cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bayu Saputra
Contact Email
bayudesmonn@gmail.com
Phone
+628992290175
Journal Mail Official
bayudesmonn@gmail.com
Editorial Address
Pendidikan Kimia, FKIP Universitas Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Published by Universitas Lampung
ISSN : 23021772     EISSN : 27149595     DOI : http://dx.doi.org/10.23960/jppk
Core Subject : Science, Education,
Computer Science & IT Decision Sciences, Operations Research & Management Education
Focus and Scope Assessment and evaluation of chemistry learning Chemistry learning technology and innovation Chemistry learning based on Problem Solving, SiMaYang, PJBL, Didactic, Lesson Study, Discovery Learning, etc. HOT-based chemistry learning Inquiry-based learning includes inquiry, structured, controlled and guided strategies. Integrated chemistry learning The Scientific Approach includes the scientific method as an ongoing method; Blended learning
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 780 Documents
 41   42   43   44   45 
THE ENHANCEMENT OF STUDENTS’ SKILL IN CLASSIFYING AND CONCEPT MASTERY IN SALT HYDROLYSIS MATERIAL THROUGH PROBLEM SOLVING LEARNING MODEL Esty Indriyani Safitri; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.721 KB)

Abstract

The purpose of this research is to find out effectiveness of problem solving learning model on salt hydrolysis material in improve the skill of classifying and concept mastery. The population of the research was all students in XI science class in SMAN I Way Jepara number in 120 students. The samples were 30 students in XI science 3 class and 30 students in XI science 4 that have equal academic abilities. This research was a quasi experiment using non equivalent (pretest-postest) control group design. Effectiveness of learning problem solving was measured based on significant gain improvements, and analyze of data using difference of two averages test. The results showed that average value of n-Gain of the skill of clasifying in experiment and control class were 0.67 and 0.42; and average value of n-Gain for concept mastery in experiment and control class were 0.62 and 0.19. The result of difference of two averages test showed that the class used problem solving had higher skill in clasify and concept mastery than class with conventional learning model. This is indicated that problem solving learning model was more effective in improving student’s skill in clasify and concept mastery than conventional learning model.Keywords: problem solving, salt hydrolysis material, improve the skill of classifying and concept mastery
Efektivitas Problem Solving untuk Meningkatkan Motivasi Belajar dan Penguasaan Konsep Materi Elektrolit/Non Elektrolit Aerli Nurfita Dewi; Ratu Betta Rudibyani; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (574.294 KB)

Abstract

The purpose was to describe the, effectiveness of problem solving to improve learning motivation and concept mastery on electrolyte and non-electrolyte solution topic.  This research was conducted at MAN Pringsewu used kuasi esperimental method with Equivalent (pretest-posttest) control group design.  The sample was obtained by purposive sampling technique, it was obtained sample was the X MIA 2 as Experimental class and X MIA 4 as control class.  Effectiveness was evidenced by improvement of the improve learning motivation and concept mastery students’ used t-test and effect size test. The result of this research shown that student activity is very high, teacher ability is high, the improve learning motivation and concept mastery students is high and effect size had large criteria.  Based on them, problem solving was effective and had big effect size to improve of the improve learning motivation and concept mastery students on electrolyte and non-electrolyte solution topic.Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran problem solving dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit. Penelitian ini telah dilakukan di salah satu MAN Pringsewu menggunakan metode kuasi eksperimen dengan Non Equivalent (Pretest-posttest) control group design.  Sampel diperoleh melalui teknik purposive sampling diperoleh sampel yaitu kelas X MIA 2 sebagai kelas eksperimen dan X MIA 4 sebagai kelas kontrol.  Keefektivan dibuktikan dari peningkatan motivasi belajar dan penguasaan konsep siswa yang menggunakan uji-t serta didukung oleh kemampuan guru dan uji ukuran pengaruh.  Hasil penelitian menunjukkan bahwa rata-rata aktivitas siswa sangat tinggi, kemampuan guru selama pembelajaran tinggi, motivasi belajar dan penguasaan konsep siswa tinggi serta ukuran pengaruh yang besar.  Berdasarkan hal tersebut, model problem solving efektif dan memiliki ukuran pengaruh yang besar dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit.Kata Kunci: motivasi belajar, penguasaan konsep, problem solving.
Efektivitas Model PLGI untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa pada Materi Garam Menghidrolisis Ratu Anggita Oktaviana; Nina Kadaritna; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (856.442 KB)

