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Jurnal Ilmiah Kanderang Tingang
Published by Universitas Palangka Raya
ISSN : 2087166X     EISSN : 2721012X     DOI : 10.37304
Core Subject : Science, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Engineering
Jurnal Ilmiah Kanderang Tingang pertama kali terbit tahun 2010 (mulai edisi 30 Juli 2010). Jurnal ini resmi dimulai berdasarkan SK no. 0005.103/JI.3.2/SK.ISSN/2010.07 Tanggal 30 Juli 2010. Penerbit FKIP Universitas Palangka Raya. Frekuensi terbitan 6 bulanan atau 2 kali dalam setahun. Tingang adalah sejenis burung khas Kalimantan Tengah (Borneo). Gambar burung tingang terdapat pada logo Universitas Palangka Raya. Burung Tingang (enggang) melambangkan pencarian/penelitian ilmu dalam kebebasan, kedekatan dengan alam dan lingkungan. Kanderang adalah suara keras dari burung tingang. Jurnal Ilmiah Kanderang Tingang merupakan sarana untuk menyuarakan hasil pencarian/penelitian ilmu pendidikan. Jurnal Ilmiah Kanderang Tingang memuat artikel hasil kajian dan penelitian pendidikan mengenai kurikulum, pendidik dan perbuatan mendidik/mengajar, peserta didik dan perbuatan belajar, lingkungan pendidikan, penilaian dan evaluasi pendidikan, khususnya bidang pendidikan kimia. Terdapat gambar burung tingang pada logo Universitas Palangka Raya. Burung Tingang (enggang) melambangkan pencarian/penelitian ilmu dalam kebebasan, kedekatan dengan alam dan lingkungan. Kanderang adalah suara keras dari burung tingang. Jurnal Ilmiah Kanderang Tingang merupakan media ilmiah untuk menyuarakan hasil pencarian/penelitian ilmu pendidikan, khususnya pendidikan kimia.
Arjuna Subject : Umum - Umum
Articles 275 Documents
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Pemahaman Konsep Sistem Koloid Hasil Pembelajaran Menggunakan Metode Diskusi Berbantuan LKS Pada Siswa Kelas XI SMA Negeri 1 Manuhing Tahun Ajaran 2017/2018 Awi Awi; Ruli Meiliawati; Sri Wahyutami
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.73

Abstract

Discussion is a learning method using scientific conversation by several people who are joined in a group to exchange opinions about a problem topic, or together looking for enumeration to get answers and the truth of a problem. The purpose of this study is to describe the understanding of the colloidal system concept of learning outcomes using the LKS-assisted discussion method in class XI-IPA 1 Manuhing High School Academic Year 2017/2018. This research is descriptive research. The subjects of this study were students of class XI IPA-2 of SMA Negeri 1 Manuhing, totaling 30 students. The instrument used was in the form of concept comprehension test questions (pretest and posttest) in the form of essays for 3 questions, learning achievement sheet, student activity observation sheet and student response questionnaire. Concept understanding data were obtained from written test results in the form of essays given before and after learning using the LKS-assisted discussion method. The results showed an understanding of students' concepts in class XI IPA of SMA Negeri 1 Manuhing in the academic year 2017/2018 about the colloidal system after learning using discussion methods assisted by LKS with an average of 81.5. Changes in the understanding of students' concepts in each concept after learning using the LKS-assisted discussion method, namely: (1) Explaining the difference in coarse suspension, true solution and colloids by 2.96% to 77.03%; (2) Explain the types of colloids based on dispersed phases and dispersing phases by 4.44% to 69.62%; (3) Explain the properties of colloids (tyndall effect, brown motion) by 25% to 100%.
Pengaruh Pemberian LKS Latihan Soal Terstruktur Terhadap Pemahaman Konsep Isomer Senyawa Hidrokarbon Pada Siswa Kelas XI IPA SMA Negeri 4 Palangka Raya Tahun Ajaran 2018/2019 Corry Anggraini; Abudarin Abudarin; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.74

Abstract

The purpose of this study was to describe the effect of providing structured question worksheet on the understanding of the concept of isomeric hydrocarbon compounds in class XI-IPA students of SMA Negeri 4 Palangka Raya in the 2018/2019 school year. This study was an experimental study with a Pretest Posttest Control Group Design research design and involved 56 students from two classes XI IPA of SMA Negeri 4 Palangka Raya as a sample determined by the cluster random sampling technique, namely students of class XI IPA-1 (experimental class) as many as 29 students and students of class XI IPA-2 (control class) were 27 students. The instrument used was in the form of C-1 concept comprehension test questions contained in test I, test II, LKS structured practice questions and LKS practice questions. Test I data is obtained after direct learning and Test II data is obtained after learning using the LKS structured practice questions and the LKS practice questions. The results showed that the administration of structured question worksheets affected the understanding of the concept of the isomer of hydrocarbon compounds in the lower class students of Class XI IPA of SMA Negeri 4 Palangka Raya in 2018/2019 school year. The average conceptual understanding of experimental class students (85.60) is higher than the control class (59.25). Worksheet structured questions give effect to lower group students and upper group students.
Analisis Materi Ajar Konsep Laju Reaksi Pada Buku Teks Kimia SMA/MA Sakti Sakti; Abdul Hadjranul Fatah; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.77

