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UNESA Journal of Chemical Education

journal-of-chemical-education
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Published by Universitas Negeri Surabaya

ISSN : 22529454 EISSN : 22529454 DOI : https://doi.org/10.26740/ujced.v9n3

Core Subject : Science, Education,

Chemistry Computer Science & IT Education Other

UNESA Journal of Chemical Education is Online Journal for communicating and reviews covering all chemical education research which published articles in three times a year by Chemistry Department, Chemical Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Surabaya. This Journal provides readers or authors to present learning development in chemical education through publication research articles. Scope and focus in this journal are: 1. Philosophy and curriculum of Chemical education 2. Innovation and Theory of Learning 3. Media of Chemistry Learning 4. Assessment of Chemistry Learning 5. Missconception in Chemistry UNESA Journal of Chemical Education publishes research articles which are reviewed by expert lecturers. This journal is open access which can used reader to update new issues in chemistry learning.

Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)

Articles 22 Documents

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Search results for , issue "Vol 8 No 2 (2019)" : 22 Documents clear

THE DEVELOPMENT OF STUDENTS WORKSHEET ORIENTED PROBLEM SOLVING TO TRAIN CREATIVE THINKING SKILLS IN ACID BASE MATTER FOR 11th GRADE
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

This research aims to produce student worksheet oriented problem solving to train creative thinking skills in an acid base matter for 11th grade that is feasible. Feasibility of student worksheet can be known from its validity, practicality, and effectiveness. Development of the worksheet refers to the Research & Development (R&D) model limited to the trial stage. The validity of the worksheet consists of content validity and construct validity. Content validity in worksheet 1, 2, and 3 have percentage respectively 88.00%, 88.00%, and 86.67%. Construct validity includes a linguistic, presentation, and graphics criteria. Result that got respectively for each worksheet 1, 2, and 3 for language criteria 86.67%, presentation criteria 87.78%, 87.78%, and 86.67%, graphical criteria 88.00%, 86.67%, and 86.67% with highly valid categories. The practicality of the worksheet is determined by the observation of students activities which got a percentage of 100% and students responses in terms of the criteria of content, linguistic, presentation, and graphics get the percentage of 98.33%, 100%, 98.00%, and 100%. The effectiveness of the worksheet in terms of increasing results of pretest and posttest in creative thinking skills for each student using the N-Gain Score formula and obtained the value <g>≥0.7 with high categories and for creative thinking classically obtained from the assessment of each component of creative thinking skills respectively for fluent and flexible thinking skills get the same percentage which is equal to 94% with very high categories while original and detailed thinking skills get the same percentage that is equal to 81% with a high category. The worksheet can be stated that feasible to use because it has fulfilled validity, practically, and effectiveness criteria. Keywords: students worksheet, creative thinking, problem solving, acid base.

THE DEVELOPMENT OF STUDENT ACTIVITY SHEETS (SAS) BASED ON GUIDED DISCOVERY TO PRACTICE SCIENCE LITERACY IN ACID BASE MATERIALS
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Student Activity Sheet (SAS) based on guided discovery learning model is needed to improve students scientific literacy. The purpose of this study is to analyze the feasibility (validity, practicality, and effectiveness) of SAS based on guided discovery to train scientific literacy in acid-base material. The type of research used in this study is research and development (R & D). The instruments used in this study are the contents and construct validation sheets, student response sheets, student activity observation sheets, and the pretest-posttest sheet. The results showed that: (1) The validity content and construct validity obtained Highly Valid criteria with a percentage range between 83.4% -86.7% in all aspects; (2) Practicality includes the activities and responses of students. In the activity obtained very practical criteria with a percentage range of 91.67% -100%. In the students response, practical and very practical criteria were obtained with a percentage range of 66.7% -100%; (3) Effectiveness includes tests of student learning outcomes and students scientific literacy tests. In the learning outcomes test, all students are declared complete with a value range of 80-100. In the scientific literacy test, getting the N-gain value with a range of 0.8-1 with the gain score criterion is at high criteria. Keywords: Guided Discovery, Science Literacy, Acid Base

