No abstract

Innovation learning material with problem based approach is beliefed to be applicable to improve students' competence as required by the Implementation of Indonesian National Qualifications Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI) curriculum on the teaching of Physical Chemistry. This research aimed to develop an innovative learning material with problem based approach to be used as a learning resources to improve students competence on Physical Chemistry. The research is conducted in Department of Chemistry Universitas Negeri Medan. The steps to be followed are including enriching of chemistry learning material on Physical Chemistry, setting the chemistry material in problem based approach, integration of laboratory experiment and learning activities, and implementation of innovative learning material in the class. The results obtained in the study has provided a standard and innovative learning package that are designed in problem based approach has been developed successfully that is suited to the KKNI curriculum. The problem based approach provided in the learning material is found to be able to guide the students to learn independently in Physical Chemistry. The students are found be able to construct the relationship between chemistry concept with daily life application. Integration of multimedia in the learning material has motivated the students to learn the topics and Physical Chemistry easy to learn. Innovative learning material has been proven to be able to improve students' competence since they are forced to do the work independently. The facility available in a learning package has adequate to guide the student for self learning.

Moringa leaf is a plant that has many uses that comes from the family Moringaceae and it is a tropical plant that is familiar to Indonesian people. Pharmacologically, this plant extract is reported to have antimicrobial and fungicide and it is rich in antioxidants. This metabolite compound contained in Moringa leaves has the potential as an antioxidant, antibacterial, functional and others. This study aims to determine the simplicia characterization of Moringa leaves and to determine the secondary metabolites contained in Moringa leaves, both Moringa leaf powder and Moringa leaf extract. The method of this research is experimental including the simplicia making and ethanol extract of Moringa leaves by maceration method, simplicia characterization and phytochemical screening. The results of the simplicia characterization of Moringa leaves for ethanol soluble extract content was 10,9% and water-soluble extract content was 15,8%, ash content was 9,6% and acid insoluble ash content was 0,6% and water content was 8%. The results of this study also showed that the simplicia powder and ethanol extract of Moringa leaves contained flavonoid, tannin, alkaloid, steroid and saponin.

Module is structured to provide teaching materials that are in accordance with curriculum set by considering needs of students in the learning process. This research is a type of Research and Development (R&D) research that aims to develop a discovery learning module on the reaction rate material. This research refers to the steps of Borg and Gall which are limited to five stages. First stage begins with data and information collection, discovery learning-based module development planning, initial product development, initial field trials, and revision of test results. Modules have been developed will be validated by media expert validators and material experts, each by three chemistry lecturers at the Unimed campus. Then the module was tested by looking the responses for 3 chemistry teachers and class XI students of SMA N 1 BangunPurba. The results showed that the discovery learning module on the reaction rate material was declared feasible after being validated by obtaining an average percentage of media experts 83.2%, average material experts 85.4%. And the module is declared interesting after obtaining a percentage with an average teacher response of 94.6% and student responses getting an average of 82%.Modul disusun untuk menyediakan bahan ajar yang sesuai dengan kurikulum yang ditetapkan dengan mempertimbangkan kebutuhan siswa dalam proses pembelajaran. Penelitian ini merupakan jenis penelitian Research and Development (R&D) yang bertujuan untuk mengembangkan modul berbasis discovery learning yang mengintegrasikan literasi sains pada materi laju reaksi. Penelitian ini mengacu pada langkah - langkah Borg and Gall yang dibatasi pada lima tahap. Tahap pertama dimulai dengan pengumpulan data dan informasi, perencanaan pengembangan modul berbasis discovery learning, pengembangan produk awal, uji coba lapangan awal, dan revisi hasil tes. Modul yang telah dikembangkan akan divalidasi oleh validator ahli media dan ahli materi, masing - masing oleh tiga orang dosen kimia Universitas Negeri Medan. Kemudian modul diuji dengan melihat respon menggunakan angket terhadap modul yang dikembangkan untuk 3 orang guru kimia dan siswa kelas XI SMA N 1 Bangun Purba yang berjumlah 36 siswa. Hasil penelitian menunjukkan bahwa pembelajaran discovery learning berbasis modul literasi sains terpadu pada materi laju reaksi dinyatakan layak setelah divalidasi dengan memperoleh persentase rata - rata ahli media 83,2 %, rata - rata ahli materi 85,4 %. Dan modul dinyatakan menarik setelah mendapatkan persentase dengan rata - rata respon guru 94,6 % dan respon siswa mendapatkan rata - rata 82 %.

Teaching materials are one of the components for improving students’ scientific literacy skills, but teaching materials that exist today, especially about thermochemical materials do not yet have the maximum content of scientific literacy. Through the research design of research and development, scientific literacy-based teaching materials have been developed in thermochemical material. The stages of research include needs-analysis, product design development, validation and analysis. Therefore, the product result and testing phase are limited to effectiveness testing. From the results of the study, it was found that science-based thermochemical teaching materials for general chemistry courses had been successfully developed with the existence of scientific literacy aspects. Moreover, the aspect are the knowledge of thermochemical material which is the aspect of science as a torso, thermochemistry in context which is an aspect of science as a process of inquiry, the high level of thinking skills which is science as a way of thinking, and attitude which is an aspect of interaction between science, technology and society. The overall feasibility validation result is 86.42%, which means the teaching material is in the valid category without revision. Moreover, the readability of teaching material products has an average readability percentage of about 83.79%, which means that teaching materials are included in the criteria to be easily understood.

