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Journal of Educational Chemistry (JEC)
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27153029     EISSN : 26854880     DOI : http://dx.doi.org/10.21580/jec.2020.2.1.5512
Core Subject : Science, Education,
Chemistry Education
Journal of Educational Chemistry (JEC) is a journal managed by Program Studi Pendidikan Kimia Fakultas Sains dan Teknologi Universitas Islam Negeri Walisongo Semarang (the Chemistry Education Department of Science and Technology Faculty, Walisongo State Islamic University). This Journal aims to accommodate all the writings of theoretical studies and research in the field of chemical education. This journal is published twice a year. Researchers and educational practitioners are welcome to disseminate their writings through this journal. Scope of writings published in this journal include: Learning chemistry Evaluation of chemistry education Chemistry education policy Integrating islamic value in chemistry education
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 7 Documents
 1 
Search results for , issue "Vol 3, No 1 (2021)" : 7 Documents clear
Analysis of Project Based Learning Integrated with Ethno-STEM on Students' Critical and Creative Thinking Skills Ariyatun Ariyatun
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.6574

Abstract

Critical and creative thinking is a component of 21st-century skills that meet the needs of the educational process. Moreover, local wisdom learning, which is closely related to scientific concepts, also needs to be emphasized. This study aimed to analyze students' critical and creative thinking skills by implementing Project-Based Learning Integrated with Ethno-STEM. This study was a case study with a One-Shot Case Study design. Its subjects were 36 students of class XI Science Program of SMA Negeri 1 (State Senior High School 1) Weleri as many as 36 students. The data collection used a test instrument validated by experts and gained a Cronbach Alpha score of 0.72. Based on the results of data analysis, it revealed that students' critical thinking skills included good criteria with the highest achievement in the aspect of providing simple explanations. In contrast, students' creative thinking abilities belonged to good criteria with the highest achievement in flexibility, giving various interpretations of an image, story, or problem. In conclusion, Project-Based Learning integrated with Ethno-STEM can train students' critical and creative thinking skills.
Chemistry Learning Outcomes Assessment: How is The Quality of The Tests Made by The Teacher? Rizki Nor Amelia; Anggi Ristiyana Puspita Sari; Sri Rejeki Dwi Astuti
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.6582

Abstract

The teacher-made chemistry test must have a good quality, due to the decision taken from the tests has an impact on the students. Therefore, the purpose of the research is to explore the quality of teacher-made chemistry tests such as item fit and person fit, item difficulty, and test reliability. The sample consisted of 356 senior students from senior high schools in Yogyakarta that were selected by cluster random sampling technique. The research used the teacher-made chemistry test consisted of 40 multiple choice items which were collected using documentation technique. Data were analyzed with Rasch Model using Winsteps 3.73 version. The result showed that all items in the teacher-made chemical test were proven to have good quality (fit model, good item difficulty, and good test reliability). Moreover, 18 students were identified as misfit persons. From the findings, the test can be used to assess the students’ learning outcomes, especially for the try-out of the final exam in senior high school. Besides, the students identified as person misfits should be further examined and receive teachers’ guidance.
Chem is Fun: Animation Learning Media Based on Quantum Learning on Atomic Structure Sri Rejeki Dwi Astuti; Anggi Ristiyana Puspita Sari; Rizki Nor Amelia
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.6583

Abstract

Good learning media are media that can facilitate students to understand the material. The selection of learning media must be in accordance with the characteristics of the teaching material. To facilitate explaining the atomic structure material that is abstract, we need a medium that can realize the material. This study aimed to develop an interactive animation learning media Chem is Fun based on quantum learning and determine the quality of the product. The development model used was the ADDIE model by adapting the development procedures, namely the analysis, design, development, and evaluation stages. This study involved one media expert, one material expert, three peer reviewers, and five reviewers to assess product quality. The instrument used in this study consisted of an advice sheet and a questionnaire. The results of the study state that the learning media product Chem is Fun based on quantum learning has good quality, so it can be used as a learning medium to help students' learning process on atomic structure material.
Mind Mapping: Teaching Students to Think Critically on Basic Chemical Law Material Aisyiyah Dinnur Utami; Eko Yuliyanto; Fitria Fatichatul Hidayah
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.6502