Abstract

This study aims to: (1) describe the appropriateness of the concept of reaction rates in class XI high school chemistry teaching material against the 2013 curriculum, (2) describe the macro structure in class XI high school / MA chemistry teaching material on the concept of reaction rate, and (3) describe any propositions that are potentially misconceptions contained in class XI SMA / MA chemistry teaching material on the concept of reaction rate. This research is a type of descriptive research. The objects of this study are: (1) SMA / MA grade XI chemistry textbooks. The data obtained were analyzed descriptively. Macro discourse arrangement of reaction rate in text book A discussion of the concept of elaboration dimension reaches level 4 and the progression dimension there are 4 concepts at level 2. Macro structure discourse of reaction rate in text book B discussion of the concept of elaboration dimension reaches level 4 and the progression dimension there are 5 concepts at level 2. Propositions that have the potential for misconceptions in textbook A are the catalyst explanation and reaction rate constants. Propositions that have the potential for concept errors in textbook B are molarity formulas, writing the reaction coefficient, explanation of the influence of surface area, explanation of the reaction order 0, reaction order 1, reaction order 2, reaction order 2, reaction order -2, and reaction order ½.
Pengembangan Multimedia Pembelajaran Menggunakan Lectora Inspire Berbasis Multipel Representasi pada Materi Kesetimbangan Kimia Utami Widiyaningsih; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.78

Abstract

This study aims to describe the content and quality of multimedia learning Lectora Inspire based on multiple representations of Chemical Equilibrium material. This multimedia development learning based on multiple representations uses the Four-D (4D) model adapted from Thiagarajan. This study is limited to the stages define (defining), design (design) and develop (development). The data needed is the suitability of the concept label with the 2013 curriculum syllabus, the suitability of learning multimedia content with the concept label, narrative and typology as well as the results of the trial. The instruments used to obtain the data are the concept label identification table with the 2013 curriculum syllabus, the concept label identification table, narrative and typology, the concept label conformity checklist, narrative and typology, and the response questionnaire. Product trials were conducted on the 2018 chemistry students to determine the feasibility of students for multimedia that had been developed. Multimedia learning based on multiple representations using lectora inspire consists of home pages, instructions for using multimedia, how to read navigation content and chemical equilibrium materials. The chemical equilibrium material content consists of fourteen concept labels. Multimedia learning based on multiple representations using Lectora Inspire on chemical equilibrium material is dominated by concept labels that include submicroscopic typology and symbolic chemical equilibrium about reaction processes microscopically. The average individual trial results are 87.2% and the average group trial results are 88.5%.
Profil Penguasaan Konsep Tatanama Senyawa dan Persamaan Reaksi Pada Siswa Kelas XI IPA-4 SMA Negeri 2 Sampit Tahun Ajaran 2018/2019 Dwi Azarianti; I Made Sadiana; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.79

Abstract

The concept of compound nomenclature and reaction equation is one of the chemical concepts taught in high school class X. This study aims to describe the mastery of the concept of compound nomenclature and reaction equations in class XI students. This research is a descriptive qualitative research. The subjects of this study were 30 students of class XI IPA-4 of SMA Negeri 2 Sampit in the 2018/2019 school year who had received compound nomenclature learning and reaction equations. Data collected in the form of RPP documents obtained from chemistry teachers, students' concept mastery data obtained through the description test with a total of 14 items from 4 indicators and data from student interviews. The results showed that students' mastery of concepts on the topic of compound nomenclature and student reaction equations that amounted to 74.18% were in the high category. Mastery of student concepts is divided into 3 (three) categories, namely very high, high, and moderate. Students in the very high category numbered 9 students, students in the high category numbered 12 students. Students in the medium category numbered 9 students. Students are able to write molecular formulas and empirical formulas of compounds of 81.66% with a high category, students are able to write the names of inorganic compounds and organic compounds by 75.18% with high categories, students are able to write chemical formulas of simple inorganic compounds and simple organic compounds of 84.58% with a high category and students are able to explain portions of a reaction equation of 47.92% with a low category.
Analisis Materi Ajar Kimia SMA/MA Kelas XI Pada Konsep Termokimia Gusmilasari Gusmilasari; Abdul Hadjranul Fatah; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.80

