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<![CDATA[INSTRUMEN TES ISLAM KIMIA (ITIK) UNTUK MENDETEKSI PEMAHAMAN LEVEL MIKROSKOPIS MATERI AIR ]]>
<![CDATA[Wisudawati, Asih Widi]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 1 (2017): Volume 1 No. 1 June 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n1.p1-11
<![CDATA[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.? ]]>
<![CDATA[ANALYSIS INHIBITING FACTOR OF STUDENTS COMMUNICATION SKILL THROUGH IMPLEMENTATION OF NHT ON COLLOID MATERIAL ]]>
<![CDATA[Rahmatulloh, Rahmatulloh]]>;
<![CDATA[Novitasari, Putri]]>;
<![CDATA[Ukrima, Zilla A]]>;
<![CDATA[Muchlis, Muchlis]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 2 (2017): Volume 1 No. 2 December 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n2.p48-55
<![CDATA[This study was aimed to know the inhibiting factor of student communication skill in colloid material with application of Numbered Head Together model. The method of this research is descriptive quantitative and target are student of class XI IPA 2 SMAN Wonoayu Sidoarjo and XI IPA 5 SMA Al-Islam Krian with amount of 39 and 45 students. Result of this researchwas found that 41.03% of students of IPA 2 SMAN Wonoayu and 42.2% of students of XI IPA 5 SMA AL Islam Krian included communication delay. The results of data analysis showed that in XI IPA 2 SMAN Wonoayu Sidoarjo as much as 75% of student experience communication delays on ecological and psychological factors; 43.7% by the messaging and semantic factors. While in XI IPA 5 SMA Al Islam Krian 73.7% by psychological factors; 68% by ecological factors; 47.4% by messenger factors, and 42.1% by receiver and semantic factors.]]>
<![CDATA[INCREASE OF MOTIVATION AND COMPREHENSION OF CHEMISTRY BY STORYTELLING AND PRESENTATION METHODS ]]>
<![CDATA[Fitriyah, Nurul Yuli]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 2, No 2 (2018): Volume 2 No. 2 December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v2n2.p58-64
<![CDATA[Classroom action research has been carried out in the XII MIA 3 chemistry subjects at SMAN 1 Gurah Kediri Regency with a total of 37 students consist of 11 male students and 26 female students. This research used a storytelling learning method with two cycles. The results showed a significant increase where the average formative value of students in cycle 1 was 53 to 79 in cycle 2. The observation result of the percentage student?s interest in learning. In the first cycle, reached 35% and increased to 44% in the second cycle. The observation result of the percentage of student?s attention listening to learning in the first cycle reached 52% and increased to 61%. Similarly, the level of active student?s participation in the first cycle reached 28% and increased to 45%. These results indicate the learning process using storytelling methods can increase the student?s interest and think as a whole.]]>
<![CDATA[THE DEVELOPMENT OF SUPER CHEM GAME ORIENTED ANDROID AS INSTRUCTIONAL MEDIA ELECTROLYTE AND NON ELECTROLYTE ]]>
<![CDATA[Rahmawati, Annisa]]>;
<![CDATA[Lutfi, Achmad]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 2, No 1 (2018): Volume 2 No. 1 June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v2n1.p1-10
<![CDATA[This study aim to discover the advisability of Super Chem (Super Chemistry) Game as instructional media on Electrolyte and Non ElectrolyteSolution Matter. The game was feasible if fullfill 3 criteria that is validity, practicality, and effectiveness.? Validity determined from the validation results of the game, the practicality determined from the result of percentage of student's response questionnaire, and effectiveness determined from student's learning outcomes and student?s activity. This research using Research and Development (R&D) research method. This game is tested to 15 students from class X at SMAN 1 Kamal Bangkalan. The validity from result the validation is 91.11%. Practicality from result of student's response is 94.11%, and effectiveness from result of observation activity of students as many as 13 students successfully complete level 1-4 well and increase learning outcomes that is 100%. ]]>
<![CDATA[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 ]]>
<![CDATA[Ismono, Ismono]]>;
<![CDATA[Suyatno, Suyatno]]>;
<![CDATA[Tukiran, Tukiran]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 1 (2017): Volume 1 No. 1 June 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n1.p12-21
<![CDATA[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.]]>
<![CDATA[DEVELOPMENT OF LEARNING MATERIALS ON INDUSTRIAL CHEMISTRYLECTURE TO SUPPORT ECOPRENEURSHIP IN CHEMISTRY DEPARTMENT FMIPA UNESA ]]>
<![CDATA[Novita, Dian]]>;
<![CDATA[Tjahjani, Siti]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 2 (2017): Volume 1 No. 2 December 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n2.p62-66
