Chemistry Education Review (CER)最新文献

{"title":"Pengembangan Perangkat Pembelajaran Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materi Asam Basa","authors":"Irda Sani Yunus, S. Sudding, Netti ' Herawati","doi":"10.26858/cer.v6i2.45209","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45209","url":null,"abstract":"This development research aims at developing and producing a valid, practical, and effective guided inquiry-based learning device to increase independent learning and learning outcomes. The development model used was the 4D development model. Theh results of the study are (1) the device development process consisted of 4 stages, namely the defining stage, design stage, development stage, and dissemination stage, (2) the learning device meets a very valid category. The learning device is practical because at the practical test which related to (a) the implementation of guided inquiry-based learning device achieves the mean score M=1.88 with the category of implemented completely, (b) the teacher and students’ responses are positive with 92.94% and 89.11% with the category of very practical. The guided inquiry-based learning device is effective because it has met effective criteria with the following results: (a) the increase of independent learning of students before learning is 56.88% and after learning is 82.28% with independent category, (b) the completeness of learning outcomes meets the effective criteria with 85.71%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128016795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Perangkat Pembelajaran Berbasis Model SiMaYang Tipe 2 untuk Meningkatkan Higher Order Thinking Skills (HOTS) dan Kemampuan Multipel Representasi Peserta Didik pada Materi Pokok Laju Reaksi","authors":"Ridha Sulfiani, Muharram Muharram, Ramlawati Ramlawati","doi":"10.26858/cer.v6i2.45207","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45207","url":null,"abstract":"This development research aims to produce valid, practical and effective SiMaYang Type 2-based learning tools to improve Higher Order Thinking Skills (HOTS) and multiple representation abilities in reaction rate materials. The development model used in this study refers to the ADDIE development model developed by Robert Marie Branch (2009) covering 5 stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation . The tools developed in this research are Learning Implementation Plans (RPP), Student Worksheets (LKPD), modules, HOTS assessment instruments, and multiple representation ability instruments. The quality test phase of the SiMaYang Type 2-based learning device and the supporting instruments that will be used in the research is carried out through a validity test given to two validators. A limited trial of the use of SiMaYang Type 2-based learning tools was carried out on 15 class XII IPA students. Field trials were carried out on 56 students of class XI IPA. The results showed that the SiMaYang Type 2-based learning device developed met the product quality, namely: 1) the validity included: (a) lesson plans with a value of 3.48 (valid), (b) LKPD with a value of 3.58 (very valid) , (c) module with a value of 3.40 (valid), and (d) HOTS assessment instrument with a value of 0.77 (valid); 2) practicality includes: (a) the implementation of learning tools with a score of 1.80 in the fully implemented category, (b) teacher responses to learning tools with a value of 93.42% in the very practical category, (c) student responses 80.75% meet the very positive category; 3) effectiveness includes: (a) the ability of teachers to manage learning with a value of 3.38 is in the good category, (b) the ability of multiple representations of students with a value of 3.01 in the high category, (c) student activities of 76.22 % in good category, and (4) HOTS assessment with a pretest average of 14.30% in the low category and an average posttest of 78.01% in the medium category and the N-gain result of 0.76 in the high category. Thus, the results of the study indicate that the SiMaYang Type 2 learning model-based learning device has valid, practical and effective qualities.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"122 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124527339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Penuntun Praktikum Laju Reaksi Berbasis Green Chemistry Studi pada Peserta Didik Kelas XI IPA MAN Tana Toraja","authors":"Maurizka Amaliah, M. Anwar, S. Sudding","doi":"10.26858/cer.v6i2.45205","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45205","url":null,"abstract":"This study is a development research that aims to develop practicum guidelines of green chemistry-based reaction rate that are valid, practical, and effective. The    research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The practicum guidelines was validated by two experts. Then it was tried out in XI IPA 1 class and XI IPA 2 class at MAN Tana Toraja. The results showed that the average level of validity of practicum guidelines of green chemistry-based reaction rate was stated to be very valid and feasible to use. The practicality test includes: (1) the implementation of practicum guide learning is in class XI IPA 1 aspects and the observed criteria are in the perfected category, (2) Student responses show that practicum guides are in the very practical category and (3) The teacher's response to the guide practicum is in the very practical category. In addition, the green chemistry-based reaction rate practicum guide that was developed was effective in terms of, (1) students' learning interest was in the moderate category, (2) Learning outcomes of students in XI IPA 1 class and XI IPA 2 class met the criteria for being effective.