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
 4   5   6   7   8 
Efektivitas Media E-Book untuk Meningkatkan Metakognisi dan Penguasaan Konsep Siswa Aditio Danardono; Ratu Betta Rudibyani; Emmawaty Sofya
Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 3 (2019): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (756.872 KB)

Abstract

This research  aims to describe the effectiveness of learning using e-book to improve metacognition skills and students’ concepts mastery in acid-base titration. The research method used in this study was quasi-experimental with pretest-posttest control group design.  The effectiveness of e-book was measured using a significant average n-Gain value between control class and experiment class metacognition skills and students’ concepts mastery.  The result of the hypothesis shows the average value of n-Gain metacognition skills and students’ concepts mastery using e-book are significant differences with the average value of n-Gain which does not use e-book.  The Conclusion of this research, learning using e-book was effective in increasing metacognition skills and students’ concepts mastery in acid base titration.  The result of effect size shows that metacognition skills and students’ concepts mastery are influenced by learning using e-book. Keywords: e-book, metacognition, concept mastery, acid base titrationPenelitian ini bertujuan untuk mendeskripsikan efektivitas pembelajaran menggunakan media e-book untuk meningkatkan keterampilan metakognisi dan penguasaan konsep siswa pada materi titrasi asam basa.  Metode penelitian yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan pretest-postest control group design.  Efektivitas media e-book diukur menggunakan rata-rata nilai n-Gain yang signifikan antara kelas kontrol dan kelas eksperimen keterampilan metakognisi maupun penguasaan konsep siswa.  Hasil uji hipotesis menunjukkan bahwa rata-rata nilai n-Gain keterampilan metakognisi dan penguasaan konsep siswa yang menggunakan media e-book berbeda secara signifikan dengan rata-rata nilai n-Gain yang tidak menggunakan media e-book.  Maka penelitian ini dapat disimpulkan, bahwa keterampilan metakognisi dan penguasaan konsep siswa pada materi titrasi asam basa dapat ditingkatkan secara efektif dengan pembelajaran menggunakan media e-book.  Keterampilan metakognisi dan penguasaan konsep titrasi asam basa berpengaruh “besar” pada pembelajaran dengan media e-book. Kata kunci: e-book, metakognisi, penguasaan konsep, titrasi asam basa
Pengaruh Metode Eksperimen Terhadap Peningkatan Kemampuan Mengkomunikasikan dan Penguasaan Konsep Termokimia I Wayan Agustika; Tasviri Efkar; Emmawaty Sofya
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 3 (2018): Jurnal Pendidikan & Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.259 KB)

Abstract

This study aims to describe the effect of the experimental method in increasing the learning activities and mastering students' concepts in temochemical material. This study used a quasi-experiment method with pretest-posttest control design. The population of this study was students of grade XI of science class High School in Bandar Lampung. Sampling uses cluster random sampling. In the experimental class using XI science 4 and class XI science 6 as a class control. The results showed that the experimental method had aneffect on increasing the students’ learning activities with a percentage of 79.97% and mastery of students concepts in the experimental class increases based on the average n-Gain score and the "big" category of influence tests which are 0.76 in the experimental class. It can be concluded that the experimental method has a large measure of influence in increasing learning activities and mastery of the concept of learning in thermochemical material.Keywords: learning activities, experiment method, mastery of student concept, thermochemistryPenelitian ini bertujuan untuk mendeskripsikan pengaruh metode eksperimen terhadap peningkatan aktivitas belajar dan penguasaan konsep siswa pada materi temokimia. Penelitian ini menggunakan metode kuasi eksperimen dengan pretest-postestcontrolgrup design. Populasi penelitian ini adalah siswa kelas XI IPA SMA di Bandar Lampung. Penentuan sampel menggunakan cluster random sampling, diperoleh kelas XI IPA 4 sebagai kelas eksperimen dan kelas XI IPA 6 sebagai kelas kontrol. Hasil penelitian menunjukkan metode eksperimen berpengaruh terhadap peningkatan aktivitas belajar siswa dengan besar persentase 79,97% dan penguasaan konsep siswa di kelas eksperimen meningkat berdasarkan rata-rata skor n-Gain  dan uji pengaruh yang diperoleh berkategori “besar” yaitu 0,76 pada kelas eksperimen. Disimpulkan bahwa metode eksperimen memiliki ukuran pengaruh yang besar dalam meningkatkan aktivitas belajar dan penguasaan konsep siswa pada materi termokimia.Kata kunci: aktivitas belajar, metode eksperimen, penguasaan konsep siswa, termokimia
KETERAMPILAN MEMPREDIKSI DAN MENGKOMUNIKASIKAN PADA MATERI KELARUTAN DAN Ksp MENGGUNAKAN INKUIRI TERBIMBING Andri Kasrani; Ila Rosilawati; Nina Kadaritna
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.568 KB)

