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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 6 Documents
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Search results for , issue "Vol 5, No 2 (2023)" : 6 Documents clear
The Implementation of Culturally Responsive Teaching to Improve Students' Learning Outcomes and Activity Rahayu, Binti Nuriyati; Muchlis, Muchlis; Mumpuni, Ariwati Wahyu
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.16407

Abstract

This study aims to determine the increase in students’ learning outcomes and activity through the implementation of Culturally Responsive Teaching (CRT) to solubility and solubility product material in Class XI-MIPA G SMAN 1 Kediri. This research was conducted using the classroom action research model developed by Kemmis and Taggart which consisted of plan, action, observe, and reflect in two cycles. The data obtained was in the form of quantitative data, namely learning outcomes and qualitative data, namely observation sheets. Quantitative data analysis was carried out using descriptive statistical techniques with percentage formulas and descriptions for qualitative data. In the pre-action, students’ learning outcomes and activity were obtained with a mean of 57.2 and 63.8. In Cycle I, students’ learning outcomes increased by an average of 80.0 and students’ activity increased by an average of 71.4, while students’ learning outcomes increased by 89.1 and students’ activity increased by 91.4 in Cycle II. The results showed that the implementation of CRT can improve students’ learning outcomes and activity in Class XI-MIPA G SMAN 1 Kediri.
Analysis of The Effect of Gender on High School Students' Misconceptions Kristyasari, Marantika Lia; Pongkendek, Jesi Jescen
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.14997

Abstract

Misconceptions are a problem always faced in education, one of which is in the field of science, especially in chemistry. One of the chemical materials that students consider pretty challenging to understand because it is abstract, making it possible for misconceptions to occur, is chemical bonding. Misconceptions among students need to be identified quickly so they can be addressed immediately so they do not interfere with further learning. This research aims to determine the relationship between gender and the misconceptions of SMA YPK in Merauke Regency regarding chemical bonding material. Research data was analyzed quantitatively descriptively using the Polytomus Rasch Model. The respondents in this study were 76 Class X high school students who were selected using simple random sampling with 46 female and 30 male students. The research results showed that male students' average percentage of misconceptions was 31.9% (medium category), and female students were 18.6% (low type). The question indicators show that the highest percentage of misconceptions is in the question indicator for determining valence electrons; male students are 60% (medium category), and female students are 49% (medium type). Based on the overall misconception results regarding chemical bond indicators, gender influences the level of misconceptions of high school students in the city of Merauke.
KIMI.AR Application for Easier and Interactive Chemistry Learning Irawan, Elysa Nensy; Salman, Fauzie; Putri, Aisyah Aira; Sakti, Rizky Hamdani; Mulya, Tri Seda; Venica, Liptia
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.16077

Abstract

Chemistry is a crucial subject since it covers the structure and makeup of the world around us. However, chemistry is frequently cited as a subject that students dislike. Most secondary school pupils believe that chemistry is difficult, uninteresting, and unimportant. Therefore, an improvement in learning technic is needed. An application called KIMI.AR was created in this research. KIMI.AR is a learning media in the form of a mobile-based augmented reality application regarding elements and the formation of chemical reactions that are expected to solve high school students' problems in the chemistry learning process. What makes the KIMI.AR application better than other chemistry learning applications is the focus on the displayed material according to the user's level and displaying descriptions in addition to 3D visualization that students can access through their respective Android devices. So, through the KIMI.AR application, learning chemistry becomes easier and more interesting.
The Effect of Android Game-Based Learning Media on Student Learning Outcomes in Terms of Self-Directed Learning Solihah, Mar'attus
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.21689

Abstract

The aim of this study was to investigate the effect of android-based game learning media on student learning outcome in terms of self-directed learning. This study conducted in experimental research using two-way Anova design with student learning outcome as the dependent variable. The independent variable in this study is the use of Android game-based learning media in acid and base. A total 45 students at SMA N 2 Wonosari participated in this study, consisting of 21 students in the experimental group and 24 students in control group. This sample drawn by cluster random technique. The treatment group received learning with the assist of android game-based media while the control group only used textbooks conventionally. Student learning outcomes are measured using multiple choice questions. This instrument was tested before being used to examine the validity and reliability. To test the hypothesis analisys of variance test was being carried out. Result for the main hypothesis shows that there are differences between experimental group and control group on student learning outcome. Class that used android game-based learning media gain higher cognitive learning outcome than the conventional class. There are no differences in student learning outcome at any level of student self-directed learning. Also there are no interaction between student self-directed learning and student learning outcome.
The Influence of Science, Technology, Engineering, and Mathematics (STEM) Learning Models to Improve Students' Critical Thinking Skills Gusman, Tania Avianda; Listanty, Ruri Vhirgiani; Azizah, Dewiantika
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.18426

Abstract

Low learning activity in science students causes a decrease in critical thinking skills. This can be seen from the results of learning redox material under the Kriteria Ketuntasan Minimal (KKM) of 75 in one of the high schools in Cirebon. Therefore, this study aims to improve students' critical thinking skills by using the Science, Technology, Engineering, and Mathematics (STEM) model for redox material in class X IPA MAN 1 Cirebon City. The research method used a Nonequivalent Control Group Design. Sampling was carried out by Purposive sampling consisting of class X IPA 5 as an experimental class and class X IPA 4 as a control class. The instruments used are critical thinking ability tests, observation sheets, and questionnaires. The selection of a sample based on the KKM of a class was revealed from discussions with a chemistry teacher. The development of the T-test obtained a sig value. 0.000 0.05 and an n-gain score of 0.71 with the highest category. The results showed improved critical thinking skills after being given STEM learning. Students respond very well to the teaching that has been done using the STEM model. Based on the results of the t-test and N-gain test, it can be concluded that the Science, Technology, Engineering, and Mathematics (STEM) learning model can improve students' critical thinking skills on redox material.
Dancing with Falsification: The Dynamic of Chemistry Atomistic Theories Across Centuries Fibonacci, Anita; Kadarohman, Asep; Nahadi, Nahadi; Anwar, Sjaepul; Hernani, Hernani
Journal of Educational Chemistry (JEC) Vol 5, No 2 (2023)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2023.5.2.19054

Abstract

This research aimed to explore the contribution of the falsification process to the progress of science in the field of atomic theory. The analysis focused on the history of atomic development and how this theory underwent a process of falsification. This research was qualitative research using a literature study with a narrative review method. The results showed that the development of a theory, including the theory of atoms, has undergone many improvements. Falsification is an essential aspect of scientific progress, especially in atomic theory, involving testing the theory through experimentation and observation to determine accuracy. In the development of atomic theory, falsification played a key role, as in Dalton's atomic theory. Although revolutionary, subsequent experiments revealed subatomic particles, resulting in the falsification of Dalton's ideas and the emergence of a more complex understanding of atomic structure. The evolution of atomic theory shows that scientific knowledge is dynamic, continuing to develop through falsification. New evidence continues to refine ideas, ensuring scientific knowledge accurately reflects the natural world. The scientific method emphasizes openness to falsification, stating that theories must be testable and can be replaced when significant evidence refutes the theory. This openness is the basis for scientific progress and a deeper understanding of the universe.

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