Abstract

Chemistry materials with abstract and mathematical properties necessarily require the use of appropriate learning methods so that students can understand or relate concepts and explore their critical thinking skills. The aim of this study is to look at how mind mapping learning method has effects on students' critical thinking skills in basic chemical law material. It is a quasi-experimental study with a non-equivalent control group. Tests and questionnaires were used as research instruments. The variable measured was students' critical thinking. The findings reveal that mind mapping learning method has an effect on students' critical thinking skills. This can be seen from the average scores of student responses and better learning outcomes. There was an increase in critical thinking skills in the experimental class from the pre-test average score of 48.31 to the post-test average score of 51.40. Meanwhile, the control class went through a decrease from the pre-test average score of 47.95 to the post-test average score of 44.40. Students in the experimental class who were treated with mind mapping method performed better and had higher learning outcomes than students in the control class who did not receive the treatment.
Analysis of Understanding Chemical Bond Concepts in Students with Three-Tier Multiple Choice Mellyzar Mellyzar
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.7560

Abstract

One type of diagnostic test is a three-tier multiple choice, which is a test question in the form of choices consisting of three questions, the first part is about the concept of the topic, the second part is the reason refers to the first question, and the third part is the level of confidence in the two previous questions. Students' understanding of chemical bonding. The method used is descriptive with the research subject of 93 students of chemistry education. Data collection with 14 three-tier multiple choice test questions and analysis of students' level of understanding using the Certainty of Responses Index (CRI) technique. The results showed that the understanding of the concept of chemical bonds was very low at 29.50% and misconceptions at 62.77% in the high category. With high student misconceptions, it means that the concept of chemical bonds that they have is still not in accordance with the truth. Based on these findings, for teachers there needs to be special preparations and strategies to improve students' understanding of concepts, for example carrying out learning using methods that are in accordance with the characteristics of the material presented or by using appropriate learning media.
The Analysis of HOTS (Higher Order Thinking Skills) Questions Based on Brookhart Category in the 2013 Curriculum High School Chemistry Textbook Lia Agustina; Tonih Feronika; Luki Yunita
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.6546

Abstract

Higher Order Thinking Skills is one of the skills necessary in 21st century. So, learning media are required to improve students’ higher order thinking skills. Chemistry textbooks which are used as learning media should contain questions that improve students' thinking processes, especially higher order thinking skills (HOTS). However, there are no criteria for assessing the questions in the textbook, especially for higher order thinking questions. This study aims to determine the HOTS aspect using the Brookhart category on questions contained in the XII grade chemistry textbook. The research method used is descriptive method of document analysis. The results showed that the average percentage of HOTS questions in the three class XII chemistry textbooks was 25.95%, covering aspects of analyzing 8.85%, creating 3.51%, reasoning and logic 8.35%, problem solving 3.71%, and creative thinking 1.53%. Meanwhile, the aspects of evaluating and making decisions are not present in each analyzed chemistry textbook. Based on the research results, it can be seen that the chemistry textbook for class XII is still dominated by questions of low-level thinking skills.
Geometrichem Game to Improve Students' Learning Autonomy in Molecular Shape Topic Sanih Gholiyah; Achmad Lutfi
Journal of Educational Chemistry (JEC) Vol 3, No 1 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.1.7714

Abstract

Learning media can help teachers to convey material to students. One of the learning media that can be used is the game. The aim of this research is to determine the feasibility of Geometrichem game as a learning medium to improve student learning autonomy in molecular shape topic according to validity, practicality, and effectiveness. Geometrichem game is expected to improve student learning autonomy. The research method applied was Research and Development: (1) preliminary study, (2) development of the product, (3) trial. The trial was conducted to 18 students of SMAN 1 Gresik. The result showed that Goemterichem game is feasible as a learning medium in molecular shape topic as (1) validity reached 89,29% or very valid, (2) practicality reached 84,03% or very practical according to response questionnaire, and 78,79% or good according to student activity observation, (3) effectiveness reached 77,78% according to classical completeness. Geometrichem game improved student learning autonomy in student motivation, the use of learning resources, self-evaluation, and environmental factor aspects, but not in learning strategy, planning, and self-monitoring aspects.

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