Abstract

This research aimed to describe the skill of prediction and communication on the solubility and Ksp matter by using guided inquiry learning models for high, intermediate and low groups of student. The subjects werestudents of class XI IPA3SMA YP Unila Bandar Lampung. This research used the pre-experimental method, a one-shot case study design, and descriptiveresearch statistics. The results showed that the skill of prediction in high levelgroup 70% were excellent, 30% were good; in intermediate level group, 30%were excellent, 60% were good, and 10% were enough; in the low level group,10% were excellent, 40% were good, 40% were enough, and 10% were less. Theskill of communication in high level group 40% were excellent, 50% were good, and 10% were enough; in intermediate level group, 10% were excellent, 65% were good, and 25% were enough; in the low level group, 10% were good, 40% were enough and 50% were less.Keywords: guided inquiry, skill of prediction and communication, solubility andKsp.
PEMBELAJARAN SIMAYANG TIPE II UNTUK MENINGKATKAN SELF-EFFICACY DAN KETERAMPILAN BERPIKIR KRITIS Reni Meidayanti; Sunyono Sunyono; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 3 (2015): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (120.21 KB)

Abstract

The aims of this research were to describe the effectiveness and practicality of SiMaYang type II learning model to improve self-efficacy and critical thinking skills on electrolyte and non-electrolyte solution topics. This research used one group pretest-posttest design and was conducted in 10th grade at SMAN 8 Bandar Lampung. The effectiveness was determined by the activity of students during the learning, the ability of teacher in managing the learning, and students achievement in improving their self-efficacy and critical thinking skills. However, the practicality was determined by the implementation of the lesson plan and students' responses of learning. This research concluded that SiMaYang type II learning model was effective and practice on high criteria to improve self-efficacy and critical thinking skills.Tujuan dari penelitian ini untuk mendeskripsikan keefektivan dan kepraktisan model pembelajaran SiMaYang tipe II untuk meningkatkan self-efficacy dan keterampilan berpikir kritis siswa pada materi elektrolit dan nonelektrolit. Penelitian ini menggunakan One Group Pretest-Posttest Design yang dilakukan di kelas X di SMAN 8 Bandar Lampung. Keefektivan ditentukan dari aktivitas siswa selama pembelajaran, kemampuan guru dalam mengelola pembelajaran, ketercapaian dalam peningkatan self-efficacy dan keterampilan berpikir kritis siswa. Selanjutnya, kepraktisan ditentukan dari keterlaksanaan RPP dan respon siswa terhadap pelaksanaan pembelajaran. Hasil penelitian menunjukkan model pembelajaran SiMaYang tipe II dinilai efektif dan praktis berkriteria tinggi dalam meningkatkan self-efficacy dan keterampilan berpikir kritis.Kata kunci: berpikir kritis, keefektivan, kepraktisan, self-efficacy, SiMaYang tipe II
EFEKTIVITAS PROBLEM SOLVING PADA MATERI LARUTAN ELEKTROLIT-NONELEKTROLIT DALAM MENINGKATKAN KETERAMPILAN BERPIKIR LANCAR Rani Yunita Mawarni; Ila Rosilawati; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 2 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (90.028 KB)

Abstract

This research aimed to describe the effectiveness of problem solving learning  model to improve the students fluency skill in electroliyte-nonelectrolyte solution subject matter. The population of this research were students of class X SMA Al-Azhar 3 Bandar Lampung even semester of academic year 2013-2014.  The sampling technique used was purposive sampling. In consideration of the same cognitive level, then obtained class X2 and X3 as the research sample.  The method used in this research was quasi experimental with non equivalent (pretest-posttest) control group design. The effectiveness of learning model in the learning was showed by significant difference of n-Gain between experiment and control class.Based on the results, the average n-Gain of fluency skills of control class and experiment class were 0,21 and 0,52 respectively.  The result of t-test showed that problem solving learning model was effective to improve the fluency skills in electroliyte-nonelectrolyte solution subject matter. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran problem solving dalam meningkatkan keterampilan berpikir lancar siswa pada materi larutan elektrolit nonelektrolit.  Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Al-Azhar 3 Bandar Lampung semester genap tahun pelajaran 2013-2014.  Teknik pengambilan sampel yang digunakan yaitu purposive sampling.  Dengan pertimbangan tingkat kognitif yang sama, maka diperoleh kelas X2 dan X3 sebagai sampel penelitian.  Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan non eqiuvalent (pretest-posttest) control group design.  Efektivitas model pembelajaran ini ditunjukan oleh perbedaan n-Gain yang signifikan antar kelas kontrol dan kelas eksperimen.  Berdasarkan hasil penelitian, rata-rata n-Gain keterampilan berpikir lancar kelas kontrol dan eksperimen masing-masing 0,21 dan 0,52.  Hasil uji t menunjukkan bahwa pembelajaran materi larutan elektrolit nonelektrolit menggunakan model pembelajaran problem solving efektif dalam meningkatkan keterampilan berpikir lancar.  Kata kunci : keterampilan berpikir lancar, larutan elektrolit nonelektrolit, model pembelajaran problem solving
INKUIRI TERBIMBING PADA REAKSI REDOKS DALAM MENINGKATKAN KETERAMPILAN MENJAWAB PERTANYAAN KLARIFIKASI Indah Kusuma Rini; Ila Rosilawati; Noor Fadiawati
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 (126.12 KB)

