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194 Documents
<![CDATA[Learning Chemistry with the “Red and Ox†Game during Covid-19 Pandemic at SMAN 22 Surabaya ]]>
<![CDATA[Sufiaty, Any]]>;
<![CDATA[Cahyadhi, Ryan Hendra]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 4, No 2 (2020): Volume 4 No. 2 December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v4n2.p102-106
<![CDATA[This study aimed to examine the impact of utilizing “Red and Ox†Game while Study From Home. Tests were given before and after the student using this game. After that the student have to fulfill some respons after using the game. The results of the study showed this game effectiveness based on students respon obtained 87,73% and there was a significant difference between the average scores before and after learning and it had achieved classical completeness. From aforementioned data, it can be concluded that learning using Red and Ox Game while Study From Home can have an impact on learning of balancing redox equation. This game also can be used as an alternative for teachers so the learning process will be more friendly.]]>
<![CDATA[ENGLISH FOR TEP LEARNING MEDIA BASED VI-LEARN TO TRAIN VERBAL COMMUNICATION SKILLS OF CHEMISTRY STUDENT ]]>
<![CDATA[Yonata, Bertha]]>;
<![CDATA[SBW, Maria Monica]]>;
<![CDATA[NOVITA, DIAN]]>
<![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.p70-75
<![CDATA[Learning can not only be done in the classroom with direct face-to-face activities but can now be done with the help of IT, for example with learned learning. Although learning with vi-learn or e-learn cannot indeed replace overall face-to-face learning in the classroom. The world of education cannot be separated from technological advances such as this study because sometimes in carrying out classroom learning there are obstacles that cannot be avoided. These obstacles can be administrative in nature such as national holidays which coincide with the schedule of courses and cannot be replaced on another day due to limited space and insufficient time. In this study, learning tools for the English for TEP-based learning program have been developed to learn the verbal communication skills of students majoring in chemistry. From the data from the validation results, it can be concluded that learning devices consisting of enrichment modules and worksheets are feasible to be used in learning lessons. Likewise, from the response data, students showed a positive response from students in using enrichment modules and worksheets.]]>
<![CDATA[DEVELOPMENT OF STUDENT WORK SHEET BASED ON SOFT SKILLS ON COLLOID MATERIALS CLASS XI HIGH SCHOOL ]]>
<![CDATA[Ruku, Ellen Cristy]]>;
<![CDATA[Rusmini, Rusmini]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 3, No 1 (2019): Volume 3 No. 1 June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v3n1.p22-28
<![CDATA[The purpose of the research is determine the feasibility of the student worksheet based on soft skills on the subject matter of colloids in terms of content validity and construct through the results of expert validation, practicality through student activities and student responses and effectiveness through student learning outcomes and the assessment of students' soft skills. This type of research is a 4-P model development research with stages, namely, defining, designing, developing, and dessiminate, which is limited to the development stage. A limited trial was conducted to 15 students of 11th grade in SMA Negeri 1 Bangsal Mojokerto. The results showed that the worksheet developed valid in terms of content validity obtained a percentage of 91.76% and construct validity obtained a percentage of 92.49%. Practical in terms of the results of student responses to the worksheet obtained a percentage of 97.16% and supported by observations of activities students get a percentage of 92.27%. Effectiveness in terms of student learning outcomes obtained a value of ≥ 70 with classical completeness of 100% and the assessment of soft skills of students gained a percentage of 92.41% so that students have the ability to entrepreneurship.]]>
<![CDATA[THE VALIDITY MULTIMEDIA INTERACTIVE BASES ANDROID ON IONIC BOND MATERIAL ]]>
<![CDATA[Syarifuddin, Muhammad Kharis]]>;
<![CDATA[Dwiningsih, Kusumawati]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 4, No 2 (2020): Volume 4 No. 2 December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v4n2.p63-70