REACTION RATE MATERIALS LEARNING WITH NESTED CURRICULAR ARRANGEMENT ASSISTED BY WEB EHNANCED COURSE TO IMPROVE CRITICAL THINKING SKILLS AND STUDENT’S LEARNING OUTCOME
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

This study aimed to evaluate the learning of reaction rate materials with nested curricular arrangement which designed and implemented using inquiry models. The research subjects were 36 students of 10th grade of MIA 4 in Senior High School 1 Manyar, Gresik. Learning evaluation was based on two variables which were the skill improvement and student learning outcome. This study followed a quasi-experimental research design with one group pretest and posttest design. Analysis of skill improvement and student learning outcomes using the t-test. The research instruments were learning implementation sheets, observation of student activities, critical thinking skills test and learning outcomes test. The learning implementation in the first and second meetings obtained 4 rates, categorized as good according to the lesson plan. The students relevant activities during the learning process in the first meeting amounted to 94.63% and in the second meeting was 95.23%. Most students had learned well because of the high percentage implementation level. Critical thinking skills which were trained included focusing questions, considering the information source credibility, inducing and considering the results of the induction, observing and considering the results of observations. Critical thinking skill and student learning outcomes had significant improvement that is proved by T-test with the aid of SPSS, this shows that the value of t arithmetic more than t statistics table. According to the result, it is known that nested curricular arrangement assisted web enhanced course could develop the critical thinking skill and the student learning outcomes. Keywords: Nested, Web Enhanced Course, Critical Thinking Skills, Inquiry.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPLAN PROSES SAINS PESERTA DIDIK SMAN 2 KOTA MOJOKERTO PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini mempunyai tujuan untuk melatihkan keterampilan proses sains peserta didik dengan menerapkan model pembelajaran inkuiri terbimbing di kelas XI IPA 2 SMAN 2 Kota Mojokerto pada materi asam basa.Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif dengan rancangan penelitian yang diguanakan adalah One grup pretest posttest design. Penelitian ini juga menggunakan instrumen penelitian berupalembar pengamatan (keterlaksanaan model pembelajaran dan aktivitas guru), lembar tes (keterampilan proses sains, dan hasil belajar), dan lembar angket respon peserta. Hasil penelitian menunjukkan data sebagai berikut. (1) Keterlaksanaan model pembelajaran inkuiri terbimbing selama tiga kali pertemuan memperoleh rata-rata presentase sebesar 96,43% dan berada pada kategori sangat baik. (2) Aktivitas peserta didik selama tiga kali pertemuan menunjukkan presentase aktivitas peserta didik yang relevan lebih tinggi daripada aktivitas yang tidak relevan. (3) Hasil belajar keterampilan proses sains memperoleh ketuntasan klasikal sebesar 97,22% dengan 35 peserta didik berada pada kategori sedang atau tinggi, dan 1 peserta didik berada pada kategori rendah. (4) Hasil belajar ranah pengetahuan peserta didik mencapai nilai rata-rata sebesar 86 dan ketuntasan klasikal sebesar 94,44%. (5) Respon peserta didik terhadap model pembelajaran inkuiri terbimbing dapat dikatakan sangat baik, hal ini dibuktikan dengan perolehan presentase sebesar 94,7%. Kata kunci: inkuiri terbimbing, keterampilan proses sains, asam basa Abstract This study aims to train students science process skills by applying a guided inquiry learning model in class XI IPA 2 of SMAN 2 Kota Mojokerto on acid-base material. This research uses descriptive quantitative research with the research design used is one group pretest posttest design. This study also used research instruments in the form of observation sheets (implementation of teacher learning and activity models), test sheets (science process skills, and learning outcomes), and participant response questionnaire sheets. The results of the study show the following data. (1) The implementation of the guided inquiry learning model in the first, second and third meetings obtained an average percentage of 96.43% and was in the very good category. (2) The activities of the students for three meetings show the percentage of the activities of the relevant students is higher than the irrelevant activities. (3) The results of learning process science skills obtain classical completeness of 97.22% with 35 students in the medium or high category, and 1 student in the low category. (4) The learning outcomes of realm knowledge of students achieve an average value of 86 and classical completeness of 94.44%. (5) The response of students to the guided inquiry learning model can be said to be very good, this is evidenced by the acquisition of a percentage of 94.7%. Keywords: guided inquiry, science process skills, acid base.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DAN MODEL PENGAJARAN LANGSUNG UNTUK MELATIHKAN KETERAMPILAN SOSIAL SISWA PADA MATERI REDOKS DI SMAN 1 CERME
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mengetahui keterampilan sosial siswa yang meliputi keterampilan komunikasi (berpendapat) dan keterampilan bekerjasama dengan menerapkan model pembelajaran kooperatif dan model pengajaran langsung. Sasaran penelitian ini adalah siswa kelas X SMAN 1 Cerme dengan menggunakan rancangan peneltian One Shoot Case Study. Penerapan model pembelajaran kooperatif dilaksanakan pada pertemuan ke I, II, dan IV sedangkan penerapan model pengajaran langsung pada pertemuan ke III. Metode pengumpulan data untuk keterampilan sosial melalui observasi dengan menggunakan lembar observasi. Hasil analisis data menunjukkan bahwa keterampilan sosial siswa yang meliputi keterampilan berpendapat mendapatkan pesentase antara 72,22% sampai 79% dengan kategori sangat baik. Sedangkan untuk keterampilan bekerjasama siswa pada pertemuan I, II, dan IV mendapatkan presentase antara 82,35% sampai 88,89% dengan kategori sangat baik. Kata kunci: Kooperatif, Pengajaran langsung, Keterampilan sosial Abstract This study aims to trained student social skill include communication skill (argue) and collaborating skill with applying the cooperative learning and direct instruction model. The target of this study was students grade X SMAN 1 Cerme using the research one shoot case study. The application of the cooperative learning model have been implemented at the meeting I, II, IV and direct instruction model at meeting III. Data collection methods for student social skill by observation sheet. The result of the analyzed data is students social skill with include argue skill with percentage of 72,22% until 79% with very good criteria. While for student collaborating skills at meetings I, II, and IV respectively reach percentage of 82,35% until 88,89% with very good criteria. Keywords: Cooperative learning, Direct instruction, Social skill

