Articles
200 Documents
<![CDATA[DEVELOPMENT OF AUGMENTED REALITY TECHNOLOGY-BASED INTERACTIVE LEARNING MEDIA IN CHEMICAL BONDING MATERIALS ]]>
<![CDATA[Evi Sapinatul Bahriah]]>;
<![CDATA[Salamah Agung]]>;
<![CDATA[Ade Irma Nur]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v6n2.p93-99
<![CDATA[Abstract: This study aims to produce interactive learning media based on augmented reality technology on the concept of chemical bonds and determine student responses to the media. The research method used is the R & D method. The instruments used are material expert validation sheets, media expert validation sheets, and student response questionnaires. The data obtained were analyzed descriptively. Based on the results of material expert validation, an average of 80.41% (feasible category) was obtained and the media expert validation results obtained an average of 90.92% (very feasible category). The results of the limited trial received positive responses from students with details of the percentages obtained, namely 85.75% for the usability aspect, 81.80% for the illustration use aspect, 74.57% for the future impact aspect. 79.64% for the aspect of material usefulness, and 77.20% for the grammatical aspect. Overall, the augmented reality interactive learning media developed received a positive response from students with a percentage of 79.78% and suitable for use in learning.]]>
<![CDATA[STUDENT’s PERCEPTION OF ONLINE BASED CHEMISTRY LEARNING PROCESS ]]>
<![CDATA[Salamah Agung]]>;
<![CDATA[Tita Pertiwi]]>;
<![CDATA[Evi Sapinatul Bahriah]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v6n2.p110-118
<![CDATA[The COVID-19 pandemic has changed the learning system in Indonesia to online-based learning. Students' perceptions need to be known to understand how students perceive online chemistry learning, especially during the pandemic. A quantitative method is conducted using a Likert-scale questionnaire of 25 items. The questionnaire is trying to explore students’ perceptions on three dimensions, namely, material and teaching method, learning atmosphere and environment, and social interactions. Respondents are 385 students of the science program at two public schools in Ciamis regency. The results showed that in general, the majority of students (>50%) perceive online chemistry learning positively, especially with regard to material and teaching method and learning atmosphere and environment. However, the dimension of social interaction is found to have more negative responses (>80%) than positive ones. This is apparent in the communication and interaction between students and their teachers and peers. From this study, it is concluded that while online learning seems to be relatively accepted and prepared by students, the social interactions of students need to be seriously considered as they may affect students’ mental health and well-being. Further research is therefore recommended to explore more the extent to which mental health and well-being influence students’ performance in online learning.]]>
<![CDATA[ANALYSIS OF CHEMICAL LITERACY INSTRUMENT ON OXIDATION AND REDUCTION REACTIONS MATERIAL BY USING RASCH MODEL ]]>
<![CDATA[Eka Yusmaita]]>;
<![CDATA[Fitri Yuliani]]>;
<![CDATA[Fauzana Gazali]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v6n2.p124-130
<![CDATA[This study aims to analyze the quality of chemical literacy instrument on oxidation and reduction reactions material using the Rasch model. The instrument construction is based on four domains of chemical literacy which include aspects of content, context, HOLS, and affective. The instrument assessment rubric is grouped into five levels, namely (1) scientific illiteracy, (2) nominal scientific literacy, (3) functional scientific literacy, (4) conceptual scientific literacy and (5) multi-dimentional scientific literacy. Assessment criteria for chemical literacy instrument carried out by experts include aspects of content, constructs, language and graphics consisting of thirteen sub questions. The score obtained from validation process is a type of multi-rater data which is analyzed by using the Many Facet of Rasch model. The next stage is empirical study of validated and revised instrument was tested on a limited basis to thirty students and analyzed using the Winstep application. Based on the results of the research, chemical literacy instrument is categorized as valid based on the fit test and unidimensionality test.]]>
<![CDATA[HOW WORTHY IS DALTON’S PURSUIT OF CHEMICAL ATOMISM FOR THE PROSPECTIVE TEACHERS? A CASE OF KOTEBE UNIVERSITY OF EDUCATION, ETHIOPIA ]]>
<![CDATA[Abayneh Lemma]]>;
<![CDATA[Woldie Belachew]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v6n2.p138-151