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123521279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengaruh Model Discovery Learning terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Redoks Peserta Didik SMAN 2 Buru","authors":"Rosmidah Rezki Dahlan, Sugiarti Sugiarti, H. Hasri","doi":"10.26858/cer.v6i2.45204","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45204","url":null,"abstract":"This experimental research aims to examine the influence of Discovery Learning Model on critical thinking skills and redox learning outcomes. The research design used was Posttest-Only Control Design and obtained students of grade X MIA 1 cconsisted of 25 people as the experimental class and grade X MIA 2 consisted of 29 people as the control class. The data analysis techniques used were descriptive and inferential statistical analysis. The results of the study reveal that learning using the Discovery Learning Model obtains the value of critical thinking skills are 79%. The cognitive learning outcomes are 83%, affective learning outcomes are 83%, and psychomotor learning outcomes are 80%, which is higher than conventional learning. Thus, they have a significant influence based on hypothesis testing on learning outcomes and critical thinking skills with the value of Sig. (2- tailed) < 0.05. In addition, the results of critical thinking skills have a correlation with learning outcomes with Pearson correlation values of 0.853, 0.811, and 0.652, outcomes is at a very high and sufficient level of closeness. Therefore, the conclusion of the study is the use of Discovery Learning Model influences critical thinking skills and redox learning outcomes.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130561701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Modul Ajar IPAS Berbasis Project Based Learning (PjBL) dalam Penerapan Merdeka Belajar","authors":"N. Nurmiati, M. Danial, M. Arsyad","doi":"10.26858/cer.v6i2.45203","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45203","url":null,"abstract":"This research is a development research which aims to develop a valid, practical and effective IPAS teaching module based on Project Based Learning (PjBL). The development model used is the 4-D development model which consists of four stages, namely defining, designing, developing and deploying. The teaching module developed was validated by two experts, then tested on 37 students of class X Pharmacy at SMK Negeri 1 Polewali. The results of the research show that the developed module meets the criteria of validity, practicality and effectiveness. The module is said to be valid based on the results of module validation with an average value of 3.73 in the very valid category. The module is said to be practical based on (1) the implementation of the module by two observers in the learning process with a score of 1.82 in the fully implemented category; (2) the teacher's response to the developed teaching modules obtained an average score of 94 in the very practical category; and (3) student responses with an average score of 89.75 in the very practical category. The module is said to be effective based on the results of the analysis of student learning outcomes tests with a class completeness percentage of 94.59%. The developed module contains covers, initial competencies, core components, learning activities, and assessments.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115200775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan E-Modul Asam Basa Model Project Based Learning (PjBL) Terintegrasi Science, Technology, Engineering, Art, And Mathematics (STEAM) pada Peserta Didik SMKN 9 Bulukumba","authors":"N. Nurhayati, Taty Sulastry, Army Aulia","doi":"10.26858/cer.v6i2.45202","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45202","url":null,"abstract":"This research is a development research that aims to develop and produce an acid- base E-Module with Project Based Learning (PjBL) integrated Science, Technology, Engineering, Art, and Mathematics (STEAM) which has valid, practical, and effective criteria. The development model used in the study refers to the ADDIE development model, which consists of the analisys stage, the design stage, the development stage, the implementation stage, and the evaluation stage. The acid-base E-Module with PjBL integrated STEAM developed was validated by two experts. After being validated, the acid- base E-Module with PjBL integrated STEAM was  piloted  on students at grade X TKJ 1 at SMKN 9 Bulukumba of academic year 2021/2022 with 27 students. The results show that the acid-base E-Module with PjBL integrated STEAM developed had conducted a validation process, measuring the level of practicality and effectiveness. The E-Module is stated as valid based on the results of the E-Module validation with an average value of 3.42 (vaery valid). The E-Module is stated aspractical based on: (1) the implementation of the acid-base e-module based on problem-based learning at an average value of 1.9 (fully implemented), (2) the teacher's response with an average score of 97.12 (very practical), and (3) the students’ responses with an average score of 81.34 (very practical). E-module is stated as effective based on the results of the N-gain test of 0.76 (high) and classical completeness of 85.19%. Therefore, the results of the study indicate that the acid-base E-Module with PjBL integrated STEAM has valid, practical, and effective qualities. An outline summary of the acid-base E-Module with PjBL integrated STEAM contains a glossary, basic competencies, competency achievement indicators, instructions for using e- modules, concept maps,  learning activities 1, 2, 3, and  4,  evaluation  and answer keys.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125883295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Peserta Didik Kelas X MIA SMA Muhammadiyah Luhu","authors":"Amalis Waleulu, Muharram Muharram, Sugiarti Sugiarti","doi":"10.26858/cer.v6i2.45201","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45201","url":null,"abstract":"This study is quasi experimental research with pretest-posttest control group design, which aims at examining the influence of guided inquiry learning model on critical thinking ability and chemistry learning autcomes of students on chemistry bond learning material. The population and the sampel of the study were all of students of grade X MIA at SMA Muhammadiyah Luhu. Sampel were chosen randomly and obtained grade X MIA 1as the experiment class and grade X MIA 2 as the control group. Data ceobtained were analyzed descriptively and inferentially. The ruselt of descriptive analysis obtained the mean score of critical thinking ability and learning outcome in experiment class by 79.85 and the control class 57.89, whit each of standard of deviation 11.77 and 12.29. The mean percentage of critical thinking ability indicator in experiment class is 83.91 in high category and in control class is 49.63 in moderate category. The result of hypothesis test with t-test at the level of significance α = 0.005 obtained tcount 4.48 > ttabel 2.20 and significance (0.001 < 0.05) indicated that the hypothesis is accepted. The conclusion of the study is there influence of guided inquiry learning model on the critical thinking ability and learning outcomes of grade X MIA at SMA Muhammadiyah Luhu on Chimistry Bond learning material.