Abstract

This study aims to describe the PLGI model in improving students' high order thinking skills in hydrolyzing salt topics. This research used a quasi-experiment with pretest-posttest control group design; furthermore, a purposive sampling technique was used to determine the samples, thus XI MIPA 1 was chosen as an experimental class and XI MIPA 2 was a control class. The data analysis technique is the non-parametric statistical test, the Mann-Whitney U test. In this study, the average n-gain of the experimental and control classes is 0.67 and 0.49 both of which were in the medium category. After tested by Mann-Withney U, there is a significant difference in the mean n-gain of high order thinking skills of students in the experimental class and the control class with the value of Asymp. sig. (2-tailed) is 0.00. This shows that the PLGI model is effective to improve the students' high order thinking skills. Keywords: hydrolyzing salt, high order thinking skill, PLGI model. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model PLGI untuk meningkatkan keterampilan berpikir tingkat tinggi siswa pada materi garam menghidrolisis. Metode dalam penelitian ini adalah quasi experiment dengan Pretest-Posttest Control Group Design, pengambilan sampel dipilih dengan teknik purposive sampling, didapatkan kelas XI MIPA 1 sebagai kelas eksperimen dan XI MIPA 2 sebagai kelas kontrol. Teknik analisis data menggunakan uji statistik non parametrik yaitu uji Mann-Withney U. Pada penelitian ini diperoleh rata-rata n-gain kelas eksperimen dan kontrol sebesar 0,67 dan 0,49 yang keduanya termasuk kategori sedang. Setelah diuji statistik, didapatkan perbedaan yang signifikan rata-rata n-gain keterampilan berpikir tingkat tinggi siswa di kelas eksperimen dan kelas kontrol dengan nilai Asymp. sig. (2-tailed) 0,05 yaitu sebesar 0,00. Hal ini menunjukkan bahwa model PLGI efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa.Kata kunci :  garam menghid­rolisis, keterampilan berpikir tingkat tinggi, model PLGI.http://dx.doi.org/10.23960/jppk.v8.i2.201902 
PENGEMBANGAN MODUL SIFAT LARUTAN BERMUATAN NILAI KETUHANAN DAN KECINTAAN LINGKUNGAN DI SMP Eci Oktadarmafina; Nina Kadaritna; Noor Fadiawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 1 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.289 KB)

Abstract

This research aimed to develop module of solution characteristic contain of divinity value and environmental awareness; and describe the module characteristics; describe the teachers and students response at developed module; and know the obstacles encountered when developing modules. The research method was Research and Development (RD) which consists of three steps: (1) preliminary studies, (2) product development and (3) describe the response a teacher and students towards the product. From the results of teachers feedback showed that content’s suitability of module with curriculum is very high at 97.78%, the aspect graph/the attractiveness is very high at 100% and students respons about levels of legibility is very high at 83.61%. Student and  teachers give possitive respons to advanced module.Penelitian ini bertujuan untuk mengembangkan modul sifat larutan bermuatan nilai ketuhanan dan kecintaan terhadap lingkungan, serta mendeskripsikan karakteristik modul, respon guru dan siswa terhadap modul yang dikembangkan, dan mengetahui kendala-kendala yang ditemui ketika mengembangkan modul. Metode penelitian ini adalah metode Penelitian dan Pengembangan (RD) yang terdiri dari tiga langkah: (1) studi pendahuluan,(2) pengembangan produk dan (3) mendeskripsikan tanggapan guru dan siswa terhadap produk. Dari hasil tanggapan guru diperoleh data bahwa kesesuaian isi modul dengan kurikulum sangat tinggi sebesar  97.78%, aspek grafika/kemenarikan sangat tinggi sebesar 100% dan tanggapan siswa mengenai tingkat keterbacaan sangat tinggi sebesar 83.61%. Siswa dan guru merespon baik modul yang dikembangkan.Kata kunci: kecintaan terhadap lingkungan, modul, nilai ketuhanan, sifat larutan
EFEKTIVITAS PENDEKATAN SAINTIFIK PADA MATERI ELEKTROLIT-NONELEKTROLIT DALAM MENINGKATKAN KETERAMPILAN MENJAWAB PERTANYAAN KLARIFIKASI Fitry Trysya Marchintha; Ila Rosilawati; Sunyono Sunyono
Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.061 KB)

