cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandung,
Jawa barat
INDONESIA
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
 20   21   22   23   24 
Proton Transfer: The First-Year Students’ Conceptual Understanding Wisudawati, Asih Widi; Barke, Hans-Dieter
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.v7i2.21029

Abstract

Modern Chemistry education shows acid-base reactions by proton transfer with regard to Bronsted’s theory. Understanding how protons can be transferred by particles in solutions is quite challenging. The study aims to presents how university-first-year students are figuring out involved particles which take and give protons. Further, the enrolled participants in this study should explain how the process of proton transfer is running by selected particles but not by substances. Fifty-four students participated in this study that started from revealing participant’s experiences on their previous education at senior high school. Subsequently, researchers conducted a pretest, learning planning, and learning implementation, finally a posttest. Qualitative analysis is preferred to analyze students’ conceptions on particle level. The result shows us that there are two categories of participant’s difficulties. First is determining the involved particles either all particles or reacting particles. The difficulties dominate on mixing terminology of atoms, ions, and molecules, also on preferences of memorizing and calculating oxidation state for chemical equations. The subsequent difficulty is the proton transfer process that caused by participant’s failure on how they selected reacting particles. The systematic sequence on introducing and interpreting chemical equations has also presented as breakthrough.  
Analysis of Argument-Driven Inquiry Activity in Chemistry Textbooks Widiyowati, Iis Intan; Arif, Ainun Rezkiva; Sukemi, Sukemi
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.21243

Abstract

Argument-Driven Inquiry (ADI) in science learning can improve students' argumentation skills and understanding of concepts. In the textbooks, it is important to have ADI activities inside. This research aims to analyze ADI activities in the high school chemistry textbook Revised Curriculum 2013. This research used nine indicators of ADI activities: questions, evidence, student explanation, scientific theories, argumentation, communication and justification, analysis, connection, investigation report, and reflection. The research method used a descriptive instrument as an analysis sheet prepared based on ADI activities. Data was collected using documentation techniques and data analysis using content analysis of ADI activities. The results showed that the reliability test of the data obtained was 0.94 in the very good category. The ADI activity most found in textbooks is evidence activity, with a percentage of 31.25 Meanwhile, the textbook needs to explain question and answer and reflection activities. The textbook needs to increase ADI activities that support student-centered learning and teaching.
Exploration and Inventory of Banjar Etnochemistry as a Learning Source in Indonesia Senior High School Chemistry Context Irawati, Ratna Kartika; Wicaksono, Ardian Trio; Salamiyah, Salamiyah; Sofianto, Eko Wahyu Nur; Wijaya, Tommy Tanu
Jurnal Tadris Kimiya Vol 8 No 1 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i1.22380

Abstract

Ethnochemistry is the study of chemical practices by specific cultural groups that are used for activities following the ideology of the community, including the Banjarese community. Banjar ethnochemistry can be integrated into science learning, especially for Indonesia’s senior high school chemistry learning context. This study aims to analyze the results of exploring the local wisdom of the Banjarese community, which is included in ethnochemistry, and to take an inventory of Banjar ethnochemical knowledge as a source of Indonesia senior high school chemistry learning. The study uses an exploratory qualitative approach with ethnographic methods. The subjects in this research are community leaders and academics who understand Banjar ethnochemistry. Data collection techniques used interviews, observation, and documentation. The results of the Banjar ethnochemical exploration include Banjar soup, sasirangan, basungu, rub ash, batimung, sepat dry fish, diamond, tanggui, tapai Gambut, laduman, kelakai, ironwood, ironwood hair oil, fish pentol, selangat shredded fish, Mangurak wells, mandai, and lahang ice. An inventory of Banjar ethnochemical knowledge that can be used as a source for Indonesia senior high school chemistry learning consists of acids and bases, chemistry and its scope, alkane derivatives, macromolecules, elemental chemistry, and colligative properties of solutions.
Chemistry Students’ Understanding of Lewis Structure, VSEPR Theory, Molecular Geometry, and Symmetry: A Cross-Sectional Study Habiddin, Habiddin; Farizka, Lilla; Shuid, Ahmad Naqib bin
Jurnal Tadris Kimiya Vol 8 No 1 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i1.24410

