JCER (Journal of Chemistry Education Research)最新文献_第3页

EMPOWERING 21ST CENTURY SKILL IN DISTANCE LEARNING THROUGH ELECTROLYTE SOLUTION ASSIGNMENTS AT SMAN 2 CIKAMPEK 赋予21世纪的技能在远程学习通过电解质溶液作业在sman 2 cikampek

JCER (Journal of Chemistry Education Research) Pub Date : 2022-08-15 DOI: 10.26740/jcer.v6n1.p14-18

A. Rosid

引用次数: 0

CHEMY SHOOTER GAME BASED COMPUTER AS INSTRUCTIONAL MEDIA ON ACID BASE FOR IMPROVE SELF-EFFICACY 以电脑为教学媒介的化学射击游戏，提高自我效能感

JCER (Journal of Chemistry Education Research) Pub Date : 2022-08-15 DOI: 10.26740/jcer.v6n1.p84-92

Maissy Diana Rukmana, A. Lutfi

引用次数: 0

Technology Integrated Formative Assessment: Effects on Students’ Conceptual Knowledge and Motivation in Chemical Equilibrium 技术综合形成性评价:对学生化学平衡概念知识和动机的影响

JCER (Journal of Chemistry Education Research) Pub Date : 2022-08-15 DOI: 10.26740/jcer.v6n1.p26-43

Tadesse Hagos, Dereje Andargie

{"title":"Technology Integrated Formative Assessment: Effects on Students’ Conceptual Knowledge and Motivation in Chemical Equilibrium","authors":"Tadesse Hagos, Dereje Andargie","doi":"10.26740/jcer.v6n1.p26-43","DOIUrl":"https://doi.org/10.26740/jcer.v6n1.p26-43","url":null,"abstract":"The main objective of this study was to evaluate the impact of technology integrated formative assessment strategies on students’ conceptual knowledge and their motivation in chemical equilibrium. Quasi-experimental control group interrupted time series design was employed. Data were collected from 132 students which were selected using multistage random sampling technique from three governmental secondary schools. Two experimental (Technology Integrated Formative Assessment (TIFA) and Formative Assessment (FA) alone) and one comparison groups were involved in the study. A series of chemical equilibrium conceptual tests and motivation questionnaire were used to collect data. One-way ANOVA and Mixed model ANOVA were used to analyze the test scores. There was a statistically significant difference between groups in posttest on conceptual plus remembering (F (2,129) = 3.52, p=.033), understanding (F (2,129) = 4.70, p=.033), applying (F (2, 129) = 20.35, p<.001) and their motivation (F (2, 129) = 12.375, p< .001). However, there were no statistically significant differences among groups in posttest on conceptual plus analysis (F (2, 129) = 1.10, p = .335) and evaluating (F (2,129) = 3.03, p = .052). There was also an interaction effect between treatment and time point on the conceptual test scores. It was concluded that TIFA more effective in facilitating students’ conceptual knowledge and motivation in learning chemical equilibrium than the two other groups. The researchers recommended that chemistry teachers should adapt TIFA as a teaching strategy in chemistry classrooms and laboratories. They are also recommended that teachers should incorporate it into their classes to enhance students’ motivation. \u0000 \u0000Key Words: Conceptual knowledge, Formative assessment, Motivation, Technology \u0000 \u0000 ","PeriodicalId":444789,"journal":{"name":"JCER (Journal of Chemistry Education Research)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123320986","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: 1

FEASIBILITY OF STUDENTS WORKSHEETS USING CONCEPTUAL CHANGE TO REMIDIATE MISCONCEPTIONS ON CHEMICAL BONDING MATERIAL 利用概念的改变来纠正学生对化学键材料的误解的可行性

JCER (Journal of Chemistry Education Research) Pub Date : 2022-08-15 DOI: 10.26740/jcer.v6n1.p1-7

Fitrah Nadia Rizqiyyah, D. Novita

{"title":"FEASIBILITY OF STUDENTS WORKSHEETS USING CONCEPTUAL CHANGE TO REMIDIATE MISCONCEPTIONS ON CHEMICAL BONDING MATERIAL","authors":"Fitrah Nadia Rizqiyyah, D. Novita","doi":"10.26740/jcer.v6n1.p1-7","DOIUrl":"https://doi.org/10.26740/jcer.v6n1.p1-7","url":null,"abstract":"This research aims to determine the feasibility of student worksheetss to remediate misconceptions on chemical bonding material, sub-material ionic bonding and covalent bonding with the development of conceptual change models on student worksheets. The research method used is research and development (R&D). Three tier diagnostic tests are used to determine misconceptions experienced by students. Quantitative data analysis is used to determine the classification of students' conceptions and also the remission of misconceptions. The results of this study obtained the feasibility of a student worksheets which was assessed from validity, practicality, and effectiveness. Validity gets a percentage of 83.01% with a very valid category. Practicality gets a percentage of 93.54% with a very practical category. Effectiveness in terms of the N-Gain score in the high and medium level category. This shows that the student worksheets which developed can classified as feasible, so it can be used to remediate students misconceptions on chemical bonding material Keywords: Feasibilty, Student Worksheets, Conceptual Change, Misconception","PeriodicalId":444789,"journal":{"name":"JCER (Journal of Chemistry Education Research)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128896955","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: 1

