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<![CDATA[INSTRUMEN TES ISLAM KIMIA (ITIK) UNTUK MENDETEKSI PEMAHAMAN LEVEL MIKROSKOPIS MATERI AIR ]]>
<![CDATA[Asih Widi Wisudawati]]>
<![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[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[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[IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL THROUGH CONTEXTUAL APPROACH TO IMPROVE THE ACTIVITY AND STUDY RESULT ]]>
<![CDATA[Andi Lilis Suryani T]]>;
<![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[APPLICATION OF TALKING CHIPS LEARNING MODEL TO IMPROVE ACTIVITIES AND RESULTS OF CHEMICAL LEARNING IN MAN 13 JAKARTA ]]>
<![CDATA[Diyah Fitri Rhochani]]>;
<![CDATA[Kurroti Ayun]]>
<![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.p19-27
<![CDATA[This study aims to determine the increase in activity and learning outcomes of Chemistry in the material of chemical bonds by applying the Talking Chips learning model. The subject of this study were students of 10th grade in MIA-2 class of MAN 13 Jakarta with a total of 31 students in the odd semester of 2017/2018 school year. This study uses classroom action research (CAR) method which consists of two cycles, each cycle consists of four stages. Data collection techniques used are tests of student learning outcomes in each cycle as well as observation sheets of student and teacher activities. The results showed that the completeness of learning criteria had been achieved by increasing the average student learning outcomes from cycle I by 68% to 97% and in cycle II it had increased by 29%. Increases also occur in student learning activities with an increase in value of each from cycle I by 61% to 85% in cycle II. Based on the results of these studies, it can be said that by using the Talking Chips learning model, student activities and learning outcomes can be improved.]]>
<![CDATA[THE APPLICATION OF MAKE A MATCH METHOD TO IMPROVE STUDY RESULT OF ALKANES, ALKENES, AND ALKYNE ]]>
<![CDATA[Rina Pujiastuti]]>
<![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.p28-36
<![CDATA[This classroom action researchaimed to know the application of cooperative learning type make a match can improve study result of alkanes, alkenes, and alkyne compounds class XI IA 3 SMA Negeri 1 Puncu, totaling 27 students. This study uses observation instruments and test results, held in 2 cycles. The result of this learning improvement is an increase in student learning outcomes, in the average value: pre cycle 56.3; first cycle68.9; and second cycle 85.6. The involvement of students during the learning process showed improved results, 72.8% in the first cycle to 80.8% in the second cycle. The percentage of students who scored above the KKM increased from 59% in the first cycle to 89% in the second cycle. It can conclude thatthe use of make a match method has been able to improve studyresult in material alkanes, alkenes, and alkyne.]]>
<![CDATA[THE DEVELOPMENT OF SUPER CHEM GAME ORIENTED ANDROID AS INSTRUCTIONAL MEDIA ELECTROLYTE AND NON ELECTROLYTE ]]>
<![CDATA[Annisa Rahmawati]]>;
<![CDATA[Achmad Lutfi]]>
<![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 students 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[IMPLEMENTATION OF CROSSWORD PUZZLE MEDIA IN LEARNING CHEMICAL WITH NUMBERED HEADS TOGETHER MODEL (NHT) ]]>
<![CDATA[Tri Wahyuni]]>
<![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[IMPLEMENTATION OF TGT LEARNING MODEL TO IMPROVE LEARNING ACTIVITIES AND STUDY RESULTS ]]>
<![CDATA[Sulistyo Widodo]]>
<![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[THE VALIDITY OF TEXTBOOK BASED ON READING, QUESTIONING AND ANSWERING (RQA) FOR LEADING STUDENTS IN ASSESSMENT COURSE AT CHEMISTRY DEPARTMENT UNESA ]]>
<![CDATA[Harun Nasrudin]]>;
<![CDATA[Utiya Azizah]]>;
<![CDATA[Muchlis Muchlis]]>
<![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.p45-48
<![CDATA[This study aims to determine the validity of textbook based Reading, Questioning and Answering (RQA) in process assessment and learning outcomes course at chemistry department Unesa. The research method uses research and development (R & D).The results showed that the textbook based RQA was feasible in term of construct validity with very valid category, content validity with very valid category, language and readability with valid category, and in accordance with the RQA strategy with a valid category.From this research, it can be concluded that the texbook suitable for use in process assessment and learning outcomes course.]]>
