JTK Jurnal Tadris Kimiya最新文献_第2页

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material 利用Instagram实现8E学习周期模型克服学生对缓冲溶液材料的误解

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.20494

M. Rizal, Rusmansyah Rusmansyah, Rusliana Sari

{"title":"Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material","authors":"M. Rizal, Rusmansyah Rusmansyah, Rusliana Sari","doi":"10.15575/jtk.v7i2.20494","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.20494","url":null,"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.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79737284","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}

引用次数: 0

Profile of Interactive Learning Media Based Digital Literacy Needs on Elemental Chemistry Concepts 基于元素化学概念数字素养需求的互动学习媒体概况

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.20921

H. Widarti, Diah Triwidiastuti, Deni Ainur Rokhim

引用次数: 0

Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter? 作为新教师的大学生的文化响应性化学教学:重要吗?

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i1.20676

A. Winarti, A. Almubarak, P. Saadi, Ijirana Ijirana, S. Aminah, R. Ratman

{"title":"Culturally Responsive Chemistry Teaching (CRCT) of College Students as A Novice Teacher: Does It Matter?","authors":"A. Winarti, A. Almubarak, P. Saadi, Ijirana Ijirana, S. Aminah, R. Ratman","doi":"10.15575/jtk.v7i1.20676","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.20676","url":null,"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.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86860643","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}

引用次数: 0

Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test 用四级诊断测验分析学生化学键误解

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.20343

Rosyidah Syafaatur Rohmah, Nikmatin Sholichah, Y. N. Pratiwi, R. N. Analita

引用次数: 1

The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning 通过焦点小组讨论，助记纠正在化学学习中的意义

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.19139

S. Winarni, Syahrial Syahrial

{"title":"The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning","authors":"S. Winarni, Syahrial Syahrial","doi":"10.15575/jtk.v7i2.19139","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.19139","url":null,"abstract":"One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"211 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73071887","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}

引用次数: 0

Proton Transfer: The First-Year Students’ Conceptual Understanding 质子转移:一年级学生的概念理解

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.21029

A. W. Wisudawati, H. Barke

{"title":"Proton Transfer: The First-Year Students’ Conceptual Understanding","authors":"A. W. Wisudawati, H. Barke","doi":"10.15575/jtk.v7i2.21029","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.21029","url":null,"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. ","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83774644","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}

引用次数: 0

The Identification of Intertextual-Based E-Book to Develop Student's Representational Ability on the Concept of Buffer Solution 互文型电子图书对培养学生缓冲解概念表征能力的识别

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.21235

Nur Sehasari Dewi

{"title":"The Identification of Intertextual-Based E-Book to Develop Student's Representational Ability on the Concept of Buffer Solution","authors":"Nur Sehasari Dewi","doi":"10.15575/jtk.v7i2.21235","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.21235","url":null,"abstract":"In chemistry education, it is necessary to understand each level of representation. Theresearch aims to improve the representational ability of the buffer solution concept with an intertextual-based e-book prototype. Besides each level of representation, the relationship between the levels must be understand too since students' inability to visualize structures and processes at the submicroscopic or molecular level can lead to misconceptions.The observer's assessment of the implementation of interactive e-books in learning has a percentage of 83.31%, categorized as very high. This study uses a literature review of 40 articles and four chemistry textbooks.According to the literature study, multimedia tools have demonstrated their power and value for modeling, learning, and assessment perspectives due to their visualization nature, multiple representational links, and dynamics. One of the learning media that can contain multimedia is an interactive e-book. The study results are one of the efforts to improve representational abilities in buffer solutions, namely intertextual-based e-books, which can visualize concepts in chemistry and improve conceptual understanding.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88937722","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}

引用次数: 0

Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons 在化学课中运用创造性问题解决模式提高学生批判性思维能力

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.21262

M. Muzaimah, A. Gani, A. T. Pada, R. Rahmayani, M. Syukri, Y. Yusrizal

{"title":"Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons","authors":"M. Muzaimah, A. Gani, A. T. Pada, R. Rahmayani, M. Syukri, Y. Yusrizal","doi":"10.15575/jtk.v7i2.21262","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.21262","url":null,"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 mode. 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. CPS, critical thinking skills, direct learning.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89576590","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}

引用次数: 0

Ethnoscience-Based Module: Biodiversity Materials in Lembak Tribe 基于民族科学的模块:Lembak部落的生物多样性材料

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.19955

A. Walid, Endang Widi Winarni, F. Yanti, M. Firdaus, S. Suherman, Z. Zulkarnain

引用次数: 0

Development of Online Learning Videos Using Animiz Software on Hydrocarbon Topics 利用Animiz软件开发碳氢化合物主题在线学习视频

JTK Jurnal Tadris Kimiya Pub Date : 2022-12-31 DOI: 10.15575/jtk.v7i2.20353

Arnanda Irawan, Agus Kamaludin

引用次数: 0