentage of 97.96%; 95.56%; 96.11%. (3)Communication skills in the form of the quantity questions in three meetings with a percentage of 27.78%; 36.11% and 41.67% with quite good category, and the number of students' opinion in three meetings with a percentage of 36.11%; 55.56% and 72, 22%. Communication skills in the form of quality questions and opinions of students in three meetings with the number of students a good predicate of 3 and 12 students; 7 and 15 students; 6 and 19 students. (4)Student learning outcomes obtain an average score of 80.67, while classical completeness student learning outcomes of 88.89%. (5)Positive responses of students obtain an average percentage of 92.01% with very good criteria.
THE LEGEND OF THERMO GAME BASED COMPUTER AS INSTRUCTIONAL MEDIA ON THERMOCHEMICAL FOR IMPROVE CURIOSITY Muhammad Badrul Uyun; Achmad Lutfi
JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n2.p84-92

Abstract

This research aims to obtain the learning media as a game of thermochemistry that can improve the curiosity of high school students using The Legend of Thermo game. The Borg and Gall development research model is used as a Research and Development (R&D) method. This model has ten stages which are useful for produced a viable learning media. The result of the validity value is 95.14% with a very valid category. The results of the questionnaire responses of students value is 86.26% with a very practical category. The results of the curiosity assessment of learning students obtained 90.33% with the category of very effective. The significant value of the pretest results obtained 0.200 and posttest results obtained 0.128 which is more than 0.05 so the data are normally distributed. In the Paired Sample t-Test  obtained a significant value of 0,000 which is less than 0.05 so there is a significant difference between the pretest and posttest scores. Based on the description above, The Legend of Thermo game is appropriate to be used as a learning media on Thermochemical material based on the criteria of validity, practicality, and effectiveness.

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