Abstract

Most chemical concepts are abstract, hierarchical, and constructed from basic to complex concepts. Lewis structure, VSEPR theory, molecular geometry, and molecular symmetry have hierarchical idea. This study attempted to characterize and determine the relationship between students’ knowledge of Lewis structure, VSEPR theory, molecular geometry, and molecular symmetry of the 1st, 2nd, and 3rd-year chemistry students at a public university. This study involved 88 students in total selected using proportionate stratified random sampling. The instrument was a relevant short-answer question on the three topics. The data were measured using nonparametric statistics, especially the Kruskal-Wallis difference and Spearman Rank correlation tests.  This study’s results show differences in understanding of Lewis structure, molecular geometry, and symmetry between the 1st, 2nd, and 3rd-years students. The 3rd-year students always performed better than the 1st and 2nd-year students for all topics. The test result confirms a positive and strong relationship between students’ understanding of Lewis structure and molecular geometry for the three groups of students with ρ values of 0.979, 0.979, and 0.966 (< 0.01) for 1st, 2nd, and 3rd-year students, respectively.
Project Based Practicum Student Worksheet on Buffer Solution Material Ware, Klaudius; Bambut, Klaudia E.N.; Tiring, Sri Sulystyaningsih N.D.; Sirila, Maria Yuvita Yovi
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.24737

Abstract

Practicum-based worksheets have been proven to improve students' thinking abilities. This research aims to describe the design and determine the feasibility of a project-based practical worksheet on buffer solution material. This research uses the Borg & Gall development model which consist of analyzing potential problems stage, data collection, product design, product marketing, product analysis and revision. The research subjects were 11th grade students from two different senior high school. The validation results show that the project learning-based student worksheet is classified as very valid with a score of 93 for small scale, 96 for medium scale, and 99 for large scale. The media was declared suitable for use based on the results of trials on small, medium and large scale students in the very good category with scores of 50, 51 and 55 respectively. This shows that project-based practical worksheets on buffer solution material are suitable for application to students.
Contextual Teaching and Learning Interactive Media in Redox Reaction Concept for Improving Critical Thinking and Self-efficacy Hamid, Abdul; Maharani, Gita; Kusasi, Muhammad; Rusmansyah, Rusmansyah; Lee, Tien Tien
Jurnal Tadris Kimiya Vol 9 No 1 (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.v9i1.26553

Abstract

Many students find redox reactions challenging due to educators focusing solely on imparting knowledge without real-world connections. This approach limits critical thinking and reduces students' self-efficacy. To address these issues, fostering creativity and developing interactive learning materials are essential solutions. This research aims to create contextual teaching and learning (CTL) based interactive learning media for redox reactions. This media focuses on validity, practicality, and effectiveness in enhancing students' critical thinking skills and self-efficacy. The research framework employed in this study follows a research and development method with an analysis, design, development, implementation, and evaluation (ADDIE) model, with a research subject of 31 students. The results showed that interactive learning media was declared valid by media experts and material experts with an average score of 92.50% (high validity category). Media is very practical based on readability tests, students' responses, teachers' responses and observation sheets average percentage of 85.92%. It is also proven to increase critical thinking skills in high effective category (N-gain 0.81), and increase self-efficacy in moderate category (N-gain 0.65).
Challenge in Biochemistry Courses: A Snapshot of Student Learning Difficulties Juwita, Ratulani; Kadarohman, Asep; Abdullah, Norazilawati; Munawaroh, Heli Siti Halimatul
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.26611

Abstract

Biochemistry with a broad and complex scope of material causes students to have difficulty in visualizing or understanding the concepts (metabolic pathways, molecular structures, and terms in biochemistry).This study aims to get an overview of students' learning difficulties in studying biochemistry. The study used a descriptive method. The research subjects were students of Biology Education at one of the universities in West Sumatra. The research instrument consists of a questionnaire of student opinions on learning difficulties and a test of mastery of concepts. It was found that 26.47% of students had difficulties in molecular structure material, 58.82% in metabolic pathway material, and 14.71% in term in biochemistry material. The students have difficulty in learning biochemistry concepts as shown by average lecture achievement score of 0.51 which is in a quite difficult range. The questionnaire results of student opinions on learning biochemistry show that 27% of students like learning using the practicum method.
Enhancing Students’ Conceptual Understanding and Learning Independence in Chemical Equilibrium using E-Module Based Guided Discovery Learning Sa'adah, Siti Imroatus; Ikhsan, Jaslin
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.27159

