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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 238 Documents
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Analisis Pertanyaan Pada Buku Teks Kimia SMA ANALISIS PERTANYAAN PADA BUKU TEKS KIMIA SMA KELAS X BERDASARKAN KEMAMPUAN BERPIKIR KRITIS Burhanudin Milama; Rahmah Nur Sabrina; Luki Yunita
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.4973

Abstract

Chemistry textbooks' questions are important in improving students' thinking skills. Various types of questions are developed, but the effectiveness of these questions in supporting student success is something that is not expressed enough. This study aims to determine aspects of critical thinking skills developed in questions in the Chemistry High School textbook. The research method used is a descriptive method and multistage sampling technique. There are six books analyzed. The research instrument used was in the form of observation sheets classifying questions based on indicators of critical thinking skills. The results showed that the questions developed in Chemistry textbooks were analyzed based on critical thinking skills, including aspects of making simple explanations with a percentage of 28.8%, building basic skills of 20.3%, concluding at 45.8%, giving further explanations of 3.4%, and set strategy and tactics of 1.7%. The questions developed are dominated by concluding questions. Thus, it can be concluded that the questions in the Chemistry High School textbook have not been developed evenly on the five aspects of critical thinking.
Implementation of STEM E-Module with SDGs Principle to Improve Science Literacy and Environment-friendly Attitudes in Terms of Gender Prima Aswirna; Vira Kiswanda; Nurhasnah Nurhasnah; Reza Fahmi
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.16599

Abstract

Scientific literacy plays an important role in developing education in the 21st century. However, the current student’s scientific literacy ability is relatively low. The millennial generation has been named as a generation that has an environment-friendly attitude. In cases that occur in the field, many students still litter and are not friendly to the environment. There are no teaching materials that develop scientific literacy and environment-friendly attitudes in implementing STEM (Science, Technology, Engineering, and Mathematics) with the principles of Sustainable Development Goals (SDGs). This research aims to produce a STEM e-module with the principles of SDGs to improve scientific literacy and environment-friendly attitudes of 11th grade students regarding gender that is valid, practical, and effective. This research is development research (R&D) with the Plomp model. The data analysis results show that the STEM e-module with SDGs principle has a good impact on students' scientific literacy skills and environment-friendly attitudes. The developed e-module can also help students practice scientific literacy and improve a better environment-friendly attitude.
Pre-Service Chemistry Teacher’s Conception About Chemistry of The Rare Earth Elements Titen Pinasti; Ahmad Mudzakir; Hernani Hernani
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.15479

Abstract

Rare Earth Elements (REE) is an interesting chemistry topic, especially due to current technology development. However, new learning designs of REE need to be developed for Pre-service Chemistry Teachers (PCT) as it is not yet available. A good design is constructed by analyzing PCT pre-conceptions based on the technical difficulties faced by the students during teaching process. The study aims to identify PCT's pre-conceptions focusing on REE topic. We conducted this research involving 17 chemistry education students at the Universitas Pendidikan Indonesia, Bandung. Data was collected through interviews and analyzed using the Qualitative Content Analysis (QCA) method. Our results highlight that PCT had difficulties with chemistry content of REE, especially about electronic configuration, magnetic, and luminescence properties. In addition, PCT faced difficulties correlating electronic configuration's chemistry content into contexts. Based on the interview results, 88.2% of the students agree with the development learning design for undergraduate chemistry students. As a result, we conclude that technical difficulties and misconceptions about REE can be overcome by developing the learning design based on the need of the students.  
Students' Creative Thinking Skills on Reaction Rate Topic through Contextual Teaching and Learning Model Mangara Sihaloho; Ika Riyana Tungkagi; Netty Ino Ischak; Dewi Budi Purwati; Akram La Kilo
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.18326