Abstract

This study aims to describe the suitability of the thermochemical concept in the teaching material of SMA / MA Class XI chemistry with the 2013 curriculum and describe the macro structure of discourse and propositions that have the potential for concept errors. The instruments used are concept label identification tables and micro-macro propositions, discourse macro structure models, and identification table propositions that have the potential for concept errors. Data were analyzed descriptively. The results showed that the same concept labels found in textbook A and text book B totaled 22 that were in accordance with the 2013 curriculum. The concept labels that corresponded with the 2013 curriculum in textbook A and text book B each amounted to 15 concept labels and 13 labels concept. Macro structure of discourse in text book A, the discussion of concepts in the elaboration dimension reaches level 5 and the dimensions of progression at level 2, there are 6 concepts, while in text book B the discussion of concepts at the elaboration dimension reaches level 6 and the dimensions of progression at level 2 there are 4 concepts.
Analisis Materi Struktur Atom Pada Buku Teks Kimia Kelas X SMA/MA Syahra Ayu Pratiwi; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.81

Abstract

This research is a qualitative research. This research method is a descriptive research method. The research instrument used was the concept label identification table and the type of representation, the concept label conformity identification table with the syllabus, the discourse macro structure model, and the chemical representation criteria table. The results showed that the concept labels contained in book A were 27 concept labels and had 50 types of representations divided into macroscopic, submicroscopic, symbolic typologies. The concept labels contained in book B are 32 concept labels with 68 types of representations divided into macroscopic, submicroscopic, and symbolic typologies. The suitability of the concept textbook labels A and text book B to the 2013 curriculum curriculum chemistry there are 31 concept labels that correspond to the K-13 chemical syllabus. Book A's macro structure reaches level 7 of the elaboration dimension, and book B reaches level 7 of the elaboration dimension. The chemical representation criteria for the concept of atomic structure in book A have 21 representations, and in book B there are 26 representations.
Analisis Materi Ajar Kimia SMA/MA Kelas X Pada Konsep Stoikiometri Siti Fatimah Indah Sari; Abdul Hadjranul Fatah; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.82

Abstract

This study aims to analyze the teaching material in high school chemistry textbooks. The instruments used are micro-macro proposition identification tables, discourse macro structure models, and identification table propositions that have the potential for misconceptions (misconceptions). The data obtained were analyzed descriptively. The results showed that the concept labels analyzed totaling 46 concept labels, the concept labels in textbook A and text book B that corresponded to the 2013 curriculum syllabus were 34 and 37 respectively. The concept labels found only in book A totaled 9 and all of them according to the 2013 curriculum syllabus, and the concept labels that are only found in book B, number 12 and all are in accordance with the 2013 Curriculum Syllabus. the concept at level 2 as the scope of discussion, in the text book B the material presentation on the elaboration dimension reaches level 4, and the progression dimension at level 2 there are 8 concepts.
Pengembangan Multimedia Pembelajaran Larutan Elektrolit Dan Non Elektrolit Berbasis Multipel Representasi Menggunakan Lectora Inspire Muhammad Iqbal; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.83

Abstract

This study aims to determine the content and feasibility of Lectora Inspire learning multimedia based on multiple representations of electrolyte and non-electrolyte solutions. This multimedia learning is a combination of text, images, animation, and video. This multimedia development learning based on multiple representations uses the Four-D (4D) model adapted from Thiagarajan. This development research only reaches three stages, namely define, design and develop. The data needed in this study is the suitability of concept label data with the 2013 curriculum syllabus, the suitability of learning multimedia content using the concept label checklist, narrative and typology as well as product test result data using student response questionnaires. The instruments used to obtain the data are the concept label identification table with the 2013 curriculum syllabus, the concept label identification table, narration and typology, the concept label conformity checklist, narrative and typology, and the response questionnaire. Product trials were conducted on the 2018 chemistry students to determine the feasibility of students for multimedia that had been developed. Multimedia learning based on multiple representations using lectora inspire consists of home pages, instructions for using multimedia, how to read navigation content and materials for electrolyte and non-electrolyte solutions. The contents of multimedia content on electrolyte and non-electrolyte solution material consist of seven concept labels. The average individual product trial results are 93.2%. While the average product trial results in groups of 93.6%.
Analisis Materi Sistem Periodik Unsur Pada Buku Teks Kimia SMA/MA Kelas X Anipah Anipah; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.84

Abstract

This research is a type of descriptive research with a qualitative research approach. The objects of this research are (1) Class X chemistry textbooks, writer Superior Sudarmo published by Erlangga in 2013 (2) Class X chemistry textbooks by Endang-Tarti Harjani, published by PT. Wangsa Jatra Lestari in 2016. This research was conducted by analyzing the periodic system material of elements in each book, analyzing the suitability of book A's concept label to book B, analyzing the macro discourse structure in books A and B, analyzing the chemical representation and analyzing the concept book's book A and B for the 2013 Curriculum. The results show that Books A and B have a pretty good concept suitability for the 2013 Curriculum and only isotope, isotope, and isobar material are not presented. The topic in book A is the Periodic System of Elements, while in book B the periodic table of elements. In books A and B both have symbolic representation criteria.

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