<![CDATA[This research is aims to describe the validity of interactive multimedia based on Android in the ion bonding sub material. This research uses Thiagarajan's 4-D development research consisting of Define; Design; Development and Disseminate. However, this research is limited to the Development stage of Thiagarajan in Ibrahim (2014). Multimedia validity is reviewed from the aspect of content validity and construct validity. This multimedia was validated by 2 Unesa chemistry lecturers and 1 chemistry teacher with the research instrument used in the form of a multimedia validation sheet then the results of the validation resulted in a validation score. Based on data analysis, it can be concluded that android-based interactive multimedia on the ion bond sub-material is valid for use with percentage content validation and construct validity respectively 91.85% and 89.61% with highly valid criteria.]]>
<![CDATA[IMPLEMENTATION OF TGT LEARNING MODEL TO IMPROVE LEARNING ACTIVITIES AND STUDY RESULTS ]]>
<![CDATA[Widodo, Sulistyo]]>
<![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.p37-44
<![CDATA[Abstract. This Classroom Action Research (CAR) aimed to know how the implementation of TGT Learning Model can improve the learning activities and study results of the students of class X MIPA H. SMAN 1 Kediri, This students learning activities at the first cycle was 46.8 % and the second cycle was 69.28 %, The study results at the first cycle was 33.33 % and the second cycle was 83.33 %. It can be concluded that TGT Learning Model can improve the learning activities and study results.]]>
<![CDATA[TRAINING SCIENCE PROCESS SKILLS USING VIRTUAL LABORATORY ON LEARNING ACID, BASE, AND SALT ]]>
<![CDATA[Lutfi, Achmad]]>;
<![CDATA[Hidayah, Rusly]]>
<![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.p56-61
<![CDATA[This study aims to train the Science Process skills to students on learning Acid, Base, and Salt using the Virtual Lab. The research was conducted on the students of SMA Negeri Cerme Gresik in the year 2017/2018. During the student learning using the virtual lab and guided by Student Worksheet, during the learning process conducted an observation of student activity, after learning conducted test of learning result, and questionnaire of student response to the use of the virtual laboratory. The result of the research shows that during the active learning of the students, the learning result reaches completeness, and the students give positive responses to the use of virtual laboratory as the learning medium of acid, base and salt.]]>
<![CDATA[THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES ]]>
<![CDATA[Sholikah, Amar Atus]]>;
<![CDATA[Zubaidi, Nanang]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 4, No 1 (2020): Volume 4 No. 1 June 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v4n1.p23-32
<![CDATA[Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.]]>
<![CDATA[IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL THROUGH CONTEXTUAL APPROACH TO IMPROVE THE ACTIVITY AND STUDY RESULT ]]>
<![CDATA[Suryani T, Andi Lilis]]>;
<![CDATA[Hasri, Hasri]]>;
<![CDATA[Sugiarti, Sugiarti]]>
<![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.p27-36
<![CDATA[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.]]>
<![CDATA[THE EFFECTIVENESS OF DIRECT INTERACTION MODEL–ASSISTED MACROMEDIA FLASH ON COLLIGATIVE PROPERTIES OF SOLUTIONS MATERIAL ]]>
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Purwanto, Kriesna Kharisma]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 3, No 2 (2019): Volume 3 No. 2 December 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v3n2.p65-71
<![CDATA[Abstract. The purpose of this study was to determine the effectiveness of the use of direct instruction model-assisted macromedia flash. The effectiveness of the learning model are measured by two indicators, that are the activities of students during learning and the level of completeness of student learning outcomes after learning activities. From the analysis of the data it is known that the activities of students during learning are at scores 4 and 5, the average cognitive score of students is 78 and the lowest score was 76. From the results of this study it can be concluded that the application of direct instruction model based on macromedia flash is effective to reduce student learning difficulties Class XII IPA MA Al-Khoiriyah Dalegan Panceng on the colligative properties of the solutions material. Keywords: effectiveness, direct instruction model, macromedia flash, colligative properties of solutions]]>
<![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.]]>