Abstract

This research aims to analyze the contextual teaching and learning (CTL) model on students' creative thinking skills on the reaction rate topic. This quantitative research used true experimental design of pretest-posttest control. The samples used in this study were from 11th grade at SMA Negeri 1 Pinolosian. The experimental class sample was given treatment of the CTL learning model while the control class used conventional learning, respectively, were 31 and 30 students of 93 populations. Based on a questionnaire, students' creative thinking skills were obtained through observation during the learning process. The data analysis of the test instrument was carried out through a validity test using the product-moment correlation technique (significant level = 0.05), Lilliefors normality test, homogeneity of variance test and ttest. The CTL implementation questionnaire and instrument test data were converted into percentages and categorized. The results showed that the application of the CTL model had a positive effect on students' creative thinking abilities, evidenced by the average score of students in the experimental class before and after treatment increased from 14.55 to 74.84. Otherwise, in the control class, the scores were 30.59 to 33.56. The percentage of students' achievement in creative thinking aspects in the experimental class was good (61%-80%) while the control class was less good (21%-40%). The creative thinking abilities of both classes are very different, which is also reflected in the learning outcomes. The value of tcount (2.240) was greater than ttable (2.042) at the significant level = 0.05, and the hypothesis of H0 was rejected, or H1 was accepted. The application of the CTL learning model positively influenced students' creative thinking skills on the reaction rate material. Students' low originality abilities compared to fluency, flexibility, and elaboration abilities were also discussed.
Problem-Based Learning with Multilevel Representation: A Strategy to Master the Ionic Equilibrium in Solution Concepts Abdul Hamid; Nur Hikmah; Arif Sholahuddin
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.10746

Abstract

Mastery of abstract chemistry concepts requires learning strategies to facilitate students to make mental imagery to the submicroscopic level. This study aims to analyze the differences in students' mastery of the ionic equilibrium in salt solutions concept by applying the Problem-Based Learning (PBL) model with multilevel representation. The study applied a quasi-experimental method with a pretest-posttest non-equivalent control group design. The research samples were 61 students of natural science 11th grade SMAN 6 Banjarmasin, which were determined by random cluster sampling. This test instrument is in the form of reasoned-multiple choice with a Content Validity Ratio (CVR) score of 1 (valid), reliability score of 0.96 (very high), difficulty index is moderate to difficult, distinguishing power is moderate to good, and sensitivity item is a sensitive category. Data were analyzed inferentially using an unpaired ttest. This research found that the PBL model with multilevel representation increased the students’ thinking ability at Higher Order Thinking Skills (HOTS) levels. The student's mastery of the ionic equilibrium in salt solutions concept learned by using the PBL model with multilevel representation was better than by using the PBL model.
PENGEMBANGAN MEDIA PEMBELAJARAN “PETUAH KIMIA” (KOMIK DIGITAL MATERI IKATAN KIMIA) Binti Mutammimah; Wirda Udaibah
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.17426

Abstract

The Indonesian children's literacy is still relatively low, and it has become a severe problem that the government, teachers, parents, and librarians should face. The data shows that only 10% of Indonesian children like to read a book, while most chemistry material is written in textbooks. This study aims to produce digital comics with chemical bonding material, determine comics' feasibility, and respond to readers. The research method develops the Borg and Gall model with seven stages of development without compromising the essence of the model. Meanwhile, data collection techniques are interviews, validation, and questionnaires using a Likert scale. The media and material validator has validated the product developed in this study. As a result, the media aspect has an overall score of 48 or 100%; the score belongs to the very decent criteria. The material aspect has got a score of 26 or 93% from the basic chemistry lecturers; Also, the chemistry teachers give 100%. In addition, the digital comic readers have an extensive test. Conversely, 48 respondents have been assessed with an overall score of 2753 or 90%. Hence, this percentage value relates to the very feasible category. Thus, the characteristics of this digital comic have fulfilled the material, media, language, and visual aspects; since it is included in the worthy category as an independent learning medium without replacing the role of educators.
Development of E-module Application Smartphone with Socioscientific Issue (SSI) in Biofuels Erny Rohayu; Isana Supiah Yosephine Louise
Jurnal Tadris Kimiya Vol 7, No 1 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.17809