This research was conducted at SMA Negeri 7 Medan on the Analysis of the Relationship Between Mathematical Ability and Chemical Analysis of Students' Chemistry Learning Outcomes in Chemical Equilibrium Material. The population in this study were all students of class XI MIPA SMA Negeri 7 Medan as many as 7 classes. Sampling using purposive sampling technique. The sample taken in this study was class XI MIPA 2. The instruments used consisted of: (1) mathematical ability test instruments in the form of multiple choice questions; (2) chemical analysis ability test instrument in the form of essay questions; (3) the test instrument for chemistry learning outcomes is in the form of multiple choice questions. The results of this study are: (1) there is a linear and significant relationship between mathematical ability and chemistry learning outcomes with a value of Sig(1-tailed) 0.000 <0.05; (2) there is a linear and significant relationship between analytical ability on chemistry learning outcomes with a Sig(1-tailed) value of 0.000 <0.05; (3) there is a significant relationship between mathematical ability and chemical analysis ability on chemistry learning outcomes with a value of Sig(1-tailed) 0.000<0.05.

Information about score obtained from a test is often interpreted as an indicator of the student's ability level. This is one of the weaknesses of classical analysis that are unable to provide meaningful and fair information. The acquisition of the same score if it comes from a test item with a different level of difficulty, must show different abilities. Analysis of the Rasch model will overcome this weakness. The purpose of this study was to analyze the quality of the items by validating the national chemistry exam instrument using the Rasch model. The research sample was 212 new students of the Department of Chemistry at the State University of Medan. The data collected was in the form of respondent's answer data to the 2013 chemistry UN questions, which amounted to 40 items multiple choice and uses the documentation method. Data analysis technique used the Rasch Model with Ministep software. The results of the analysis show the quality of the Chemistry National Exam (UN) questions is categorized as very good based on the following aspects: unidimension, item fit test, person map item, difficulty test level, person and item reliability. There is one item found to be gender bias, in which men benefit more than women. The average chemistry ability of respondents is above the average level of difficulty of the test items

These 21st century skills are not inborn skills, but are acquired from experience. Therefore, educators must condition learning in such a way that all aspects of these 21st century skills can be trained, one of which is by using digital learning. The specific objectives of this study were to: (1) obtain a mapping or analysis of the needs of Chemistry teachers in integrating TPACK in learning, (2) measure the level of ability of Chemistry teachers in integrating TPACK in learning, (3) analyze the needs of Chemistry teachers in developing models. digital based Chemistry learning to develop students' abilities in the 21st century. This research is a quasi-experimental research by adopting the ADDIE model development research procedure. The results showed that the ability of chemistry teachers to integrate TPACK in learning based on the responses given by teachers from 12 cities/districts in North Sumatra was grouped into 7 components, namely: TK (Technological Knowledge) = 76.47%; PK (Paedagogical Knowledge) = 83.68%; CK (Content Knowledge) = 80.88%; TPK (Technological Pedagogical Knowledge) = 75.29%; PCK (Paedagogical Content Knowledge) = 78.97%; TCK (Technological Content Knowledge) = 83.14%; and TPACK (Technological Pedagogical Content Knowledge) = 80.47 %. This means that the overall ability of chemistry teachers to integrate TPACK in learning is categorized as capable and quite capable.Keterampilan abad ke- 21 ini bukan keterampilan yang dibawa sejak lahir, melainkan diperoleh dari pengalaman. Oleh karena itu, pendidik harus mengondisikan pembelajaran sedemikian rupa agar semua aspek dari keterampilan abad ke-21 tersebut dapat dilatihkan, salah satunya dengan menggunakan pembelajaran digital. Tujuan khusus dari penelitian ini adalah untuk: (1) mendapatkan pemetaan atau analisis kebutuhan kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (2) mengukur tingkat kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (3) melakukan analisis kebutuhan guru Kimia dalam mengembangkaan model pembelajaran Kimia berbasil digital untuk mengembangkan kemampuan siswa pada abad 21. Penelitian ini merupakan penelitian eksperimen semu  dengan mengadopsi prosedur penelitian pengembangan model ADDIE. Hasil penelitian menunjukkan bahwa kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran berdasarkan respon yang diberikan guru dari 12 kota/kabupaten di Sumatera Utara dikelompokkan dalam 7 komponen, yaitu: TK (Technological Knowledge) = 76,47%; PK (Paedagogical Knowledge) =  83,68%; CK (Content Knowledge) = 80,88%; TPK (Technological Paedagogical Knowledge) = 75,29%; PCK (Paedagogical Content Knowledge) = 78,97 %; TCK (Technological Content Knowledge) = 83,14%; dan TPACK (Technological Paedagogical Content Knowledge)  = 80,47 %. Hal ini berarti secara keseluruhan kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran termasuk kategori mampu dan cukup mampu.