Abstract

This research aimed to describe the effectiveness of guided inquiry model on redox reactions to increase the answering clarification answering questions ability. The samples in this research were the 1st and 2nd of the 10th grade as experimental and control class which obtained by using purposive sampling technique from all of the 10th grade students in SMAN 2 Gadingrejo on 2014/2015 Academic Years. This research used quasi experiment method with non-equivalent (pretest-posttest) control group design. The learning effectiveness was showed by a different significantly of n-Gain in experimental and control class. The results showed that the average of n-Gain of the answering clarification questions ability on experimental and control class were 0.63 and 0.22 respectively. Based on the results of hypothesis testing, guided inquiry model was effective to increase the answering clarification questions ability.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing pada reaksi redoks dalam meningkatkan keterampilan menjawab pertanyaan klarifikasi. Sampel penelitian ini adalah kelas X1dan X2 sebagai kelas eksperimen dan kontrol yang diperoleh dengan menggunakan teknik purposive sampling dari seluruh siswa kelas X SMAN 2 Gadingrejo Tahun Pelajaran 2014-2015. Penelitian ini menggunakan metode kuasi eksperimen dengan non-eqiuvalent (pretest-posttest) control group design. Efektivitas pembelajaran ditunjukkan dengan adanya perbedaan n-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan nilai rata-rata n-Gain keterampilan menjawab pertanyaan klarifikasi pada kelas eksperimen dan kelas kontrol berturut-turut adalah 0,63 dan 0,22. Berdasarkan hasil uji hipotesis, disimpulkan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan keterampilan menjawab pertanyaan klarifikasi. Kata kunci: keterampilan menjawab pertanyaan klarifikasi, model pembelajaran inkuiri terbimbing, reaksi redoks
PERBEDAAN PENGUASAAN KONSEP HIDROKARBON ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE DENGAN TIPE NUMBER HEAD TOGETHER SISWA MAN PRINGSEWU 2011/2012 Yayuk Novita Ningrum; Emmawaty Sofya; Ila Rosilawati
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 (260.087 KB)

Abstract

The purpose of this study was (1) to describe the existence of hydrocarbon material difference between the mastery of concepts Cooperative Learning with NHT type and TPS type MAN Pringsewu students and (2) the average mastery of concepts which higher hydrocarbons between Cooperative Learning with NHT type and TPS type. The population in this study were all students of class X MAN Pringsewu academic year 2011/2012. Samples were taken using purposive sampling technique. Retrieved class X. 2 as a class experiment I conducted NHT cooperative learning model type, and class X. 4 as a class II experiments conducted cooperative learning model TPS type. The research design using a design-Only Matching Posttest-Only Control Group Design. Analysis of data using normality test, homogeneity of the two variances, and differences in the two trials showed average. The results showed (1) There is a difference between students' mastery of concepts Hydrocarbons who received NHT and Cooperative Learning TPS type. (2) Average Hydrocarbon between student mastery of concepts that use Cooperative Learning TPS type higher than students who use learning NHT type. Keywords: Mastery of the concept, model type NHT Cooperative Learning, Cooperative Learning Model SMT type.
PENGEMBANGAN MEDIA ANIMASI BERBASIS REPRESENTASI KIMIA PADA MATERI LARUTAN PENYANGGA Sri Gustiani; Noor Fadiawati; Ila Rosilawati
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 (56.661 KB)

