Penelitian kualitiatif dengan teknik survey ini merupakan tindakan pengukuran untuk memperoleh informasi tentang ketahanan daring dosen PGSD Universitas Muhammadiyah Cirebon dalam situasi pandemi covid-19. Penelitian dilakukan menggunakan metode kualitatif, data yang diperoleh dianalisis dan dideskripsikan. Sample dalam penelitian ini berjumlah 5 dosen. Instrumen yang digunakan adalah angket yang bertujuan untuk menjaring data ketahanan daring dosen PGSD. Seluruh sampel penelitian menunjukkan ketahanan daring yang baik dengan indicator meliputi 3 aspek standar ketahanan daring seorang dosen, yakni: keberlangsungan pembelajaran di 85% kewajibannya dalam kegiatan belajra mengajar (KBM) tatap muka, keragaman/variasi pembelajaran sebagai representasi keterampilan mengelola kelas virtual dan aspek enjoyment menjadi standar actual mengcover tuntutan perubahan pola pembelajaran di tengah situasi pandemic seperti sekarang ini. Data ini menunjukkan bahwa pembelajaran yang merupakan epistemology manusia dalam mewadahi tumbuh dan mengembangkan dirinya, mampu dijalankan pihak civitas akademik di lingkungan Program Study Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Cirebon meski di tengah situasi pandemi seperti sekarang ini sebagai realisasi merdeka belajar.

Redox reaction matter which seems to be abstract makes students of X science grade difficult to understand the concept. Therefore, student-centered learning using teaching matter which has analyzed students’ character or as known as scientific-based approach LKPD is necessary. This research aimed to identify the students’ cognitive results after learning redox reaction matter using a scientific-based approach LKPD. The research was done at SMAN 1 Dukupuntang, Cirebon in the 2016-2017 school year using pre-experimental method with one-shot case study research design. The sample was students of X science 2 grade. The data collection was done via a questionnaire. The analysis technique was quantifying the result percentage before and after using LKPD. This research served LKPD data which involved learning activities such as (a) observing, (b) asking, (c) collecting the data, (d) associating, and (e) communicating whichstimulatedstudents to learn redox reaction matter actively. The pretest result showed that the students’ completeness percentage was 66,67% while the protest result using LKPD showed that the percentage increased to be 86,67%. The conclusion was using a scientific-based approach LKPD on redox reaction matter was successful to enhance students’ cognitive learning outcomes and fulfill the minimum completeness criteria (KKM)

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Keterampilan berargumentasi adalah keterampilan yang harus dimiliki oleh mahasiswa untuk mendukung keterampilan berpikir kritis yang merupakan salah satu keterampilan abad 21. Tujuan penelitian ini adalah untuk meningkatkan keterampilan berargumentasi mahasiswa calon guru kimia pada materi elektrokimia melalui perkuliahan kimia sekolah menggunakan pendekatan writing to teach (WtT) yang dimodifikasi. Penelitian melibatkan 20 orang mahasiswa calon guru kimia semester 5. Data keterampilan berargumentasi diperoleh melalui tes keterampilan berargumentasi sebelum dan sesudah pembelajaran. Data respon mahasiswa terhadap penggunaan pendekatan WtT yang dimodifikasi diperoleh melalui wawancara. Data dianalisis menggunakan uji N-gain untuk menilhat peningkatan keterampilan berargumentasi dan uji t untuk melihat perbedaan keterampilan berargumentasi. Hasil penelitian menunjukkan bahwa keterampilan berargumentasi mahasiswa meningkat dan mahasiswa menyatakan bahwa kegiatan-kegiatan dalam pendekatan WtT yang dimodifikasi dapat membantu meningkatkan keterampilan berargumentasi.

Concept mastery is considered as a requirement that must be possessed by chemistry teacher candidates to teach the students about chemical concepts. The aim of this study is to improve the students’ concept mastery in electrochemistry through school chemistry subject by conducting a modified WtT approach. The study involves twenty students in the fifth semester who commit the subject of school chemistry. The data are obtained through test of concept mastery to obtain information about the concept of mastery of before and after learning. Then, the data are carried out from interview to obtain information about the students’ responses in related to the implementation of WtT approach in the learning process. The data analysis is accomplished through the N-Gain test to discover the improvement of the implementation of concept mastery and effect size test for paired t-test to determine its effectiveness. Meanwhile, the results of interview are utilized to strengthen the data of concept mastery. The results of the present study reveal that there is an average improvement of the students’ concept mastery. Furthermore, the result of effect size test shows that the WtT approach is considered to be effective to improve the students’ concept mastery in the average level.

Penelitian ini merupakan studi kasus yang bertujuan untuk mengetahui profil kemampuan argumentasi mahasiswa calon guru kimia pada materi larutan elektrolit dan non elektrolit. Responden yang terlibat dalam penelitian ini berjumlah 5 orang mahasiswa yang sedang mengambil mata kuliah kimia sekolah 1 di salah satu universitas di Jawa Barat. Instrumen yang digunakan adalah soal tes untuk memperoleh profil kemampuan argumentasi yang dianalisis menggunakan rubrik yang dimodifikasi berdasarkan kerangka Toulmin dan pedoman wawancara untuk mengetahui alasan dibalik jawaban mereka. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki kemampuan argumentasi pada level 1 (memunculkan claim) dan hanya sebagian kecil yang berada pada level 2 (memunculkan claim yang disertai data pendukung).

The aim of this research was to obtain information about students’ perceptions concerning the importance of multiple representations including macroscopic, sub microscopic and symbolic level in chemistry teaching materials, the difficulties in learning voltaic cell, and the ability to present voltaic cell material through those three level of representations. Participants of this study was twenty one students of chemistry education program at the fifth semester, who are taking the subject of school chemistry in the one of the university in Indonesia. The instruments used ware qquestionnaires and interview. They are utilized to gather the students’ perceptions about the characteristics of voltaic cell material, the students’ knowledge of multiple representations and those representations in chemistry teaching materials, and the rubric assessments of teaching materials based on those representations. This study indicates that the students consider the voltaic cell subject as difficult material. Even though they do not understand the multiple representations, they encourage to involve those representations in the teaching materials. Furthermore, the students’ ability of presenting the multiple representations are considered in the low category. They are not be able to apply those representations and associate one and another.

The limited resources for learning chemistry and the lack of application of multiple representations in schools are a problem for students in understanding chemistry at the molecular level. This study aims to obtain a multi-representation-oriented teaching material design that is feasible to use. Development  of teaching materials using the 4D Thiagarajan et al, this is because this model is specifically for book development. The design of electrolyte solution and multi-representation-oriented teaching materials is assessed by five experts consisting of three FKIP lecturers and two chemistry teachers. The results of judgment on aspects of material feasibility, presentation of material, and language each get a percentage of 83%; 83.%; 83.9% the three into the very decent category. While the results of the multi-representation aspect of judgment consist of five criteria, namely 1) the type of representation, the type of representation (C1), the interpretation of features (C2), the relationship with the text (C3), the description of the image (C4), the degree of connectedness (C5) has been met according to the criteria specified  used. In the readability test, the teaching materials developed are categorized as easy to understand for students and independent categories, then received a positive response from students.