This study aims to develop teaching materials on the rate of reaction based on Science, Environment, Technology and society (SETS) to improve students’ scientific literacy. The research method used is Developmental Research (DR) with Four Steps Teaching Material Development (4S-TMD) models. This article is the first part of the development of teaching material which includes selection and structuring steps. In the selection stage, the development of indicators that are in accordance with the demands of the curriculum, explains the concept of reaction rate using standardized textbook sources, and analyzes SETS which can be related to the concept of reaction rates. In the structuring stage consist of concept maps, macro structures and multiple representations are developed that connect between representations of macroscopic, sub microscopic and symbolic levels. The results of the selection and structuring steps are evaluated by expert lecturers. The results show that the teaching materials developed are in accordance with the demands of the curriculum, scientific certainty has been ensured and the phenomena presented are in accordance with the aspect of SETS and concept maps, macro structures and multiple representations developed are valid. The first part of the development of teaching materials which includes the selection and structuring steps resulted in a draft of SETS-based reaction rate teaching materials. Next step, we will doing characterization and didactic reduction stage to draft teaching material.
This research is a follow-up study which aims to describe how to develop a chemistry book in hydrocarbon materials based on KBE with the 4S TMD model. The 4S TMD model consists of four stages, namely selection, structuring, characterization and didactic reduction. This research will focus on the stage of characterization and didactic reduction. The Knowledge Building Environment (KBE) is a theory used to build values and knowledge in the environment to improve the quality of teaching materials. The values to be developed include attentiveness, caring, curiosity, critical, moderation, respect for the environment, respect for health and wisdom. The research uses design, development and evaluation research methods. In this article, we will discuss how the chemistry book is in the didactic characterization and reduction stages. The characterization stage finds difficult concepts that need to be reduced. Didactic reduction stage to reduce difficult concepts to be concrete and simple. The didactic reduction method is to return to the qualitative stage; neglect; use of explanations in the form of pictures, symbols, sketches and experiments; use of analogy; use of historical development levels; generalization; particularization; and ignoring different concept statements.
This research is a qualitative descriptive study which aims to see the effect of sharing learning and jumping tasks on student interactions in the chemistry learning process at high school (SMA) in Subang district. This article will explain how interactions occur between students and teacher interactions with students in group discussions during the chemistry learning process. This research method is Didactical Design Research (DDR). Data collection using observation and recording (video and voice). Learning uses sharing and jumping tasks which are divided into three learning activities, namely opening activities, core activities (sharing and jumping) and closing activities. The results of the study were then transcribed and analyzed using the Transcript Base Lesson Analysis (TBLA) technique, showing that there was student interaction in the form of conversations between students and teachers in groups during the learning process but with different amounts in each learning activity. Most interactions are found in sharing activities, then in jumping task activities, opening activities and interactions at least occur in closing activities. Interaction is in the form of a conversation containing questions and answers between students, student presentations and sharing knowledge among students in groups. This shows that learning sharing and jumping tasks is able to foster good student interaction in learning.
In this article, we explain the need for chemistry book developed by 4S TMD models on the level of science and literacy with STSE approach. Teaching materials are one of the determinants in the chemistry learning process, one of them is the concept of rate reaction. Rate reaction concept there are many applications in daily life. One suitable approach to use is the STSE approach. Teaching materials with the STSE approach help students reflect on the scientific, environmental, technological and social aspects of learning. Science literacy as an output of knowledge, and scientific processes. The instruments for data collection used in this study were structured questions and interviews. This research was conducted in 2 senior high schools, 2 vocational high schools with 12 chemistry teachers. The teacher structure question responses was analyzed descriptively for each item. Teaching materials currently available have not been able to increase students’ interest in reading because their appearance is less attractive, material content is difficult for students to understand. Most teachers want teaching materials that are easily understood by students, full colour, contain many examples in daily life. So that it can improve students’ scientific literacy. STSE-based teaching materials are expected to improve students’ scientific literacy because contain content in life. STSE-based teaching materials are still rarely used because of the lack of availability of STSE-based teaching materials that can be used by teachers in learning. The results of this study are the basis for us in developing chemistry book by 4S TMD models on rate reaction to improve student’s science literacy with STSE approach that can be used in chemistry learning and teaching in upper high schools.
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