This study was conducted to determine the effectiveness of multiple representation-based learning (MRL) model compared to discovery learning (DL) model and problem based learning (PBL) model in terms of students' initial abilities. The factorial design was used in this study. The selection of samples in this study was done through a random sampling technique. Three X classes of the same school was chosen. The three classes applied different learning model. The first class employed the MRL, the second class used the DL model, and the last class adopted the PBL model. Overall, the number of samples involved in the study was 117 students. The results of the study showed that the conceptual understanding of students learning using MRL was significantly different from the students learning to use problem-based learning with significant differences in N-gain was 0.0004, but not significantly different from the students using discovery learning. This finding showed that MRL is the most effective model for increasing the conceptual understanding of students with "low" and "moderate" initial ability compared to PBL and DL.
The importance of this research is to get to know the students' perceptions and motivation of the prospective chemistry teachers in facing online learning during the Covid-19 pandemic. The research design used was descriptive qualitative research. The research was conducted on students of the Chemistry Education Study Program FKIP University of Lampung in 2017, 2018, and 2019. Data collection was carried out by using a questionnaire by means of google form and learning record data in the online data-log mode edusmart.fkip.unila.ac.id. and vclass.unila.ac.id. The results indicated that (1) the interaction pattern between the lecturers and students was quite good in terms of giving assignments and discussions. In terms of feedback and learning reflection, it, however, needs to be improved (2) Students' perception of online learning is less positive, this is indicated by the number of students who are disappointed because of learning methods un-interactive, (3) students are still not motivated yet to take online lectures due to limitation of internet signals and seem to consider it as assignments only.
Practical activities during the covid pandemic are difficult to do because all learning has turned to online learning. So that students are required to carry out independent practicum at home, even though laboratory equipment and materials are quite expensive and difficult to obtain. A breakthrough is needed so that the practicum can still be carried out. One of them is independent practicum using simple equipment and materials. Independent practicum is implemented in basic chemistry courses during the odd semester. However, reflection on the practicum is needed to identify motivation and an opinion from student. The research design used was descriptive qualitative research. The research was conducted on students of the Chemical Education Study Program, University of Lampung. Data was collected by using a questionnaire through a Mentimeter. The results showed that (1) students were highly motivated to participate in independent practicum because it was interesting, (2) students' perception of independent practicum is very good, this is shown by the number of students who are helped in understanding the concept of chemistry after doing independent practicum, (3) the obstacle experienced by students during independent practicum is the difficulty of signaling in some areas which causes the upload of independent practicum videos to be often late. This research is relevant and can be a practical breakthrough for both lecturers and teachers who have limited laboratory equipment and materials by loosening the collecting of practicum videos.
The purpose of this study was to illustrate the effectiveness of the implementation of Pelangilla Ethnoscience Chemistry Learning in improving students' scientific process skills (SPS) through electrolyte and non-electrolyte solutions. The research method used is quasi-experimental with a pre-test and post-test control group design. The study population includes all her 10th graders from SMA Negeri 9 Bandarlampung. The study sample was drawn using a random sampling method and it was determined that her grade 1 at 4 IPA (science class) was the experimental class and her grade 5 at 5 IPA was the control class. An experimental class is a class that uses the Pelangira Ethnoscience-based learning model for the learning method, and a control class is a class that uses the traditional modelbased learning method. The survey data were analyzed using a separate test of the two means by independent sample t-tests. Results showed that the mean N-gain SPS was higher in the experimental class than in the control class. These results demonstrate that learning chemistry based on Pelangilla ethnoscience is effective in improving scientific process skills, especially in electrolyte and non-electrolyte solutions.
Research on learning styles during the Covid-19 pandemic and several related studies are very important because of the greater learning loss in students. Student learning style is one of the factors that are hypothesized to affect the mastery of student concepts, especially during online learning. The purpose of this study specifically is to identifying, categorizing, mapping, and evaluating the learning style of chemistry education students, at FKIP University of Lampung during online learning. Using One Shot Case Study design, this study was analyzed using descriptive qualitative methods, a questionnaire sheet based on Kolb's Learning Style Inventory version 4.0 (KLSI 4.0) was used. The mapping results showed that students of 2021 who were a hundred percent studying online, had a learning style in the assimilating category of 9 percent; accommodating 33 percent; diverging 41 percent, and converging 17 percent. The most dominant learning space of Kolb's Learning Style Inventory v4.0 in this class is deciding, imagining, and initiating, respectively. The results of this mapping are expected to be an input for lecturers to design more effective and targeted learning based on the learning style of their learners.
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