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<![CDATA[THE USE OF VIRTUAL LABORATORY OF ACID-BASE MATERIALS TO IMPROVE STUDENTS LEARNING OUTCOME ]]>
<![CDATA[Rohaeni Nur Eli]]>;
<![CDATA[Raniutami Widiyanti]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9703
<![CDATA[ This study aimed to determine how much animation-assisted learning can improve students’ learning outcomes in chemistry subjects, especially acid-base solution. This research is a type of classroom action research. Research subjects are 33 students of 2th Vocational High School Cimahi grade X Multimedia C on the academic year 2019-2020. Data collection techniques using written test questions, questionnaires, and observations. The method of classroom action research is taken in two cycles. Each cycle has four stages, which consist of planning, implementation, observation, and reflection. This class of research took place from September 2019 to December 2019. The percentage of class learning completeness obtained through written tests in the first cycle was 72.73% (74.55% class average) and 87.87% for the second cycle (average grade 77.57%). Thus, it can be concluded that the use of animation can improve student learning outcomes in chemistry subjects in acid-base solutions.]]>
<![CDATA[THE DEVELOPMENT OF WORKSHEET IN THE EXPERIMENT OF CREATING INDICATOR PAPERS ]]>
<![CDATA[Sari Sari]]>;
<![CDATA[Yuniartika Yuniartika]]>;
<![CDATA[Siti Sopiah]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.10558
<![CDATA[This study aimed to describe the worksheet's appearance and analyze the worksheet's validation test result based on POE (Predict, Observe, Explain). This research's objectives were to describe the development of a worksheet used in creating indicator papers from Aerva sanguinolenta plants and analyze the feasibility test result on its format. The stages of developing worksheets consist of preparation (define) the stage by analyzing research literature on indicator papers from Aerva sanguinolenta, planning stage by designing laboratory activities in worksheets, and development stage by conducting trials on worksheet products. The worksheet's feasibility was then tested. The results were validated with the average r-count value from the validators of 0.92, the average feasibility value percentage of 92%, the average r-count value from the students of 0.93, and the average feasibility value percentage of 93%. Therefore, the worksheet can be used as a learning aid for students in conducting experiments.]]>
<![CDATA[STUDENT DIFFICULTY ANALYSIS IN COMPLETING CHEMISTRY ODD SEMESTER EXAM ]]>
<![CDATA[Mujakir Mujakir]]>;
<![CDATA[Haris Munandar]]>;
<![CDATA[Nur Fitri Hidayati]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9848
<![CDATA[The problems obtained by the researcher in Senior High School 5 Takengon Central Aceh show that most students have difficulty solving odd semester exam questions in chemistry learning. This study aims to determine what difficulties students face and what factors cause students to have difficulties. The method used in this research is descriptive method with a qualitative approach. Data were collected through tests, questionnaires, and interviews. Data were analyzed descriptively and qualitatively. The results obtained indicate that students have difficulty in chemical calculations, exothermic and endothermic reactions, and the concept of chemistry equilibrium; the factors that affect students' difficulties in solving odd semester final exam questions on chemistry are the students', physical condition, students' motivation, and interest and students' low mathematical abilities.]]>
<![CDATA[SCIENCE, ENGINEERING, AND TECHNOLOGY OF DYE SENSITIZED SOLAR CELLS: A DIDACTICAL DESIGN BASED ON TECHNOCHEMISTRY EDUCATION ]]>
<![CDATA[Ahmad Mudzakir]]>;
<![CDATA[Hernani Hernani]]>;
<![CDATA[Galuh Yuliani]]>;
<![CDATA[Dian Mustikasari]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.6741
<![CDATA[This research was conducted to build a view of the nature of science and technology (VNoST) chemistry education students' ability through the didactical design reconstruction. The material taken is Dye-Sensitized Solar Cells (DSSCs) topic with technochemistry education model. It is a model that looked at education from the perspective of engineers and scientists who work not only on inquiry but also on a design perspective. Based on literature research, Indonesian students had low academic literacy performance as revealed in PISA (Program for International Student Assessment) study from 2000-2015. This problem can be caused by a weak teacher's abilities of the nature of science and technology (VNoST). This research's method is Research and Development (R&D) through the Model of Educational Reconstruction (MER). The instruments used were the VNoST questionnaire, interview guidelines, and content analysis guidelines. This study's subjects were 25 prospective chemistry education students in the 6th semester for pre-conception study and ten students for implementation study at one of State Universities in Indonesia. The didactical design of learning that has been developed had several advantages, including the prediction of student responses and the anticipation of educators as well as the essential material that is a barrier to student learning. Analysis of the VNoST understanding construction patterns is explored further so that the reasons that underlie students in defining science and technology and their relationship are obtained. The implementation study proved that understanding VNoST students after attending didactical design learning improved by changing students' views on science and technology to be more accurate.]]>