Abstract

The research aimed to describe the effectiveness of scientific approach to improve the skill of answer the clarification question on electrolyte and non-electrolyte topic. Sample was taken by purposive sampling technique from all of student of the 10th grade SMA Negeri 5 Bandar lampung for 2014/2015 academic year and it was obtained the 1st and 2nd of the 10th grade. The method of the research was quasi experiment with non equivalent pretest-posttest control group design. The effectiveness of scientific approach was showed by the significant differences of the n-Gain in the control and experiment of class. The results showed that the average n-Gain of the skill of answer the clarification question in control class was 0.54 and experiment class was 0.62. Thus scientific approach on electrolyte and non-electrolyte topic was effective to improve the skill of answer the clarification question.Penelitian bertujuan mendeskripsikan efektivitas pembelajaran dengan pendekatan saintifik pada materi elektrolit dan non-elektrolit dalam meningkatkan keterampilan menjawab pertanyaan klarifikasi. Sampel diambil menggunakan teknik purposive sampling pada siswa kelas X SMA Negeri 5 Bandar Lampung Tahun Pelajaran 2014/2015 dan diperoleh kelas X1 dan X2. Metode penelitian adalah kuasi eksperimen dengan non equivalent pretest-posttest group design. Efektivitas pembelajaran dengan pendekatan saintifik ditunjukkan oleh perbedaan n-Gain yang signifikan antara kelas kontrol dan eksperimen. Hasil penelitian menunjukkan rata-rata n-Gain keterampilan menjawab pertanyaan klarifikasi pada kelas kontrol 0.54 dan eksperimen 0.62. Dengan demikian, pembelajaran dengan pendekatan saintifik pada materi elektrolit dan non-elektrolit efektif dalam meningkatkan keterampilan menjawab pertanyaan klarifikasi.Kata kunci: elektrolit dan non-elektrolit, keterampilan menjawab pertanyaan klarifikasi, pendekatan saintifik
THE ENHANCEMENT OF GIVING REASONS AND IDENTIFYING CONCLUSIONS SKILLS IN SOLUBILITY AND SOLUBILITY PRODUCT CONCEPT BY PROBLEM SOLVING LEARNING MODEL novitasari novitasari; noor fadiawati; chansyanah diawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (134.492 KB)

Abstract

The aim of this research is to describe the effectiveness of problem solving learning model in solubility and solubility product concept to enhance giving reason and identifying conclusion skills.  Students who became the subject of this research was  XI grade of Science 1 Batanghari Senior High School in Batanghari Academic Year 2011/2012.  This research used the pre-experimental method and one group pretest-posttest design. The effectiveness of problem solving learning model was determined based on the average value of n-Gain.  The results of this research showed that the average value of n-Gain of giving reason and identifying conclusion skills were 0,39 and 0,72.  Thus, it can be concluded that the problem solvinglearning model in solubility and solubility product concept effective to enhance giving reason skill in medium category and effective to enhance identifying conclusion skill ept in high category.Keywords: problem solving learning, giving reasons skill, and identifying                    conclusions skill.
PENGEMBANGAN BUKU AJAR LARUTAN ELEKTROLIT DAN NON ELEKTROLIT BERBASIS REPRESENTASI KIMIA Anung Prasetya; Noor Fadiawati; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (49.316 KB)

