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Jurnal Tadris Kimiya
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 25276816     EISSN : 25279637     DOI : 10.15575/jtk.v7
Core Subject : Science, Education,
Chemistry Education
Tadris Kimiya Journal is a Journal published by Department Chemical Education, Tarbiyah & Keguruan Faculty UIN SGD Bandung, has a scope of discussion on education and chemistry learning.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 10 Documents
 1 
Search results for , issue "Vol 9 No 2 (2024)" : 10 Documents clear
Assessing the Effectiveness of Case-Based Learning on Students' Attitudes Toward Chemistry and Formal Reasoning in Acid-Base Topics Apriyanti, Adelia; Wiyarsi, Antuni
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.34434

Abstract

Effective teaching strategies are critical in enhancing students' attitudes toward chemistry and formal reasoning abilities, particularly for complex topics like acids and bases. Case-based learning has emerged as a promising alternative to traditional scientific learning methods. This study aims to compare the differences in attitudes toward chemistry and formal reasoning skills between students exposed to case-based learning and those undergoing scientific learning on acids and bases. A quasi-experimental design with a posttest-only control group was applied to 122 student of 11th grade science students in Yogyakarta, selected using simple random sampling. Data were collected through case-based essay questions and attitude questionnaires. Multivariate analysis (Hotelling Trace) assessed the differences between groups. The analysis revealed a significant difference (p = 0.000 < 0.05) in attitudes and formal reasoning skills between the two groups. Students in the case-based learning group demonstrated significantly better attitudes toward chemistry compared to those in the scientific learning group. These findings highlight the potential of case-based learning to enhance students’ engagement and reasoning skills in chemistry. By integrating case-based approaches into acid-base learning, teachers can adopt alternative methods to improve student outcomes. This study underscores the importance of diversifying teaching strategies to address the challenges of complex scientific topics effectively.
Integrating Dilemma Stories into Chemistry Learning: Analyzing Students' Critical Thinking Skills Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Syaadah, Rika Siti; Dewi, Fitri Sumalia; Az-Zahra, Shakira; Tamarani, Fitri
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40449

Abstract

Critical thinking is a key competency for 21st-century students, essential for logical reasoning, decision-making, and academic success. However, studies indicate that Indonesian students often exhibit low levels of critical thinking. Chemistry, particularly topics like oxidation-reduction reactions, offers real-life applications, such as waste oil disposal, that can be leveraged to improve these skills. This study aims to analyze the effectiveness of integrating dilemma stories into project-based learning (PBL) to enhance students' critical thinking skills in the context of oxidation-reduction reactions. The study was conducted at SMAN 77 Jakarta with 36 students from Class X Mathematics and Natural Science 2. A qualitative approach was used, with data collected through observations, reflective journals, interviews, and critical thinking tests. The integration of dilemma stories in PBL was implemented through five stages: value reflection, problem-solving, project development, monitoring and evaluation, and transformation. The findings indicate significant improvements in students' critical thinking, creativity, collaboration, and problem-solving skills. Based on test results, students achieved level 3 (Acceptable) in critical thinking. The approach also enhanced their understanding of chemical concepts and awareness of addressing real-world problems. The integration of dilemma stories within PBL has proven effective in fostering critical thinking and other 21st-century skills in chemistry learning. This approach can serve as a model for innovative educational practices in STEM subjects.
Developing 21st Century Skills through the Make-a-Match Method in Reaction Rate Learning Sari, Sari; Khoerunisa, Khoerunisa
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.25937

Abstract

The 21st century revolution demands individuals enhance their quality to thrive in a globalized world. Consequently, mastering critical thinking, creativity, collaboration, and communication (4C) skills has become a necessity for success in this context. This study aims to analyze students’ activities during the Make a Match learning process assisted by question cards and the improvement of students’ 4C skills at each stage of the process. A mixed-method approach was employed, combining qualitative and quantitative methods. The qualitative approach described student activities using observation sheets, while the quantitative approach applied a pre-experimental one-shot case study design. The participants were 26 science class XI students from SMA Darussalam Wanaraja Garut. Instruments included learning descriptions, observation sheets, student worksheets, and post-test questions. The results indicated that overall, student activity reached 96.75%, categorized as very good, with an average activity score of 3.87. The highest and lowest average activity scores were 4 and 3.5, respectively. The average 4C skills score, derived from activities and worksheets, was 91.125, also categorized as very good. Creative skills achieved the highest average score of 97.5 (very good), while critical thinking scored 87 (good). Hypothesis testing showed a significant positive influence of the Make-a-Match method on students’ 4C skills. The findings underscore the effectiveness of the Make-a-Match method in fostering 4C skills, offering valuable insights for innovative learning strategies in chemistry education.
Challenges and Alternative Solutions for Implementing Chemistry Practicums in Public High Schools Nabila, Suci; Sulastri, Sulastri; Winarni, Sri; Zulfadli, Zulfadli; Khaldun, Ibnu; Mohtar, Lilia Ellany
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.36302