<![CDATA[Learning materials have been developed which then conducted the study and validation to the expert lecturers and then tested to the students to find out the validity of the feasibility of learning materials in the field of Industrial Chemistry as one of the supporting subjects of Ecopreneurship in Chemistry Department. From the data obtained can be concluded that learning materials in the form of Lesson Plan, Worksheet, and Instrument Rating get very good criteria. These criteria are obtained based on theoretical feasibility and empirical feasibility. Based on these results, learning tools developed can be used as learning tools for Industrial Chemistry courses to support ecopreneurship.]]>
<![CDATA[DEVELOPMENT OF LEARNING MATERIALS ON CREATIVE MEDIA LEARNING TO SUPPORT ECOPRENEURSHIP IN CHEMISTRY DEPARTMENT FMIPA UNESA ]]>
<![CDATA[Novita, Dian]]>;
<![CDATA[Muchlis, Muchlis]]>;
<![CDATA[Tjahjani, Siti]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 2, No 2 (2018): Volume 2 No. 2 December 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v2n2.p65-69
<![CDATA[Learning materials have been developed which then conducted the study and validation to the expert lecturers and then tested to the students to find out the validity of the feasibility of learning materials in the field of Industrial Chemistry as one of the supporting subjects of Ecopreneurship in Chemistry Department. From the data obtained can be concluded that learning materials in the form of Lesson Plan, Worksheet, and Instrument Rating get very good criteria. These criteria are obtained based on theoretical feasibility and empirical feasibility. Based on these results, learning tools developed can be used as learning tools for Industrial Chemistry courses to support ecopreneurship.]]>
<![CDATA[IMPLEMENTATION OF CROSSWORD PUZZLE MEDIA IN LEARNING CHEMICAL WITH NUMBERED HEADS TOGETHER MODEL (NHT) ]]>
<![CDATA[Wahyuni, Tri]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 2, No 1 (2018): Volume 2 No. 1 June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v2n1.p11-18
<![CDATA[This classroom action research aims to improve learning on the competence of the technique of electrical installationstudents SMK class X on the topic of chemistry through the learning Numbered Heads Together (NHT)model using crossword puzzles. The findingsstudy are the results cycle I pre-test 60 and post-test 65 while in ?cycle II pre-test of 70 and post-test 94. Performance teachers in cycle 1 is 59% moderate category and cycle II is 100% high category. Behavior change students in cycle I is 50% categorized as low student activity and cycle II 80% is categorized high student behavior change. The activity of the student spirit learning cycle I 53% is categorized enough and cycle II 85% is categorized as high. The results of the interview cycle I and II there are changes that the better because students feel very happy and enthusiasm with media crossword puzzles. Based on the Minimum Exhaustiveness Criterion (KKM) review, the application crossword media on elemental chemistry learning with NHT type learning model influences students learning outcomes in the complete category. Based on these results, it was concluded that. The application crossword media with learning model NHT can increase learning interest and learning achievement of class X TITL-1 students at SMKN 1 Cerme Gresik year 2017-2018.?]]>
<![CDATA[SOME MISTAKE WHICH OFTEN HAPPENED IN SIMULATION OF INDUCTIVE MODELS IMPLEMENTING ]]>
<![CDATA[Muchlis, Muchlis]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 1 (2017): Volume 1 No. 1 June 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n1.p22-26
<![CDATA[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.]]>
<![CDATA[STUDENT RESPONSES IN LEARNING INQUIRY MODEL INTEGRATING ARCS MOTIVATION STRATEGY ON ACID-BASE MATERIALS ]]>
<![CDATA[Tukan, Maria Benedikta]]>;
<![CDATA[Komisia, Faderina]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 1, No 2 (2017): Volume 1 No. 2 December 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v1n2.p67-72
<![CDATA[The purpose of this research was to describe the response of grade XI students of SMAK Saint Carolus Kupang in the learning that integrated the ARCS motivation strategy in the inquiry model on the acid-base materials. This type of research is quasy experiment design. This research was conducted at SMAK Saint Carolus Kupang, East Nusa Tenggara. The design of this research using Nonequivalen Control Group Design. The instrument in this research is using student response questionnaire. The data collection procedure in this research is questionnaire. The result of his research is that the students' responses in learning that integrate ARCS motivation strategy in inquiry model is good.]]>