Abstract

This research is motivated by the lack of ability of chemistry teachers to prepare online learning media that requires students to achieve 4.0 technological developments. This research aims to create a valid and practical socio-scientific issue-based learning media. The development of this socioscientific-based e-module is carried out by applying the ADDIE (analysis, design, development, implementation and evaluation) development model. The data collection technique used in product validation is the questionnaire method. Theoretical validation in this study was carried out by expert lecturers, chemistry teachers, and peer reviewers. The validation of expert lecturers is described descriptively to the criticisms and suggestions given. Based on the validation result of the chemistry teachers and peer reviewers, respectively 88.8% and 87.9%, it was stated that the electronic module (e-module) was very eligible. The practicality of the e-module is known from the results of the student response questionnaire, which was a very eligible category. Based on the overall assessment results, the e-module product is feasible to be implemented in chemistry learning.
Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons Muzaimah Muzaimah; Abdul Gani; Andi Ulfa Tenri Pada; Ratu Fazlia Inda Rahmayani; Muhammad Syukri; Yusrizal Yusrizal
Jurnal Tadris Kimiya Vol 7, No 2 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i2.21262

Abstract

Implementation of the 2013 and prototype curriculum requires students to master critical thinking skills. This study aims to determine differences improvement of students' critical thinking skills who were taught using Creative Problem Solving (CPS) and direct learning model in chemistry learning. This research is quasi-experimental research. The research sample was 64 student from class 10th grade, which are 32 students in experimental class and 32 students in control class. The sample was taken by purposive sampling. The instrument used is critical thinking skills test consisting of 15 questions. Data collection was carried out pretest and posttest. Data analysis used N-gain test and independent sample t-test. The results showed that the experimental class's average N-gain of critical thinking skills was 0.84 (high) and the control class was 0.61 (medium). There are differences in students' critical thinking skills taught with CPS and direct learning model. The difference in the highest increase is found in the inference indicator which only exists in the CPS learning model. This proves that the application of the CPS model affects critical thinking skills better than the direct learning model.
Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material Muhammad Rizal; Rusmansyah Rusmansyah; Rusliana Sari
Jurnal Tadris Kimiya Vol 7, No 2 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i2.20494

Abstract

This study aims to determine the effectiveness of applying the 8E learning cycle model with Instagram to overcome student misconceptions in Buffer Solution material. In particular, this study analyzed the differences between the 8E learning cycle model and the online (conventional) expository model with Instagramin overcoming student misconceptions about buffer solution materials. This research method is a quasi-experiment with a non-equivalent control group design. Data collection used a three-tier multiple choice test technique and five experts' validated student response questionnaires. The sampling technique uses purposive sampling. Data analysis techniques use descriptive and inferential analysis of t-tests. The t-test is used to analyze the difference in concept understanding learning outcomes between the experimental and control classes to determine the effectiveness of the 8E learning cycle model. The results showed there were significant differences in concept understanding and misconceptions between experimental class students and control class students (0.00<0.05). Experimental class concept understanding was higher (43.62%) than the control class (28.95%), and experimental class misconception was lower (40.76%) than the control class (47.81%). From these data, it can be concluded that the application of the 8E learning cycle model is more effective than the expository (conventional) online model in overcoming misconceptions in buffer solution materials. The 8E learning cycle model can be an alternative to overcome misconceptions and improve students' understanding of concepts in buffer solution materials.
Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter? Atiek Winarti; Almubarak Almubarak; Parham Saadi; Ijirana Ijirana; Siti Aminah; Ratman Ratman
Jurnal Tadris Kimiya Vol 7, No 2 (2022)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v7i1.20676

Abstract

Culture is an essential part of human life; cultural involvement in learning can train students to find the meaning of life, including the contribution of chemistry in the cultural context of society. Teachers reported that they struggle to meet students' needs relevant to differences in culture and ability. The study aimed to investigate college students' understanding of chemistry by involving their culture with various methods, including transformative teaching and problem-solving. The research method used descriptive with a qualitative approach. The data collection techniques were projects, interviews, observation, and questionnaires. The findings revealed that the learning process involving cultural aspects could show the contribution of chemical elements in society, especially the formation of scientific cognition. Culturally responsive chemistry teaching is an innovative learning approach to training college students' understanding (novice teachers). The research concludes that a good chemistry teacher can understand the needs of students, especially knowing their cultural background. To effectively teach from diverse backgrounds, schools need teachers who understand the impact of student's home and community cultures on their educational experience. This research can also develop an instructional design, train novice chemistry teachers’ teaching skills, and develop curriculum.

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