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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 12 Documents
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Search results for , issue "Vol 3, No 2 (2021)" : 12 Documents clear
Youtube as an Alternative for Distance Learning (DL) Chemistry: Study of Interests and Motivation Sri Rahmania; Rabiah Afifah Daulany
Journal of Educational Chemistry (JEC) Vol 3, No 2 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.2.8662

Abstract

This study aims to determine the interests and motivations of students in learning chemistry by utilizing YouTube as an alternative platform in distance learning. This type of research is descriptive quantitative research. Data were obtained from the survey of interest and motivation questionnaires using google forms taken for five weeks during the learning process. The respondents of this study were 100 students majoring in chemistry who studied organic chemistry using YouTube as a distance learning platform. The results showed that youtube as an alternative platform for distance learning (DL) is considered very good for positively impacting students' interest and motivation in studying chemistry. But in its use, it must be accompanied by applications or other media that can support the learning process, especially on material related to the experiment. In addition, in using YouTube, it is necessary to pay attention to aspects such as sound quality, image quality, size of writing, and clarity of the material so that the material presented is easy to understand, straightforward and exciting.
Implementation of Flipped Classroom Model on Distance Learning on Volta Cell Application Topics Abdul Latip; Nursida Sutantri
Journal of Educational Chemistry (JEC) Vol 3, No 2 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.2.7568

Abstract

This study aims to analyze the implementation of the flipped classroom model in distance learning chemistry in the voltaic cell applications concept. This study used a descriptive method involving 1 teacher and 36 twelfth-grade students. The instrument used was an observation sheet to observe the flipped classroom model's learning process. The results showed that The implementation of the flipped classroom model in chemistry distance learning consists of 3 stages, namely before-class, during-class, and after-class, by combining synchronous and asynchronous activities. Students learn independently through videos with pre-learning questions as guidance in the before-class stage. In the during-class stage, synchronous learning is carried out through zoom meetings to discuss the concept of voltaic cell applications in specific contexts. At the after-class stage, learning is carried out asynchronously by providing a project to design an electrical energy generator that applies to the concept of a voltaic cell. The results showed that the flipped classroom model could be an alternative model for distance learning during the Covid 19 pandemic.

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