Abstract

Laboratories play a crucial role in enhancing learning experiences, verifying scientific concepts, and solving problems through scientific methods. However, the implementation of chemistry practicums in schools often faces significant challenges. This study aims to identify the problems hindering the implementation of chemistry practicums and propose alternative solutions to address these issues. A survey method was conducted using a qualitative descriptive approach. The population consisted of 45 schools in Aceh, involving 981 grade XII students. A cluster sampling technique selected 13 schools, comprising 80 participants, including principals, chemistry teachers, and students. Data were collected through validated instruments, including observation sheets, response questionnaires, interviews, and documentation. The findings revealed several obstacles, including inadequate laboratory infrastructure, unprepared teachers, insufficient tools and materials, limited supporting facilities, and a lack of laboratory staff. To overcome these challenges, alternative solutions were suggested, such as conducting practicums in classrooms through demonstrations, utilizing natural materials and virtual media, aligning practicums with learning standards, adopting blended learning models, and recruiting laboratory staff. These proposed solutions provide practical approaches to improving chemistry practicum implementation in public high schools, ensuring students gain hands-on learning experiences and enhancing their understanding of scientific concepts.
Design of Innovative Non-Routine Learning Strategies in Chemistry Learning Mujakir, Mujakir; Kurniawati, Yenni; Djamaluddin, Safrijal; Ahmad, Nur Jahan
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.38029

Abstract

Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design, Develop). The study involved chemistry education students from UIN Ar-Raniry Banda Aceh and UIN Sultan Syarif Kasim Riau. Data collection instruments included validation sheets to assess feasibility, observation sheets for practicality and effectiveness, as well as tests and related documents. The findings demonstrate that the non-routine learning strategy is valid, practical, and effective. It significantly enhances students' ability to solve problems and explain chemical concepts using the macroscopic, submicroscopic, and symbolic levels of representation. This non-routine learning strategy represents a feasible and effective innovation in chemistry education, providing a practical tool for improving students’ problem-solving skills and conceptual understanding. Its implementation offers valuable insights for advancing chemistry teaching practices.
Development of Interactive Learning Media Using Google Sites for Thermochemistry Courses Pamungkasih, Restika; Erlina, Erlina; Lestari, Ira; Junanto, Tulus; Ulfah, Maria; Mohd Nizam, Dinna Nina
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.38552

Abstract

Interactive learning media is essential in enhancing student engagement and understanding, particularly in complex subjects like thermochemistry. Google Sites offers a platform to create accessible and interactive educational resources tailored to specific course needs. This study aims to develop, validate, and evaluate student responses to Google Sites-based interactive learning media for a thermochemistry course. The development process followed the analysis, design, development, implementation, and evaluation (ADDIE model). However, this research was limited to the development stage. Validation was conducted on material and media aspects, each reviewed by two validators. Data collection instruments included questionnaires for validation and student responses, involving 32 second-year Chemistry Education students who had previously studied thermochemistry concepts. Validation results yielded scores of 0.94 for the material aspect and 1.00 for the media aspect, indicating excellent validity. Student responses to the media averaged 83%, categorized as very good. The findings suggest that Google Sites-based interactive learning media effectively supports thermochemistry learning, offering a practical and engaging tool for educators and students. Further development and broader implementation of this media could enhance learning outcomes in similar scientific disciplines.
Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Sarita, Maya Rahma; Wisudawati, Asih Widi
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.38883