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PADA MATERI LAJU REAKSI
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan sintaks, peningkatan keterampilan proses sains, serta respon peserta didik terhadap model pembelajaran inkuiri terbimbing pada materi laju reaksi. Penelitian ini menggunakan desain pre-experimental design dengan rancangan One-Group Pretest-Posttest Design. Instrumen yang digunakan dalam penelitian ini yaitu lembar observasi keterlaksanaan, lembar tes keterampilan proses sains, dan lembar angket respon peserta didik. Hasil penelitian ini menunjukkan 1) Keterlaksanaan pembelajaran dengan penerapan model inkuiri terbimbing di kelas XI IPA 1 MAN 2 Gresik selama 3 kali pertemuan terlaksana dengan sangat baik didukung aktivitas peserta didik yang relevan pada pertemuan 1,2,3 berturut-turut sebesar 96,89%; 98,22%; 97,33% 2) Keterampilan proses sains peserta didik mengalami peningkatan setelah diterapkannya model pembelajaran inkuri terbimbing dari 25 peserta didik 28% pada meningkat dengan kriteria cukup dan 72% pada kriteria tinggi. 3) Respon peserta didik setelah diterapkannya pembelajaran inkuiri terbimbing untuk meningkatkan keterampilan proses sains peserta didik pada materi laju reaksi sangat baik dengan persentase respon positif yang diberikan sebesar 95,6%. Kata kunci: Inkuiri terbimbing, keterampilan proses sains, laju reaksi.Abstract This research aims to describe the implementation of syntax, increase of science process skills, and response of students to guided inquiry learning model in the matter of reaction rates. The research design used in this research was pre-experimental design with the design of One-Group Pretest-Posttest Design. The instruments used in this research were implementation observation sheets, science process skills test sheets, and questionnaire response for students. The results of this research indicate 1) Implementation of guided inquiry learning models in class XI IPA 1 MAN 2 Gresik for 3 meetings performed very good category supported by the relevant activities of students at meetings 1, 2, 3 in a row of 96.89%; 98.22%; 97.33% 2) Science process skills of students have increased after the implementation of a guided inkuri learning model from 25 students 28% on medium criteria and 72% on high criteria. 3) Response of students after the implementation of guided inquiry learning models to increase students science process skills material reaction rate is very good with the percentage of positive responses given at 95.6%. Keywords: Guided inquiry, science process skills, reaction rate.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF NHT UNTUK MELATIHKAN KETERAMPILAN METAKOGNITIF PADA MATERI LAJU REAKSI KELAS XI SMA NEGERI 4 SIDOARJO
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran kooperatif NHT, aktivitas siswa, dan keterampilan metakognitif siswa pada materi laju reaksi. Subyek penelitian ini adalah 33 siswa kelas XI MIPA 3 SMA Negeri 4 Sidoarjo. Penelitian ini menggunakan One group pre-test post-test design. Hasil penelitian ini menunjukkan bahwa: 1) Model pembelajaran kooperatif NHT pada 2 pertemuan tiap fasenya memperoleh persentase 91,67%; 75%; 100%; 83,33%; 83,33%; 100%, dan 91,67%; 83,33%; 100%; 83,33%; 100%; 100%, dengan kategori baik dan sangat baik. 2) Aktivitas siswa yang relevan terhadap proses pembelajaran memperoleh persentase pada pertemuan 1 dan pertemuan 2 masing-masing sebesar 91,88%. Aktivitas siswa paling dominan pada pertemuan 1 dan 2 adalah siswa mengerjakan soal evaluasi secara individu (evaluating skills) dengan persentase 10% dan 10,74%. 3) Keterampilan metakognitif mengalami peningkatan yang baik ditunjukkan dengan sebanyak 26 siswa mendapatkan N-gain dengan kategori tinggi. Kata kunci: NHT, Keterlaksanaan, Aktivitas, Keterampilan Metakognitif