<![CDATA[EFFECTIVENESS OF STRUCTURED-WORKSHEET USE TO REDUCE STUDENT MISCONCEPTIONS IN STOICHIOMETRY ]]>
<![CDATA[Irma Ayu Virtayanti]]>;
<![CDATA[Rosyidah Syafaatur Rohmah]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9873
<![CDATA[This study aims to describe the effectiveness of Structured Problem-oriented worksheets (Structured Worksheet) in reducing misconceptions of 2th Senior High School Lamongan students in the 2019/2020 Academic Year. This study involved 19 students from 2th Senior High School Lamongan. The effectiveness measured by three indicators consist of: the level of mastery learning of students after Learning Activity Using Structured Worksheet; reduction of students' misconceptions; and student response questionnaire. Data obtained from learning outcome tests were included in the learning outcomes analysis format. Diagnostic test data were analyzed using descriptive statistics to find out what percentage of students experience misconceptions. Student response data in the form of satisfaction and motivation questionnaires were analyzed descriptively. The results showed that the average level of student learning completeness was 93 and was above the Standard Minimum Score of 80. The percentage of concept errors experienced by students on stoichiometry material decreased to 98%. Based on the questionnaire given, 89.5% of students have high satisfaction with stoichiometry learning using Structured Worksheet. As much as 78.9% of students have a high level of learning motivation. Based on the results, applying a Structured Worksheet in learning effectively reduces students' misconceptions in stoichiometry.]]>
<![CDATA[STUDENTS’ METACOGNITIVE AND CRITICAL THINKING SKILLS IN THERMOCHEMISTRY ]]>
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Yusnaeni Yusnaeni]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9616
<![CDATA[Metacognitive is the ability to control cognitive aspects, while critical thinking is the ability to think rationally and clearly in understanding the logical connections between various ideas. Both are necessary in 21st -century education. This study aims to analyze students' metacognitive and their critical thinking skills in thermochemistry material and the correlation of metacognitive with critical thinking. The population was the third-grade private high school students consisted of four schools. Each school was randomly selected by one class as a sample, with a total sample of 150 students. Metacognitive skills instrument is an integrated essay test of metacognitive skills and critical thinking. The results showed that most of the students' metacognitive skills in the developing category (51.67%), most of the students' critical thinking skills in the sufficient category (65.33%), the students' metacognitive and critical thinking skill are positively correlated. The contribution of metacognitive abilities to critical thinking is at 72.0%. The results indicate that students' metacognitive and critical thinking skills need to be empowered to improving the quality of learning.]]>
<![CDATA[IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH STEM APPROACH TO IMPROVE STUDENTS' SCIENCE PROCESS SKILLS AND LEARNING OUTCOMES ]]>
<![CDATA[Helvy Aprianty]]>;
<![CDATA[Abdul Gani]]>;
<![CDATA[Andi Ulfa Tenri Pada]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.8370
<![CDATA[This study aimed to determine PjBL-STEM implementations effect to improve science process skills and students’ learning outcomes on the material of substances and their characteristics. The type of research used was a quasі-experiment with a pre-test post-test control group design. The research subjects were students of class VII Darul Ihsan Islamic Junior High School Aceh Besar, which consisted of eight classes. The sample group was determined by purposive sampling technique so that two classes were obtained as the research sample, namely class VII-G as an experimental class and VII-H as a control class. The results showed that the implementation of the PjBL-STEM model could increase students’ science process skills. The average students’ science process skills in the control and experimental classes were 53 and 55 with sufficient categories. However, after implementing the Discovery Learning model in the control class and PjBL-STEM in the experimental class, the students' science process skills' average score increased to 76 with good categories and 86 with excellent categories. The PjBL-STEM model was also able to improve students’ learning outcomes. Based on the results of the t-test analysis with a significant score of 0.05, it showed that the post-test scores in both classes were obtained t-count (2.011) > t-table (1.666), so it was concluded that there was a significant difference between the two classes. N-gain testing showed an increase in students’ learning outcomes between the control and experimental classes with scores of 74 and 79. This study concluded that the PjBL-STEM model could improve science process skills and students’ learning outcomes.]]>
<![CDATA[PERFORMANCE AND PEER ASSESSMENT ANALYSIS TOWARDS STUDENTS’ SCIENTIFIC WORK THROUGH STEM-BASED VIRTUAL LABORATORY LEARNING ]]>