Abstract

This researchaimedtodevelop a electrolyte solution and non electrolytes textbookbased onchemical representation; describe the characteristics of a electrolyte solution and non electrolytes textbookbased on chemical representation;describe the teachersresponsesand studentsresponse toaelectrolyte solution and non electrolytes textbookbased onchemicalrepresentation; andknowthe support factor and obstaclesencountered whendeveloping a electrolyte solution and non electrolytes textbookbased onchemicalrepresentation. This researchused theResearchandDevelopment method. The result showed that based on teacher response the surtability content and curriculum of textbook was very high (91,67%), the graphity aspect/ the attractiveness was very high (94%), and levels of legibility was very high (90,98%). Penelitian ini bertujuan untuk mengembangkan buku ajar larutan elektrolit dan non elektrolit berbasis representasi kimia; mendeskripsikan karakteristik buku ajar larutan elektrolit dan non elektrolit berbasis representasi kimia; mendeskripsikan tanggapan guru dan siswa terhadap buku ajar larutan elektrolit dan non elektrolit berbasis representasi kimia; dan mengetahui factor pendukung dan kendala-kendala yang dihadapi ketika mengembangkan buku ajar larutan elektrolit dan non elektrolit berbasis representasi kimia. Metode penelitian yang digunakan adalah metode Penelitian dan Pengembangan. Dari hasil tanggapan guru diperoleh data bahwa pada aspek kesesuaian isi buku ajar kimia dengan kurikulum sangat tinggi sebesar 91,67%, aspek grafika/kemenarikan sangat tinggi sebesar 94% dan tingkat keterbacaan sangat tinggi sebesar 90,98%.Kata kunci: buku ajar, larutan elektrolit dan non elektrolit, representasi kimia
THE ENHANCEMENT OF INFERRING SKILLS AND MASTERY OF CONCEPTS IN CHEMICAL EQUILIBRIUM BY LEARNING CYCLE 3E LEARNING MODEL pitri yunia; emmawati sofya; tasviri efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.922 KB)

Abstract

The aim of this research is to describe the effectiveness of  learning cycle 3E  learning model in improving the skills of inference and mastery of concepts in chemical equilibrium material. Learning cycle 3E model is learning through a series of stages (phases of learning) learning phases include: (1) the exploration phase, (2) explanation of the concept phase, and (3) the application of the concept phase. This study used a quasi-experimental method with Non Equivalent (Pretest and Posttest) Control Group Design. Effectiveness of the learning cycle 3E model  is measured by an increase in n-Gain significant. The results showed the average value of n-Gain inference skills for grade control and experimental respectively 0.40 and 0.53, and an average of n-Gain the possession concept for the control and experimental classes respectively 0.44 and 0 , 48. Thus, it can be concluded that the learning cycle 3E learning model in chemical equilibrium material effective to enhance inferensi skill and mastery of concepts in medium categoryKeywords: Learning Cycle 3E, inference skills and mastery of concepts
PENINGKATAN KETERAMPILAN MEMPREDIKSI DAN PENGUASAAN KONSEP SISWA MELALUI MODEL PEMBELAJARAN PREDICT-OBSERVE-EXPLAN Nia Handayani; Ila Rosilawati; Emmawaty Sofya
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (144.731 KB)

