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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for "Chemistry Teachers" : 3 Documents clear
Chemistry Teachers’ Perspectives to Enchancing Representational Competence in Learning Thermochemistry Rosyida, Ima; Widarti, Hayuni Retno; Yahmin, Yahmin
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Representational competence is very essential for students because it is associated with the students' ability to use, interpret, translate and integrate chemical representations to understand chemical concepts properly. In this case, implementation of the various representations utilization is required in learning Thermochemistry to improve students' representational competence to fully understand Thermochemistry. Therefore, this study aims to analyze teachers' perceptions towards the understanding and implementation of chemical representations in chemistry learning to improve students' representational competence in thermochemistry. This research is a descriptive quantitative research conducted using survey method that involved 30 chemistry teachers. The sample in this study was taken by purposive random sampling at public and private high schools in East Java. The data were collected through a questionnaire using google form application. According to the results of the study 63.3% of teachers still have difficulty in teaching students the concept of thermochemistry using submicroscopic representations. The majority of teachers only use symbolic representations, even though the other two representations are very important. Although 77% of teachers have understood chemical representations, in teaching and measuring concept understanding, teachers have not integrated chemical representations. This is due to their lack of self-awareness about the importance of using various representations in improving students’ representational competence. Thus, training on representations is necessary in improving teachers’ understanding on chemical representations. The findings of the study stated that teachers’ understanding of representation and teachers’ experience in participating in the trainings contributed to the effectiveness of the implementation of various chemical representations utilization to improve students’ representational competence on the concept of thermochemistry.       Keywords: representational competence, chemical representation, and thermochemistry.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1559-1576
Perception and Motivation of Prospective Chemistry Teachers in Online Learning during COVID-19 Pandemic: A Case of Lampung University Sunyono, Sunyono; Meristin, Annisa; Prabowo, Galuh Catur Wisnu
Jurnal Pendidikan MIPA Vol 22, No 1 (2021): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The importance of this research is to get to know the students’ perceptions and motivation of the prospective chemistry teachers in facing online learning during the Covid-19 pandemic. The research design used was descriptive qualitative research. The research was conducted on students of the Chemistry Education Study Program FKIP University of Lampung in 2017, 2018, and 2019. Data collection was carried out by using a questionnaire by means of google form and learning record data in the online data-log mode edusmart.fkip.unila.ac.id. and vclass.unila.ac.id. The results indicated that (1) the interaction pattern between the lecturers and students was quite good in terms of giving assignments and discussions. In terms of feedback and learning reflection, it, however, needs to be improved (2) Students' perception of online learning is less positive, this is indicated by the number of students who are disappointed because of learning methods un-interactive, (3) students are still not motivated yet to take online lectures due to limitation of internet signals and seem to consider it as assignments only. Keywords: COVID-19 pandemic, online learning, motivation, perception. DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp77-89
Perception and Understanding of Chemistry Teachers toward Digital Literacy Based on Teachers’ Competence in the Disruption Era Bahriah, Eka Sapinatul; Yunita, Luki; Sholihat, Rizqy Nur
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Digital literacy skills in the era of disruption are needed not only the ability to find, use and disseminate information in learning, but also the ability to make information, critical evaluation, accuracy of the application used and in-depth understanding of the content of the information so as not to cause errors. This study aims to describe the perception and understanding of digital literacy of chemistry teachers at the SMA/MA level in the era of disruption. The method used is descriptive method. The research sample was 23 high school/MA chemistry teachers in the Bogor area who were determined by cluster random sampling. The instruments used consisted of FGD instruments and questionnaires. The data obtained were analyzed descriptively quantitatively. Based on the data, it is known that the perception and understanding of high school/MA chemistry teachers on digital literacy in the era of disruption in the realm of educator competence is 86.40% (Very Good). The results of statistical tests state that there is no significant relationship between years of service, gender, school where they teach, and certification status with the digital literacy competence of chemistry teachers.Keywords: digital literacy, teacher perception, chemistry teacher.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp304-315

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