Abstract

Chemical equilibrium is considered abstract so it requires visualization by analogy through electronic modules combined with interactive multimedia teaching materials. This study aims to examine the influence of a guided discovery learning-based e-module on chemical equilibrium on the development of conceptual understanding and self-directed learning among 11th grade science students enrolled in the control and experimental groups. The research framework employed in this study follows a research and development (R&D) model. The participants were selected using the cluster random sampling technique. The e-module, developed based on GDL principles, was administered to 72 science 11th grade students through a quasi-experimental design involving a posttest-only control group. The research employed conceptual understanding test of chemical equilibrium and a self-directed learning questionnaire as data collection instruments. The disparities in conceptual understanding and self-directed learning between the control and experimental groups were assessed using the MANOVA (Hotteling's trace) test. There is a significant difference in both the overall and individual abilities of conceptual understanding and learning independence between students who used electronic modules based on GDL and those who did not, as indicated by simultaneous significance levels of 0.001 and individual significance levels of 0.009 and 0.004, all of which are smaller than 0.05.
POGIL-Based Learning Tools to Improve Critical Thinking Skills and Self-Efficacy on Salt Hydrolysis Material Evriza, Dita Lestari; Prodjosantoso, A. K.
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.27331

Abstract

To carry out a learning process that can improve students' skills, appropriate chemistry learning tools are needed. This research aims to determine the characteristics and feasibility of POGIL-based learning tools, analyzing students' critical thinking abilities and self-efficacy before and after using POGIL-based learning tools. The research method used 4-D development model (Define, Design, Develop, and Disseminate). The subjects were 11th grade science student. Design were used pretest-posttest control group design. Learning tools developed are valid with a percentage of 93.7% in the construction aspect, 90% in the content aspect, and 100% in the language aspect. There was an increase in students' critical thinking skills and self-efficacy after using POGIL-based learning tools with the percentage of students' effective contribution in critical thinking skills being 30.5% and to self-efficacy 69.2% (both showed high contribute). This indicates that POGIL-based learning tools are feasible to improve students' critical thinking skills and self-efficacy.
Metacognitive Assesment Profile of Prospective Chemistry Educators Sumila, Sumila; Sahputra, Rachmat; Erlina, Erlina; Enawaty, Eny; Sasri, Risya
Jurnal Tadris Kimiya Vol 8 No 2 (2023)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v8i2.28147

Abstract

Metacognitive awareness (MA) plays an important role in classroom learning as it enhances self-teaching capabilities on students. Therefore, it is necessary to know the level of awareness possessed by a teacher. This study aimed to describe metacognitive awareness profile of prospective chemistry educators. The method of research is descriptive quantitative using survey methods. The participants consisted of students undergoing their final semester. The instrument used was the MAIT-18 (Metacognitive-Awareness Inventory for Teachers-18). This instrument has two indicators, specifically cognitive knowledge and regulation. The results showed that students had a good level of cognitive knowledge and regulation with 80% and 77%, respectively. Therefore, the overall percentage of metacognitive awareness obtained was 80%. These results suggest that prospective chemistry educators have a good awareness of metacognition. This is indicates they can influence positive things on students, foster autonomy in teaching and learning, also can be an asset to be an effective teacher.

Page 22 of 24 | Total Record : 238

 20   21   22   23   24 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol 10 No 2 (2025) Vol 10 No 1 (2025) Vol 9, No 2 (2024) Vol 9 No 2 (2024) Vol 9 No 1 (2024) Vol 9, No 1 (2024) Vol 8 No 2 (2023) Vol 8, No 2 (2023) Vol 8, No 1 (2023) Vol 8 No 1 (2023) Vol 7 No 2 (2022) Vol 7, No 2 (2022) Vol 7, No 1 (2022) Vol 6, No 2 (2021) Vol 6 No 1 (2021) Vol 6, No 1 (2021) Vol 5, No 2 (2020) Vol 5, No 1 (2020) Vol 4, No 2 (2019) Vol 4, No 1 (2019) Vol 3, No 2 (2018) Vol 3, No 1 (2018) Vol 2, No 2 (2017) Vol 2, No 1 (2017) Vol 1, No 2 (2016) Vol 1, No 1 (2016) Vol 1 No 1 (2016) More Issue