MELATIHKAN KETERAMPILAN METAKOGNITIF SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY KELAS XI SMA NEGERI 4 SIDOARJO PADA MATERI LAJU REAKSI
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keterampilan metakognitif siswa melalui penerapan model pembelajaran guided inquiry pada materi laju reaksi kelas XI SMA. Desain penelitian yang digunakan adalah One-Group Pretest-Posttest Design. Sasaran penelitian ini adalah 36 siswa kelas XI di SMAN 4 SIDOARJO selama dua kali pertemuan. Metode pengumpulan data yang digunakan yaitu metode observasi berupa pengamatan terhadap keterlaksanaan model pembelajaran guided inquiry, metode tes yang berupa soal keterampilan metakognitif, dan metode angket berupa inventori metakognitif. Hasil penelitian ini menunjukkan bahwa 1) keterlaksanaan model pembelajaran guided inquiry pada tiap fase diperoleh persentase 93,6%; 97,2%; 95,8%; 92,8%; 92,4% dengan kriteria sangat baik, yang didukung dengan data aktivitas siswa yang relevan, 2)Nilai keterampilan metakognitif pada dimensi planning skills, monitoring skills, evaluating skills berturut-turut sebesar 89,3; 88,4; dan 81,5 secara keseluruhan dengan kategori sangat baik. 3) Nilai inventori metakognitif pada dimensi planning skills, monitoring skills, evaluating skills berturut-turut sebesar 81,75; 78,77; 77,66 dengan kriteria berturut-turut sangat baik, baik, dan baik. Dengan demikian, dapat disimpulkan bahwa model pembelajaran guided inquiry dapat digunakan untuk melatihkan keterampilan metakognitif siswa. Kata Kunci: Guided Inquiry, Keterlaksanaan, Keterampilan Metakognitif, Inventori Metakognitif

PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY DENGAN PENDEKATAN NESTED UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS XI SMA PADA MATERI LAJU REAKSI
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan mengetahui keterampilan berpikir kritis siswa melalui penerapan model pembelajaran Guided Inquiry dengan pendekatan Nested pada materi laju reaksi. Penelitian dilakukan di SMA Negeri 19 Surabaya. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi keterlaksanaan model pembelajaran, observasi aktivitas siswa, pretest dan posttest keterampilan berpikir kritis maupun hasi belajar, dan angket respon siswa. Dapat disimpulkan bahwa (1) Penerapan Keterlaksanaan model pembelajaran Guided Inquiry selama 4 kali pertemuan, memiliki persentase sebesar 96,42% ; 97,62% ; 98,81% ; 100% yang berarti berada dalam kategori sangat baik. (2) Keterampilan berpikir kritis siswa meningkat dari pretest ke posttest ditunjukan dengan sebanyak 94,28% siswa tuntas pada komponen interpretasi, 94,28% pada komponen analisis, 97,14% pada komponen inferensi, dan sebanyak 97,14%. (3) Hasil belajar siswa meningkat dari pretest ke posttest ditunjukkan dengan rata-rata nilai posttest 89,71 dan secara klasikal 31 siswa tuntas atau 88,57. (4) Respon siswa diperoleh 98,73% untuk penerapan model pembelajaran Guided Inquiry dengan pendekatan Nested.Kata Kunci: Guided Inquiry, Nested, Laju reaksi, Keterampilan Berpikir Kritis, Hasil Belajar This study aims to determine students critical thinking skills through the application of Guided Inquiry learning models with a Nested approach to material reaction rates. The study was conducted at Surabaya State High School 19 with one group pretest-poesttest design. The instruments used in this study were the observation sheet of the implementation of the learning model, observation of student activities, pretest and posttest of critical thinking skills and learning outcomes, and student response questionnaires. It can be concluded that (1) Implementation of Implementation Guided Inquiry learning model for 4 meetings has a percentage of 96.42%; 97.62%; 98.81%; 100% which means it is in a very good category. (2) The students critical thinking skills increased from pretest to posttest indicated by 94.28% of students completed the interpretation component, 94.28% in the analysis component, 97.14% in the inference component, and 97.14%. (3) Student learning outcomes increase from pretest to posttest indicated by the average posttest value 89.71 and classically 31 students complete or 88.57. (4) Student responses obtained 98.73% for the application of the Guided Inquiry learning model with the Nested approach. Keywords: Guided Inquiry, Nested, Reaction Rate, Critical Thinking Skills, Learning Outcomes

