Competencies required for prospective chemistry teachers include enhancer chemistry learning in the laboratory and field, designing experiment for learning or research, and carrying out experiments in the right method. For the time being, the implementation of Physical Chemistry lab work in Chemical Education Departmen of IAIN Walisongo was conducted through recipes models. Practical guidance and instrument have been provided by laboratory. The model therefore fosters less spirit in searching knowledge. To achieve competency of prospective chemistry teachers, the researcher has developed laboratorium guideline that feature SETS vision. The purpose of this study was to obtain a valid and effective guideline that feature SETS vision, which can be used as a reference in the laboratory work through R & D study. The learning materials which are practiced in the studies were electrochemistry which includes: Nernst equation; electrolysis; electroplating. Based on the final analysis, the guidelines has an average score of 4 (Very Valid) from expert validators. 16 out of 21 students scored ≥ 70. It indicates that SETS can improve students' Science processing skills with N-gain of 0.6 (medium). The performances, preparation of reports, SETS discussions, and classroom presentation have high criteria. The developed guideline received high positive responses from students.
This research is motivated by the location of Indonesia in disaster areas. But the readiness of citizens to deal with disasters is still low. This study aims to (1) develop natural disaster learning packages with the vision of the Science Environment Technique Society (SETS) which is integrated in science subjects, (2) implement disaster prepared teaching materials, (3) improve teacher understanding and skills, students about concepts, principle, the practice of saving oneself in the event of a natural disaster. This research was conducted in collaboration with teachers in primary and secondary education. Theoretical exploration and expert evaluation are carried out on the features of themes and sub-themes of disaster learning models that are integrated in SETS vision science subjects. Data analysis technique used (1) descriptive percentage, (2) normalized gain test, and (3) t-test. The results of this study in the form of five features of learning models such as (1) syllabus, (2) lesson plans, (3) learning methods, (4) teaching materials, and (5) assessment instruments. Desimination of the five features was declared feasible to increase students’ understanding of disasters. This is seen from the test results obtained by students experiencing an increase (gain) from pretest to posttest starting from 53.5% to 80.3%.
This study aims to analyze the effectiveness of the science model of volcanic dust disaster approach to LiTMas (environment, technology, and society) developed for the mitigation of volcanic dust disasters before they are used in large scale trials. The package to support the development of the disaster science lecture model include the guide book model, semester learning plan, lecture program unit, reference books, lecture media, practical guides, disaster simulation guides, lecture products, and evaluation instruments. The method used in this research is the research and development (R&D) method. Subjects in the study were students of the Physics Education Study Program Faculty of Teacher Training and Education. This research produces a model of disaster science lectures by LiTMas approach that is valid, practical, and effective for mitigate volcanic ash disasters as a result of volcanic eruption activities.
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