<![CDATA[Atom possesses controversial ontological accounts even in a single discipline such as chemistry. Its essence as a reality and inclusion in science education has been subjected to numerous philosophical and scientific debates. The educational literature also shows that the ancient corpuscular notion is dominantly portrayed within the curriculum and instruction of many educational settings. The fundamental problem is that the chemists, educators, philosophers, and historians of chemistry themselves haven’t had a substantial agreement on any of the philosophical and scientific accounts due to their longstanding philosophical divide between the different positions of positivism and realism. Neither has the historical perspective of philosophy and science been reasonably acknowledged in science/chemistry education. We aimed in this interpretative case study to figure out how much Dalton’s pursuit of the chemical atomism is worth to 22 purposely selected and interviewed prospective teachers. The resulting transcripts were analyzed using HPS, the seven milestones of its case study. As a result, one major and two minor themes were found none of which match any of the themes of the milestones. Moreover, the entire narrative lacks some essential perspectives and contexts of HPS in general and Dalton’s experimentations in particular. Misjudgment of his indivisibility notion, for example, is a drawback associated with this limitation. Thus, more inquiries are needed to be conducted in the long run into the curriculum and classroom practice while departmental discussions on such issues are suggested in the short run.]]>
<![CDATA[IMPACT OF EXPLICIT SCIENTIFIC INQUIRY INSTRUCTION HYBRID MODE WITH SOCIOSCIENTIFIC ISSUE CONTEXT ON STUDENTS’ CRITICAL THINKING SKILLS IN CHEMICAL KINETICS ]]>
<![CDATA[Eli Khusmawardani]]>;
<![CDATA[Muntholib muntholib]]>;
<![CDATA[Yahmin yahmin]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 6 No. 2 (2022): Volume 6. No 2. December 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v6n2.p131-137
<![CDATA[This study aimed to explore whether Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the context of Socioscientific Issues could improve the students' critical thinking skills. The research design was a one group pretest-posttest design. The research sample was 31 science eleventh graders at SMA Mojosari for the academic year 2021/2022. The data was collected using a critical thinking skills test on Chemical Kinetics which consists of 27 valid questions with a Cronbach Alpha reliability of 0.756. A paired-samples t-test showed that the Explicit Scientific Inquiry Instruction (ESII) Hybrid Mode in the Socioscientific Issues context improved students’ critical thinking skills (p = 0.00 < 0.05). The improvement was strong as its N-gain score was 0.58 (upper–medium category) and d-effect size was 1.40 (much larger than typical category). This shows that statistically ESII hybrid mode in the context of SSI can improve students' critical thinking skills. Therefore, this strategy can improve students' critical thinking skills in the instruction that allows students to interpret, analyze, explain, evaluate, and draw conclusions]]>
<![CDATA[DEVELOPMENT OF TEACHING MATERIALS BASED ON SKILLS OF HYDROCARBON MATERIALS SCIENCE PROCESS FOR VOCATIONAL SCHOOL STUDENTS ]]>
<![CDATA[Galuh Isna Permata]]>;
<![CDATA[rusmini rusmini]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v7n1.p160-168
<![CDATA[Abstract. This study aims to determine the validity, practicality, and effectiveness of teaching materials based on science process skills in hydrocarbon compound material for vocational students. This type of research is development research using 4-D models proposed by Thiagarajan. The targets of this study were 34 students of class XI SMK Negeri 5 Surabaya. The data obtained were analyzed using quantitative analysis methods. The results of the study concluded that science-based teaching skills on the material process of hydrocarbon compounds were declared valid with an average percentage value of 78.00%, expressed very practical with an average percentage interpretation value of 95.15%, and declared effective based on the results of the gain score test which states an increase in science process skills and completeness of student learning outcomes. Keywords: teaching materials, science process skills, hydrocarbon.]]>
<![CDATA[The Effectiveness of Chemistry Tricky Test Game in Online Learning when Covid-19 Pandemic ]]>
<![CDATA[Devita Diah Aprilia]]>;
<![CDATA[achmad lutfi]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v7n1.p152-159
<![CDATA[This stydy is purposed to determine the effectiveness of learning chemistry on Hydrocarbon chapter by using the Tricky Test Game when Covid-19 appear based on completeness of learning outcomes. The research is a quantitative research. The research method used pre-experimental using one group pretest and posttest design. The sample in this study was 25 students of class XII in Bojonegoro Integrated High School as an experimental class chosen by cluster random sampling. The instrument used is a multiple choice test to do the pretest and posttest also response questionnaire. The results obtained that Chemistry Tricky Test is responded very well by students as an appropriate media game for learning chemistry daring on hydrocarbon material, there is a significant difference between the results of the pretest and posttest results and Classical completeness after using Chemistry Tricky Test reaches 100%. Then it can be concluded that the use of tricky test games can effectively improve the learning completeness in Bojonegoro Integrated High School.]]>