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121531722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efektivitas Penggunaan Quizizz sebagai Media Penilaian Hasil Belajar Mahasiswa Tadris IPA pada Mata Kuliah Kimia Pangan","authors":"Imranah Imranah, Risqah Amaliah Kasman","doi":"10.26858/cer.v6i2.45200","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45200","url":null,"abstract":"This study aims to determine the effectiveness of using quizizz as a medium for assessing learning outcomes for Tadris IPA students in the Food Chemistry course. The research method used is a descriptive method with a quantitative approach. The subjects in this study amounted to 22 students. Data collection used a test instrument in the form of 20 multiple-choice questions. The analysis technique is in the form of inferential statistics which is processed using SPSS 25. Based on the research, the results show that the value of Sig. (2-tailed) of 0.999 > 0.05 at a significant level of 0.05. This shows that Ho is accepted or H1 is rejected, which means that the use of Quizizz is effective as a medium for assessing the learning outcomes of Tadris IPA students in the Food Chemistry course.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125724666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Perangkat Subject Specific Pedagogy Ikatan Kimia Berbasis STEM","authors":"Risqah Amaliah Kasman, M. Danial, Muhammad Arsyad","doi":"10.26858/cer.v6i1.39475","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39475","url":null,"abstract":"This study is a development research that aims to produce a STEM-based Chemical Bonds SSP devices. The development model used in this study refers to the 4D development model by Thiagarajan, et al, which consists of the definition stage, design stage, development stage, and dissemination stage. The learning device developed are lesson plan, students’ learning materials, LKPD, and THB. The systematic preparation of each component of the SSP device is in accordance with the standard process in Permendikbud Number 22 of 2016. The learning scenario adopts the Problem Based Learning (PBL) syntax on Chemical Bonds materials. The trial of the SSP device was conductedt UPT SMKN 2 Barru with a total of 35 students. The result of expert validation shows that the developed SSP devices are in very valid category with an average value of 3.50. The developed SSP devices meet the very practical criteria with an average value of 90.44. The increase in learning outcomes as evidenced by class completeness which reached 85.71% indicates that these SSP devices are in effective category. Therefore, it can be concluded that the developed STEM-based SSP device products are valid, practical, and effective.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115790399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pengembangan Instrumen Tes Diagnostik Tiga Tingkat untuk Mengidentifikasi Miskonsepsi Peserta Didik pada Materi Pokok Laju Reaksi","authors":"Maghfira Arifah, Jusniar Jusniar, M. Anwar","doi":"10.26858/cer.v6i1.39494","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39494","url":null,"abstract":"This development research aims to produce a valid, consistent, and practical three-tier diagnostic test instrument to identify students' misconceptions on the subject matter of reaction rate. The instrument development referred to the Treagust model (1988) which was adapted by Jusniar et. al (2020) which consisted of the misconception proposition analysis stage, the test prototype development stage, and the test instrument quality test stage. The misconception proposition analysis stage was conducted by reviewing the literature to analyze the main concepts and misconceptions in reaction rate subject, while the prototype test development stage was conducted by compiling a three-tier diagnostic test instrument which was adapted to the misconception proposition analysis and the 2013 Curriculum. The test instrument quality test stage was conducted to examine the feasibility of instrument. The instrument used for the validity test was the instrument validation sheet given to two validators for the content validity test, followed by an inter-rater test. The empirical validity test instrument and the consistency test were three-tier diagnostic tests that were tested on students of grade XII MIA 1 in a limited trial. The practicality test employed teachers’ response questionnaires and students’ response questionnaires. The teacher’s response questionnaire were given to two chemistry teachers, while the students’ response questionnaires were given to 30 students of grade XII MIA 1 in a limited trial and again given to 111 students of grade XI MIA in a field trial. The results of the content validity test obtains an average value of 3.29 which is in valid category with an R value of 95% in the inter-rater test and the results of the empirical validity test obtain an average value of 0.45 at tier 1 and 0.43 at tier 2 with valid category. The results of the consistency or reliability test obtains Cronbach's Alpha coefficient of 0.87 at tier 1 and 0.86 at tier 2, which is in high reliability category. The results of the practicality test using the teachers’ response questionnaire obtains 95.83%, the students’ response questionnaire in limited trial is 89.17%, and the students’ response questionnaire in field trial is 88.63%. The results obtained in the three practicality tests are in very practical category. The results of testing the three-tier diagnostic test instrument on the reaction rate subject obtain 69.55% of students in understanding category, 27.50% of students is in in less understanding category, and 2.95% of students is in misconception category.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126896318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}