Abstract

This study aims to determine the effectiveness of POE learning model on non-electrolyte and electrolyte material in improving predicting skills and  students concepts mastery. Subjects of this study was class X1 SMA Negeri 1 Negerikaton. This research uses a pre-experimental method with One Group Pretest Posstest Design. Research data was  predicting skills and students concepts mastery. Data analysis was using the percentage of mastery learning (KKM ) and n-Gain. The results showed that persentage of mastery learning predict skills who achieved by 97,75% and n-Gain predict skills 0.70 (medium of category). And than who achieved  KKM 87,50% and n-Gain students concepts mastery 0.60 (medium of category).  The conclusion of this research showed that the POE learning model of non-electrolyte and electrolyte solution material is effective in improving the predict skills and students concepts mastery for class X1 SMA Negeri 1 Negerikaton.Tujuan penelitian ini adalah mendeskripsikan efektivitas model pembelajaran POE pada materi larutan non-elektrolit dan elektrolit dalam meningkatkan ke-terampilan memprediksi dan penguasaan konsep siswa.  Subjek penelitian ini yaitu siswa kelas X1 SMA Negeri 1 Negerikaton.  Penelitian ini menggunakan metode Pre-eksperimental dengan One-group pretest-poss-test Design.  Data pe­neliti­an adalah keterampilan memprediksi dan penguasaan konsep siswa.  Analisis data menggunakan persentase ketuntasan belajar (KKM) dan n-Gain.  Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar keterampilan memprediksi  mencapai KKM yaitu 97,75% dan n-Gain sebesar 0,70 (kategori sedang).  Sedangkan penguasaan konsep siswa yang men­capai KKM yaitu 87,50% dan n-Gain sebesar  0,60 (kategori sedang).  Kesimpulan penelitian ini menunjuk­kan bahwa pembelajaran dengan model POE pada materi larutan non-lektrolit dan elektrolit efektif dalam me­ningkat­kan keterampilan memprediksi dan penguaasaan konsep siswa kelas X1 SMA Negeri 1 Negerikaton. Kata kunci:   keterampilan  memprediksi, larutan non-elektrolit dan elektrolit,  model POE, penguasaan konsep siswa.
Efektivitas Model Pembelajaran ADI dalam Meningkatkan Keterampilan Proses Sains berdasarkan Kemampuan Akademik Desi Nur Sholiha; Nina Kadaritna; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (175.457 KB)

Abstract

This research was aimed to describe the effectiveness  of ADI learning model to improve science process skills based on academic ability on additive and addictive topic. This research used quasi experiment method with Pretest-Posttest Nonequivalent Control Group Design. Samples was selected by purposive sampling. Instruments used were student worksheets based on ADI learning model, pretest and posttest.  Data analysis techniques used were ancova test and t-test. Result of research  showed that average value of n-gain science process skills were using ADI learning are higher than the conventional learning not only high academic ability but also low academic ability, average value of n-gain science process skills were using ADI learning that high academic ability students didn’t differ significantly with low academic ability students. The conclusion of this research is ADI learning model was effective to improve science process skills based on academic ability on additive and addictive topic. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran ADI dalam meningkatkan Keterampilan Proses Sains (KPS) pada materi zat aditif dan adiktif ditinjau dari kemampuan akademik.  Penelitian ini menggunakan metode Quasi Eksperiment dengan Pretest-Posttest Nonequivalent Control Group Design.  Sampel ditentukan menggunakan teknik purposive sampling. Instrumen yang digunakan adalah LKS berbasis model pembelajaran ADI, soal pretes dan postes. Teknik analisis data yang digunakan yaitu uji ankova dan uji-t. Hasil penelitian pada penelitian ini yaitu rata-rata n-gain ­ KPS siswa menggunakan model ADI lebih tinggi dibanding rata-rata n-gain KPS siswa pada pembelajaran konvensional baik kemampuan akademik tinggi maupun kemampuan akademik rendah, rata-rata n-gain  KPS siswa kemampuan akademik tinggi tidak berbeda secara signifikan dengan rata-rata n-gain KPS siswa kemampuan akademik rendah pada pembelajaran menggunakan model ADI. Dapat disimpulkan bahwa model ADI efektif dalam meningkatkan KPS siswa materi zat aditif dan adiktif berdasarkan kemampuan akademik. Kata kunci: kemampuan akademik, KPS, model pembelajaran ADI

Page 43 of 78 | Total Record : 780

 41   42   43   44   45 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13, No 3 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 2 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 1 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia Vol 11, No 3 (2022): Jurnal Pendidikan dan Pembelajaran Kimia In Progress ... Vol 11, No 2 (2022): Jurnal Pendidikan dan Pembelajaran Kimia Vol 11, No 1 (2022): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 1 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 3 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 2 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 1 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 3 (2019): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 1 (2019): Jurnal Pendidikan Kimia Vol 7, No 3 (2018): Jurnal Pendidikan & Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 1 (2018): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 3 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 2 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 1 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 3 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 2 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 1 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 3 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 1 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 2 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 1 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia More Issue