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KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia
Published by Universitas Samudra
ISSN : 2721902X     EISSN : 27219038     DOI : https://doi.org/10.33059/katalis.v4i1.3106
Core Subject : Science, Education,
Chemistry Education
Jurnal Katalis, merupakan jurnal ilmiah yang dalam bidang penelitian kimia dan pendidikan kimia yang dikelola oleh Program Studi Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan Universitas Samudra. Jurnal Katalis terbit secara berkala dua kali setiap tahunnya yaitu edisi Januari-Juni dan Juli-Desember dengan isi sebanyak 6 artikel/volume atau 12 artikel/nomor terbit. Jurnal Katalis dirancang sebagai bentuk komitmen Program Studi Pendidikan Kimia dalam upaya memfasilitasi para peneliti, dosen, mahasiswa dan guru agar dapat mempublikasikan hasil penelitiannya secara daring dan cetak. Fokus kajian: 1. Pendidikan Kimia 2. Penelitian Kimia (kimia organik, biokimia, kimia anorganik, kimia fisik, kimia analitik, kimia lingkungan, dan kimia bahan alam) 3. Komputasi kimia
Arjuna Subject : Umum - Umum
Articles 102 Documents
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PENGEMBANGAN LKPD SIFAT KOLIGATIF LARUTAN BERBASIS PBL UNTUK MENGUKUR KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK Jaman Fahmi; Budiman Anwar; Wulan Dwi Safitri; Dwi Sapri Ramadhan; Dian Wardana; Dimas Ridho; Ekin Dwi Arif Kurniawan; Ahmad Fauzi Syahputra Yani
KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 9 No 1 (2026): Jurnal Katalis Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/katalis.v9i1.13597

Abstract

This study aims to develop a PBL (Problem-Based Learning) based Student Worksheet (LKPD) on the topic of colligative properties of solutions that are valid, reliable, and feasible to be used as an instrument for assessing students’ critical thinking skills. This research employed a Type 1 Design and Development Research (DDR) model consisting of the stages of Analysis, Design, Development, Try-out, and Evaluation, although its implementation was limited to the Try-out stage. The study involved validators comprising university lecturers and chemistry teachers, as well as 106 twelfth-grade science students from MAN 2 Model Medan selected through purposive sampling. Data were collected using semi-structured interview guidelines and assessment questionnaires and subsequently analyzed using the Content Validity Ratio (CVR), Content Validity Index (CVI), item validity tests, reliability analysis, item difficulty index, discrimination index, normality, and homogeneity tests. The findings indicate that out of 16 initial items, 11 essay items were found to be valid (Pearson Corelation > 0,3) and reliable with internal reliability coefficients categorized as good (Cronbach’s Alpha > 0.7). The difficulty indices of the items ranged from difficult to easy, with discrimination indices categorized as moderate to very good. Therefore, the developed PBL-based LKPD is deemed feasible for use in measuring students’ critical thinking skills in the context of colligative properties of solutions.
Survey on Common Spelling Errors in Chemistry Students’ English Reports salma malka; wahyu nengsih; tesya wijaya
KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 9 No 1 (2026): Jurnal Katalis Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/katalis.v9i1.13713

Abstract

The research examines widespread spelling mistakes in chemistry students' laboratory reports, the factors that influence them, and the degree of accuracy in scientific writing. The research design for this study was quantitative and descriptive narrative, and the study was conducted with 58 chemistry students from various universities in Indonesia. Using a 35-item Likert-scale questionnaire, data were collected and analyzed using descriptive statistics. The results show that spelling errors are still very common, especially in long, complex scientific words that are rarely used in everyday language. The foremost among these are first-language transfer, insufficient knowledge of scientific lexis, lack of exposure to English orthographic conventions, and limited access to scientific writing. The evidence demonstrates that students have a high level of awareness of spelling as a source of clarity and credibility in academic reports, yet at times this awareness is not reflected in their writing. They are also dependent on external services, for example, spell-checkers. Their strategies for improvement generally rely on external support rather than on their own resources to foster autonomous spelling development. These findings demonstrate that stronger instruction in English spelling and more intensive scientific writing practice are needed to improve chemistry students' spelling accuracy as EFL academic writers. Keywords: chemistry students; error analysis; scientific writing; spelling accuracy; spelling errors

Page 11 of 11 | Total Record : 102

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