Abstract

STEM learning has been recognized for its potential to improve critical, creative, collaborative, and communicative skills—key components of 21st-century competencies. For students with special needs, STEM-based approaches can offer tailored opportunities to develop these skills through active and interactive learning methods. This study aims to identify patterns of STEM learning implementation that contribute to the development of 21st-century skills in students with special needs. A descriptive qualitative approach was employed, involving data collection from Giwangan State Elementary School in Yogyakarta. Respondents included a teacher and a special assistant teacher for the 4th grade. Data collection techniques consisted of field observations, semi-structured interviews with 18-27 questions, and document analysis. The data were analyzed using qualitative content analysis, including reduction, presentation, and conclusion drawing, while validity was ensured through source triangulation. The findings reveal that STEM learning is conducted in three stages: introductory, main, and closing phases. This method engages students with special needs in problem-solving and group projects integrating science, technology, engineering, and mathematics. The observed activities enhanced students' motivation, interest in learning, and the development of critical thinking, collaboration, and communication skills. The study highlights the effectiveness of STEM learning in fostering 21st-century skills among students with special needs, offering an inclusive and interactive framework for educators to implement in similar contexts.
Development of General Chemistry Teaching Materials Using the PjBL-STEM Model to Enhance Students' Creative Thinking Skills Purba, Jamalum; Panggabean, Freddy Tua Musa; Sutiani, Ani
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.39318

Abstract

Thinking creatively is a crucial higher-order skill that students must acquire when they graduate from university. This necessitates lecturers designing and developing learning processes that actively engage students while fostering their creative thinking abilities. This study aims to develop and validate general chemistry teaching materials on organic compounds and reactions using the PjBL-STEM model and evaluate their effectiveness in improving students' creative thinking skills. The study employed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The teaching materials were designed as comprehensive books that adhered to the PjBL-STEM framework. Effectiveness was measured by analyzing improvements in students’ creative thinking abilities through quantitative testing. The results demonstrate that the PjBL-STEM-based teaching materials are valid and feasible for implementation. Their effectiveness in enhancing students' creative thinking abilities was statistically significant (t-count = 32.488; p = 0.000), with an average improvement of 42.725 ± 8.317. The development of PjBL-STEM-based teaching materials offers a valuable tool for chemistry education, effectively promoting creative thinking skills among students. This approach provides a practical framework for lecturers to design innovative, student-centered learning strategies.
Development of an Augmented Reality-Based Practicum E-Module Integrated with Local Wisdom of Salak Fruit Pohan, Heni Mulyani; Syaputra, Adi; Harahap, Fatma Suryani; Yunita, Dinda; Siregar, Rabiyatul Adawiyah; Mabrouk, Anouar Ben
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.39486

Abstract

The integration of augmented reality (AR) technology into education has gained attention as an innovative tool to enhance students' learning experiences, particularly for abstract concepts such as chemical bonding. E-modules that incorporate AR can provide three-dimensional visualizations, making complex topics more accessible and engaging. This study aims to develop and validate practical e-modules using AR technology to enhance students' spatial intelligence while incorporating local wisdom from Padangsidimpuan. The research follows a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and a pretest-posttest control group design. Data were collected from three high schools in Padangsidimpuan using simple random sampling. Instruments included validation sheets (for material, media, and language), observation, user response questionnaires, and pretest-posttest tests to assess students' spatial intelligence. The e-module achieved high validation scores: 0.9 (material), 0.8 (media), and 0.9 (language). Student response rates were 80% (feasibility), 85% (AR usage), and 83.2% (language). Teachers provided an average response score of 88.6, indicating high practicality. The spatial intelligence assessment across the three schools yielded an average score of 0.85 in the high category. The AR-based e-modules effectively improve students' spatial intelligence by visualizing abstract chemical bonding concepts in 3D. This innovation contributes to enhancing chemistry education and preserving local wisdom in Padangsidimpuan, offering a model for future educational advancements.
An Analysis of Buffer Solution Topics in Chemistry Textbooks: Application of the 4 Step Teaching Material Development Criteria Asmiati, Lisya; Sari, Diah Kartika; Sanjaya, Sanjaya; Sukaryawan, Made; Adhiya, Eka
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40460

Abstract

Buffer solution content in Chemistry textbooks plays a significant role in achieving these educational objectives. This study aims to analyze buffer solution material in class XI Chemistry textbooks using the 4S TMD selection criteria, focusing on curriculum consistency, concept accuracy, and value education. A qualitative evaluative approach was employed, comparing the data collected from two textbooks (Book A and Book B) against established standards. The evaluation covered the scope and depth of the material, the accuracy of concepts, and the integration of values. The analysis found that both textbooks included six relevant concept labels, though Book B contained one overly general label. Regarding concept depth, Book A had two concepts with insufficient depth, while Book B had one overly shallow concept and one excessively detailed. Both books achieved the standard for concept accuracy. For value education, Book A integrated six core values, such as discipline and responsibility, while Book B incorporated eleven values, including creativity, democracy, and honesty. The findings suggest that Book A aligns more closely with the 4S TMD evaluation criteria than Book B. This highlights the importance of balancing curriculum alignment, conceptual depth, and value integration in educational materials.

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