<![CDATA[DESIGNING AND TESTING SETS (SCIENCE, ENVIRONMENT, TECHNOLOGY AND SOCIETY) BASED MOTION COMIC INSTRUCTIONAL MEDIA ON ELECTROLYTE AND NON ELECTROLYTE SOLUTION ]]>
<![CDATA[Rusdi Gunawan]]>;
<![CDATA[Lazulva Lazulva]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v7n1.p210-218
<![CDATA[This research was instigated by the lack of instructional media variation used in the learning process. This research aimed at knowing the levels of validity and practicality of SETS (Science, Environment, Technology, and Society) based Motion Comic instructional media on Electrolyte and non-Electrolyte Solution lesson. It was R&D (Research and Development) with 4- D (Devine, Design, Development, Disseminate) model. It was administered at State Senior High School 02 Siak Hulu. The data were primary, the data were obtained directly from questionnaire. The obtained data were analysed by using qualitative and quantitative descriptive analysis techniques. SETS based Motion Comic video media developed was tested valid with 95.7% percentage (very valid) and practical with 90.71% percentage (very practical). Based on these findings, it could be concluded that SETS based Motion Comic video media on Electrolyte and non- Electrolyte Solution lesson was valid and practical, so it could be done the limited trials.]]>
<![CDATA[POWERPOINT INTRACTIVE QUIZ AS A LEARNING MEDIA IN IMPROVING SCIENCE GENERIC ABILITY IN MATERIAL CLASSIFICATION TOPIC ]]>
<![CDATA[Isnanik Isna]]>;
<![CDATA[Jihan Roidah Affifah]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v7n1.p204-209
<![CDATA[The development of natural science in following the pace of technology, especially in the 4.0 era, has a significant impact on learning. The application of science concepts in everyday life is important for students. This study aims to develop a Power point Interactive Quiz learning media that can help improve students' generic science skills. This development research was carried out with the research subject, namely the seventh grade students of SMP Darul Quran Singosari. Science topics used Basic competence 3.3 Classification of materials and their changes. The research model used is 4D. Data collection techniques through observation and filling out questionnaires for students, teachers, media experts, and material experts. The resulting data are qualitative and quantitative data. The results of media validation by experts showed a percentage of 92.73% (very valid), material feasibility validation showed a percentage of 86.67% (valid), and the validity of the concept was 100% (very valid). The results of the practicality test by science subject teachers showed a percentage of 100% (very valid) and the results of the readability test by students showed a percentage of 91.89% (very valid). The effectiveness test is in the form of pretest and posttest t-test scores with results indicating that there are differences in the results of pretest and posttest scores. So based on some of the test results, the Power point Interactive Quiz learning media is feasible and effective to be applied in learning and can improve science generic skills.]]>
<![CDATA[THE EFFORTS OF CHEMISTRY EDUCATION STUDENTS IN PREPARING TO BECOME PROFESSIONAL TEACHERS IN THE FUTURE ]]>
<![CDATA[Sri Winarni]]>;
<![CDATA[Syahrial Syahrial]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 7 No. 1 (2023): Volume 7. No 1. June 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jcer.v7n1.p195-203
<![CDATA[The purpose of this study is to map the efforts made by students of prospective chemistry teachers in preparing themselves to become professional teachers in the future. This research is naturalistic and is a case study. This research is carried out naturally during the ongoing lecture program (natural setting). The research was carried out when students took part in professional educational lectures in the intermediate semester of 2022. The research participants consisted of 17 chemistry education students. As the main instrument, researchers are a lecturer of professional education courses. Data is collected through documentation methods in the form of essays and then analyzed and interpreted qualitatively. The research results include student activities following professional, pedagogical, social, and personality competence. The most activity is related to pedagogic competence, while the lowest is related to social and professional competence. Needs to be developed grows activities that follow the four competencies proportionally in prospective teacher students. For students' social and professional competence, prospective chemistry teachers are generally at a stage that still needs improvement.]]>
