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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 4, No 2 (2022)" : 7 Documents clear
The Development of Lectora Inspire Learning Media and Its Effect on Student Learning Outcomes Muhammad Rizki Harahap; Albinus Silalahi; Zainuddin Muchtar; Nurfajriani Nurfajriani
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.11303

Abstract

This study aimed to determine the needs of learning media in schools, the feasibility of the media created following the National Education Standards Agency (BSNP) criteria, and the effectiveness of the learning media on student learning outcomes. This research employed the ADDIE method (Analysis, Development, Design, Implementation, and Evaluation) involving 30 class X (tenth-grade) students. According to the analysis results of the Lectora Inspire media, the mean score of the content feasibility aspects was 3.88 (highly feasible), and the mean score of the presentation feasibility aspects was 3.89 (highly feasible). Furthermore, the developed media was implemented in the teaching and learning process to determine its effect on student learning outcomes. The test incorporated multiple-choice questions. In the implementation phase, the mean score of the pretest was 46.83, while the mean score of the posttest was 81.66. Afterward, the evaluation stage compared the posttest results and the school's passing grade (81.66 70), revealing that the developed learning media significantly affected student learning outcomes.
Misconceptions About Buffer Solutions Idha Ayu Kusumaningrum; Marantika Lia Kristyasari
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12687

Abstract

There are many misconceptions in the chemistry discussion that can influence students to acquire new knowledge, one of which is regarding buffer solutions. It is one of the chemical concepts consisting of abstract ideas which likely trigger students' misconceptions. However, research on this topic was still limited. Thus, in the present study, researchers attempted to diagnose students' misconceptions about buffer solutions by administering a two-tier multiple-choice test. Research data were analyzed qualitatively and quantitatively. Respondents in this study were 98 second-semester eleventh-grade students majoring in Science in 3 senior high schools, with high (A), moderate (B), and poor (C) categories based on the 2015 National Examination's scores. The misconceptions detected were about what buffers do, what buffers are, and how buffers can do what they do. These findings were discovered in schools with a moderate category.
Effectiveness of Chemscrabb Media Games on Fundamental Laws of Chemistry Towards for Students' Learning Outcomes Annisa Khairani Putri; Fajriah Azra; Elfa Hayati
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12583

Abstract

The research aims to determine the effectiveness of Chemistry Scrabble (Chemscrabb) games as Instructional Media on Fundamental Laws of Chemistry to Students Learning Outcomes. This research is a research and development (RD) with designed by Posttest Only design, in which the design is based on the Thiagarajan technique. The research held on SMAN 10 Padang. Sampling selection was done by Random Cluster Sampling with the result that students of X-Science 2 as the experiment class and students of X-Science 4 as the control class. The data instruments used were a Post-test, questionnaire, and interview of two classes of the sample. The data analysis technique was a Hypothesis test by an Independent T-test sample. Based on Independent T-Test, the obtained tcount is 1.833, where the score is in the curve area, which means that accept H0 (there is no significant difference between the two samples). From the data, the research inference is that the utilization of Chemistry Scrabble (Chemscrabb) games as instructional media on Fundamental Laws of Chemistry for 10th-class sciences students is not effective for 10th-class sciences students' learning outcomes. However, students' activeness in the experiment class in the strengthening process (exercise) is higher than in the control class.
What do Students Know About Green Chemistry? Evidence from a Survey of Pre-Service Chemistry Teacher Julia Mardhiya; Lenni Khotimah Harahap
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12267

Abstract

The application of Green Chemistry (GC) is increasing at the university level. This study focuses on measuring the knowledge of pre-service chemistry teachers about the principles of GC. The instrument used is the Assessment of Student Knowledge of Green Chemistry Principles (ASK-GCP). The instrument is 24 questions in multiple true-false formats about the principles of GC. The data were collected between May and June 2022. The total sample was 90 students. The data was analyzed using Rasch Model with Winsteps 5.1.2. The interaction between the person and the item shown on the Wright map. 44.5% of students in the high category of knowledge about GC. The result of this survey can be used as a reflection for students and instructors about GC knowledge.
Development of Learning Tools GOAL (Graphic Organizer-Based Argumentation Learning) Model to Improve Students' Argumentation Skills Devi Lestari; Farah Erika; Yuli Hartati
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12191

Abstract

This study aims to develop a learning tools GOAL model (Graphic Organizer-Based Argumentation Learning). The set of GOAL model is expected to be a chemistry learning tool that can improve students' argumentation skills. This study uses a Research and Development methodology with a 4-D design consisting of Define, Design, Develop and Disseminate. The results showed that: 1) the developed GOAL model tools consisting of lesson plans, LKPD, teaching materials, and assessment instruments with good validity. 2) GOAL model tools are easy to use by teachers and students during the learning process in class, and 3) GOAL model learning tools have high effectiveness in improving students' argumentation skills. These results indicate that the GOAL model can be applied in chemistry learning to improve students' argumentation skills.
The Implementation of Education for Sustainable Development-Oriented Problem-Based Learning in Practical Work for Making Alum Resi Pratiwi; Hanifah Setiowati
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.13500

Abstract

The problem-based learning (PBL) method is one method to insert the competency targets of Education for Sustainable Development (ESD). This research aims to investigate how the implementation of ESD-oriented problem-based learning to metal and non-metal chemistry practical work.  The research method used in this research is a qualitative descriptive method and the research subject is the 4th-semester Chemistry Education university students. The research result shows that the ESD-oriented PBL method is applicable in metal and non-metal chemistry practical work. Practical work with the ESD-oriented PBL method can be used as an innovation for practical learning activities to achieve the ESD target competencies. Based on the questionnaires responded by the students, it can be concluded that the practical work with the ESD-oriented PBL method could increase the students’ ability for problem-solving with percentages of 33% strongly agree and 50% agree. Practical work learning with the ESD-oriented PBL affects the students to be more active in practical work activities. The stages of the PBL method help the students develop problem-solving abilities, and this is one target of ESD competencies.
Development of Interactive Learning Video at Grade X Senior High School Ahmad Ramadana
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12347

Abstract

The lack of development of learning media in schools causes students to have difficulty understanding chemical bonding material. The use of chemistry textbooks in the study of chemical bonds is not enough to reduce the abstraction of the object of the study. The lack of use of the technology-based website in developing interactive video learning media is a major problem. Measuring the student's responses to the interactive learning video on the chemical bonding material. This study uses the ADDIE development model. This study begins by analyzing the problems and limitations encountered in chemistry learning. The quality of interactive video learning media with an assessment percentage of 92.5% by media experts, 91.66% by material experts, and 88.12% by teacher practitioners. Based on the results of testing on 31 students, the percentage of assessment was 84.66% which had a very good category. Web-Based Interactive Learning Videos on Chemical Bonding Grade X in Senior High School were declared valid based on expert and practitioner assessments. Results of the assessments of these experts consistently categorize H5P as very good or good. The general assessment of this video is very good and can be used. It consists of the background, objective, methods, results, and conclusion of the research.

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