<![CDATA[Ratih Permana Sari]]>;
<![CDATA[Mauliza Mauliza]]>;
<![CDATA[R. Ahmad Zaky El Islami]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9858
<![CDATA[This study aimed to analyze the application of performance and peer assessment to students' scientific work through a STEM-based virtual laboratory learning. The research design was used the One Group Pretest-Posttest and One-Shot Case Study. The research was carried out from July to September 2020 at Chemistry Education Department, one of the universities in Indonesia. The research subjects were chemistry education students for the 2018/2019 Academic Year with a purposive sampling technique. The research data was taken from the performance assessment observation sheet given before and after the laboratory practice learning process and the peer assessment questionnaire. The data listed on the observation sheet and questionnaire are then calculated for the percentage. Based on research results, it can be concluded that the implementation of performance and peer assessment of students' scientific work through STEM-based virtual laboratory learning are very competent criteria at 86% and competent at 84%. The results of the paired sample t-test of students' scientific work abilities assessed using the performance assessment have a Sig. (2- tailed) the value below 0.05, which is 0.000, where there is a difference in the average results of initial and final observations using performance assessment through STEM-based virtual laboratory learning. One sample t-test of students' scientific work abilities assessed using performance and peer assessment has Sig. (2- tailed) values of 0.011 and 0.002 indicate that the mean score of students’ scientific work is 75.]]>
<![CDATA[THE EFFECT OF MOBILE LEARNING AND LEARNING STYLES ON STUDENTS’ SCIENTIFIC LITERACY IN SALT HYDROLYSIS CONCEPT ]]>
<![CDATA[Ucu Cahyana]]>;
<![CDATA[Irwanto Septian]]>;
<![CDATA[Erdawati Erdawati]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9087
<![CDATA[This study aimed to determine the effect of mobile learning and learning style on students’ scientific literacy in the salt hydrolysis concept. This research was conducted at Senior High School 42 Jakarta with a sample of 56 students consisting of 28 students with visual learning style and 28 students with auditory learning style. The sample in the study was randomly selected. The research method used was experimental with 2x2 design level treatment and analyzed by Two-Way ANOVA. The results showed that there were differences in scientific literacy between groups of students who used mobile and traditional learning (without considering learning styles) and groups of students who used a combination of consideration of learning styles and mobile learning. The use of mobile learning has a positive effect on scientific literacy outcomes when applied to group visual learning styles. Whereas, in the audio learning style group, the use of mobile learning media provided lower scientific literacy results compared to traditional learning media.]]>
<![CDATA[THE DEVELOPMENT OF ISLAMIC INTEGRATED BIOCHEMICAL TEACHING MATERIALS USING FOUR STEPS TEACHING METHOD ]]>
<![CDATA[Siti Suryaningsih]]>;
<![CDATA[Buchori Muslim]]>;
<![CDATA[Via Fitriani]]>
<![CDATA[ Jurnal Tadris Kimiya Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Department of Chemistry Education, UIN Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/jtk.v5i2.9316
<![CDATA[Islamic-integrated learning is one of the implementations in realizing UIN Syarif Hidayatullah Jakarta’s vision. So, the teaching materials which are integrated with Islamic features are needed. This research aims to develop a biochemistry teaching material in the form of an Islamic-integrated enrichment book specifically on the theory of amino acid and protein that is feasible to be used. The method used in this study is the research and development method through the Four Steps Teaching Material Development (4S-TMD), which consists of selection, structurization, characterization, and reduction. The research data are obtained from the validation of Islamic-integrated chemical study by expert lecturers. The validation result was analyzed using the Guttman Scale, a comprehensive test of concept in the form of the main idea writing test on 60 students of 2016 generation of chemistry education were analyzed by giving a score of 1 for each correct answer, and a score of 0 for wrong answers, and the book's feasibility test in terms of language, presentation, performance, and graphic validated by media expert lecturers, and were analyzed using the Rating Scale. The validation of the Islamic-integrated chemistry shows that all concepts are powerful and worthy of being presented, with the percentage of 91.4%. The comprehensive test of concept shows that all of the concepts have a high level of comprehension. The percentage of students’ comprehensions of all concepts amounted to 92.7%, and all of the concepts are included in the easy category. Therefore there is no need for a reduction phase. Based on the results of the feasibility test of the book, it is obtained the average percentage of 85.5%, which indicates that the Islamic-integrated enrichment book of amino acid and protein material is suitable to be used in the learning of Islamic-integrated biochemistry course to increase student knowledge on biochemical concepts through Islamic aspects which can increase the faith to Allah SWT.]]>