VALIDITY OF LEARNING MEDIA IN REACTION RATE MATERIAL 学习媒介在反应速率材料中的效度

JCER (Journal of Chemistry Education Research) Pub Date : 2022-08-15 DOI: 10.26740/jcer.v6n1.p8-13

Ahlan Riwahyu Habibi, R. Agustini

引用次数: 0

IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER 实施合作学习模式NHT，培养学生在酸碱问题上的沟通能力

JCER (Journal of Chemistry Education Research) Pub Date : 2021-06-29 DOI: 10.26740/jcer.v5n1.p12-21

Lelly Puspitasari, M. Muchlis

引用次数: 0

IDENTIFY MISCONCEPTION ON REACTION RATE CONCEPT USING FOUR-TIER MULTIPLE CHOICE (4TMC) DIAGNOSTIC TEST INSTRUMENT 使用四层选择(4tmc)诊断测试仪器识别对反应速率概念的误解

JCER (Journal of Chemistry Education Research) Pub Date : 2021-06-29 DOI: 10.26740/jcer.v5n1.p6-11

I. Harahap, D. Novita

{"title":"IDENTIFY MISCONCEPTION ON REACTION RATE CONCEPT USING FOUR-TIER MULTIPLE CHOICE (4TMC) DIAGNOSTIC TEST INSTRUMENT","authors":"I. Harahap, D. Novita","doi":"10.26740/jcer.v5n1.p6-11","DOIUrl":"https://doi.org/10.26740/jcer.v5n1.p6-11","url":null,"abstract":"Abstract. The aims of this study to identify the profile of students’ conseptions and misconceptions on the concept of reaction rate using a four-tier multiple choice diagnostic test instrument reported in the form of misconception profiles consisting of students' conceptions, students' misconceptions and the causes of misconceptions experienced by students. Based on the results of the study shown (1) the students’ conception profile is as much as 78% understand the concept, 21% misconceptions and 1% do not understand the concept, (2) the profile of student’s misconceptions in each sub-material that misconceptions on sub-material of concentration 16%, temperature 19%, surface area 41% and catalyst 24% and as many as 1 student (3%) including the high misconception category, 22 students (67%) included in the medium misconception category and 10 students (30%) were in the low misconception category. Students’ misconceptions vary in different causes such as; associative thinking 59%, preconceptions 25%, incomplete resoning 13%, humanistic thinking 2% and incorrect intuition 1% . Keywords: four-tier multiple choice, misconception, reaction rate","PeriodicalId":444789,"journal":{"name":"JCER (Journal of Chemistry Education Research)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122822627","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 COOPERATIVE LEARNING MODEL TYPE OF TPS BASED SAVI TO COMPLETE STUDENT LEARNING OUTCOME 实施基于TPS的合作学习模式，完成学生的学习成果

JCER (Journal of Chemistry Education Research) Pub Date : 2020-12-23 DOI: 10.26740/jcer.v4n2.p71-76

I. Wulandari, M. Muchlis

{"title":"IMPLEMENTATION OF COOPERATIVE LEARNING MODEL TYPE OF TPS BASED SAVI TO COMPLETE STUDENT LEARNING OUTCOME","authors":"I. Wulandari, M. Muchlis","doi":"10.26740/jcer.v4n2.p71-76","DOIUrl":"https://doi.org/10.26740/jcer.v4n2.p71-76","url":null,"abstract":"This study aims to describe the implementation, activities, learning outcomes, and student responses after the application of SAVI type TPS-based cooperative learning models of electrolyte and non-electrolyte solution materials. This study uses \"one group pretest-posttest design\". The implementation of SAVI-based TPS type cooperative learning model with an average value of 3.31 and 3.78 in the excellent category. Somatic student activity at 20.53% at the first meeting and 17.83% at the second meeting, intellectual students at 12.35% at the first meeting and 11.7% at the second meeting, auditory students at 11.7% at the first meeting and 11, 7% the second meeting, visual students by 11.58% at the first meeting and 10.88% the second meeting. This shows that students have a relevant percentage of time in accordance with the learning style with the type of cooperative learning model TPS. Complete learning outcomes of all students by 94% at the first meeting and 97% at the second meeting. Student responses after SAVI-based TPS type cooperative learning were very good with a percentage of positive responses of 98.61%. Keywords: Cooperative, TPS, SAVI, learning outcomes, response.","PeriodicalId":444789,"journal":{"name":"JCER (Journal of Chemistry Education Research)","volume":"793 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120882872","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 INQUIRY LEARNING MODELS INTEGRATED WITH NESTED TO INCREASE STUDENT’S CRITICAL THINKING SKILLS ON ELECTROLYTE AND NON-ELECTROLYTE SOLUTION MATERIALS 实施嵌套式研究性学习模式，提高学生对电解质和非电解质溶液材料的批判性思维能力

JCER (Journal of Chemistry Education Research) Pub Date : 2020-12-23 DOI: 10.26740/jcer.v4n2.p83-92

Anis Fadlilah, H. Nasrudin

引用次数: 2

Learning Chemistry with the “Red and Ox” Game during Covid-19 Pandemic at SMAN 22 Surabaya 在泗水第22届SMAN大会上，通过“红与牛”游戏学习化学

JCER (Journal of Chemistry Education Research) Pub Date : 2020-12-23 DOI: 10.26740/jcer.v4n2.p102-106

Any Sufiaty, Ryan Hendra Cahyadhi

引用次数: 1