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA PADA MATERI KESETIMBANGAN KIMIA
UNESA Journal of Chemical Education Vol 8 No 2 (2019)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan model pembelajaran inkuiri terbimbing, aktivitas siswa, hasil belajar keterampilan proses sains, hasil belajar pengetahuan, dan respon siswa melalui penerapan model pembelajaran inkuiri terbimbing pada materi kesetimbangan kimia. Jenis penelitian yang digunakan adalah pre experimental dengan desain one group pretest and posttest. Sasaran pada penelitian ini adalah siswa kelas XI SMAN 1 Waru Sidoarjo yang berjumlah 36 siswa. Instrumen yang digunakan adalah lembar pengamatan keterlaksanaan model pembelajaran inkuiri terbimbing, lembar pengamatan aktivitas siswa, lembar tes hasil belajar pengetahuan, lembar tes hasil belajar keterampilan proses sains, dan lembar angket respon siswa. Hasil penelitian menunjukkan sebagai berikut: (1) keterlaksanaan pembelajaran dengan menerapkan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan proses sains pada materi kesetimbangan kimia terlaksana dengan sangat baik selama 3 kali pertemuan dengan persentase rata-rata dari kegiatan pendahuluan, fase 1, fase 2, fase 3, fase 4, fase 5 dan kegiatan penutup berturut-turut sebesar 90,83%; 93,26%; 93,06%; 90,28%; 85,42%; 85,42%; dan 95,83%. (2) Persentase aktivitas siswa yang relevan lebih tinggi dari aktivitas yang tidak relevan. (3) Hasil keterampilan proses sains siswa mengalami peningkatan pada saat posttest dengan skor rata-rata dalam merumuskan masalah, merumuskan hipotesis, mengidentifikasi variabel, mengumpulkan data, menganalisis data, dan membuat kesimpulan berturut-turut adalah 77,78; 90,97; 93,06; 70,14; 79,17; dan 75,69. (4) Hasil belajar pengetahuan siswa meningkat dengan diterapkannya model pembelajaran inkuiri terbimbing dibuktikan pada saat posttest nilai rata-rata mencapai 85 dengan ketuntasan klasikal sebesar 94,44%. (5) Hasil respon siswa selama proses pembelajaran sangat baik yang dibuktikan dengan perolehan persentase rata-rata respon positif sebesar 96,98%. Kata kunci: Inkuiri Terbimbing, Keterampilan Proses Sains. Abstract This study aims to descript the implementation of guided inquiry learning model, student activities, learning outcomes of science process skills, knowledge learning outcomes, and student responses through the implementation of guided inquiry learning models on chemical equilibrium material. The type of research used was pre-experimental with the design of one group pretest and posttest. The objectives of this study were 36th grade students of SMAN 1 Waru Sidoarjo, which consisted of 36 students. The instruments used were the observation sheet of implementation of guided inquiry learning model, student activity observation sheet, knowledge learning result test sheet, test results sheet of learning science process skills, and student response questionnaire sheets. The results showed as follows: (1) the implementation of learning by applying a guided inquiry learning model to practice science process skills on chemical equilibrium material was carried out very well for 3 meetings with the average percentage of preliminary activities, phase 1, phase 2, phase 3, phase 4, phase 5 and closing activities respectively at 90.83%; 93.26%; 93.06%; 90.28%; 85.42%; 85.42%; and 95.83%. (2) The percentage of relevant student activity is higher than irrelevant activities. (3) The results of students science process skills increase at posttest with an average score in formulating problems, formulating hypotheses, identifying variables, collecting data, analyzing data, and making conclusions in a row 77.78; 90.97; 93.06; 70.14; 79,17; and 75.69. (4) Student learning outcomes increase with the implementation of guided inquiry learning models as evidenced when the posttest scores reach an average of 85 with classical completeness of 94.44%. (5) The results of student responses during the learning process are very good as evidenced by the acquisition of the average percentage of positive responses of 96.98%. Keywords: Guided Inquiry, Science Process Skills.

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Editorial Address Prodi Pendidikan Kimia FMIPA Universitas Negeri Surabaya Ketintang, Kec. Gayungan, Kota SBY, Jawa Timur 60231

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Contact Name
Muchlis

Contact Email
unesa.j.chem.edu@gmail.com

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+6281330277591

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unesa.j.chem.edu@gmail.com

Editorial Address
Prodi Pendidikan Kimia FMIPA Universitas Negeri Surabaya Ketintang, Kec. Gayungan, Kota SBY, Jawa Timur 60231

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Kota surabaya,

Jawa timur

INDONESIA