Abstract

This researchaimed to develop an animation media based onchemical representationabout buffers solution; identify the characteristics animation media developed; identify the responsesof teachers and students was developed theanimation media; andidentifythe obstaclesfaced in developing an animation media.This research used is theResearchandDevelopment method. Theresults showed that teacher response of the developed animation media in the content’s suitability aspect were 80,00%  is high criteria and in the readable and the attraction aspect were 83,84% is very high criteria.Theresults showed that students response of the developed animation media in the content’s suitability aspect were 79,72%  is high criteria and in the readable aspect were 80,31% and the attraction aspect were 80,00% all of  the students responses were very high criteria. Penelitian ini bertujuan untuk mengembangkan media animasi berbasis representasi kimia tentang larutan penyangga; mengidentifikasi karakteristik media animasi yang dikembangkan; mengidentifikasi tanggapan guru dan siswa terhadap media animasiyang dikembangkan; dan mengidentifikasi kendala yang dihadapi dalam mengembangkan animasi tersebut.Penelitian ini menggunakan metode Penelitian dan Pengembangan. Hasil dari penelitian ini menunjukkan bahwa tanggapan guru terhadap media animasi yang dikembangkan pada aspek kesesuaian isi adalah 80,00%  dengan kriteria tinggi dan pada aspek keterbacaan dan kemenarikan desain sebesar 83,84% dengan kriteria sangat tinggi. Menurut tanggapan siswa pada aspek kesesuaian isi adalah 79,72% dengan kriteria tinggi, aspek keterbacaan sebesar 80,31% dengan kriteria sangat tinggi dan aspek kemenarikan sebesar 80,00 dengan kriteria sangat tinggi.  Kata kunci: larutan penyangga, media animasi, representasi kimia
THE IMPROVEMENT OF COMMUNICATION AND INFERENCE SKILLS IN COLLOID SYSTEM MATERIAL BY PROBLEM SOLVING LEARNING MODEL yunita maisarera; chansyanah diawati; noor fadiawati
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 (155.043 KB)

Abstract

The aim of this research is to describe the effectiveness of problem solving learning in improving communication and inference skills in colloid system material.  Subjects in this research were students of XIIPA1 and XI IPA2 classrooms in Persada Junior High School in Bandar Lampung in academic year 2011-2012 where students of both classrooms had the same characteristics. This research used quasi experiment method and pretest-posttest control group design. Effectiveness of problem solving learning method was measured based in n-gain value. The results showed that average n-gain values of communication and inference skills were 0.28 and 0.31 respectively. It could be concluded that the problem solvinglearning in colloid system material was effective in improving inferring skill with high category and communication skill with medium criterion.Keywords       : problem solving learning, communication and inference skills
PENINGKATAN KETERAMPILAN MENGELOMPOKKAN DAN PENCAPAIAN KOMPETENSI MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING Ria Afriyanti; Chansyanah Diawati; Nina Kadaritna
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 (122.919 KB)

Abstract

This research is intended to describe the effectiveness of guided inquiry learning model applied in acid and alkali subject to improve categorizing skill and competency achievement.  This research used Pre-experimental method by one-group pretest-posttest design.  The subjects of this research are the second semester students of class XI IPA1 SMA Muhammadiyah 2 Bandar Lampung in academic year 2012-2013. The effectiveness of guided inquiry learning model showed by the increase of pretest and posttest scores that can be seen by the n-Gain value based on the result of the teaching learning process.  The result showed n-Gain value of categorizing skill and competency achievement is 0,61 and 0,54, whereas the percentage of achievement of categorizing skill and competency achievement have reached KKM 82,75% and 75,86%.  It can be conclude that guided inquiry learning model applied in acid and alkali effective in improving categorizing skill and competency achievement in medium criteria.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing pada materi asam-basa dalam meningkatkan keterampilan mengelompokkan dan pencapaian kompetensi.  Penelitian ini menggunakan metode pre-experimental dengan one-group pretest-posttest design.  Subjek penelitian ini adalah seluruh siswa-siswi kelas XI IPA1 SMA Muhammadiyah 2 Bandar Lampung semester genap tahun ajaran 2012-2013.  Efektivitas model pembelajaran inkuiri terbimbing ditunjukkan oleh peningkatan nilai pretest dan posttest yang dilihat dari nilai n-Gain dan ketuntasan hasil belajar.  Hasil penelitian menunjukkan nilai n-Gain keterampilan mengelompokkan dan pencapaian kompetensi 0,61 dan 0,54, sedangkan persentase ketuntasan hasil belajar keterampilan mengelompokkan dan pencapaian kompetensi mencapai KKM 82,75% dan 75,86%.  Dapat disimpulkan bahwa pembelajaran inkuiri terbimbing pada materi asam-basa efektif dalam meningkatkan keterampilan mengelompokkan dan pencapaian kompetensi dengan kriteria sedang.Kata kunci: Inkuiri terbimbing, keterampilan mengelompokkan, pencapaian kompetensi.

Page 6 of 78 | Total Record : 780

 4   5   6   7   8 

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