The integration between the three levels of chemical representations is needed by students to get a comprehensive understanding. Based on the preliminary study only 45.5% out of 120 year 2 and year 3 students of chemistry education who passed the final exam with satisfactory category. Thus, teaching resources that integrate the three levels of chemical representation are needed. The aim of this study is to develop and determine the level of validity of e-module utilizing multiple representations of molecular shapes based on VSEPR theory using augmented reality technology. This research employs research and development refers to the instructional design of the ADDIE model consist of 5 stages: Analyze, Design, Develop, Implementation and Evaluation. The products of this research are the e-module of molecular shapes based on VSEPR theory utilizing multiple representations and Augmented Reality Molecule Simulator (ARMOR) application. The resources presented 13 types of molecular shapes, molecules with lone pair and without lone pair of electrons around the central atom. The instrument used in this study is the validity questionnaire sheet. Data collected were then analyzed using the percentage criteria proposed by Akbar. The results of the experts’ validation indicated that the product is categorized as very valid with 94% of content validity, 93% of media validity, and 99% of language validity. Therefore, the ARMOR is suitable for use in teaching and learning process. Students show a positive response to the use of the application in helping them understand concepts, which are easy to use, has an attractive appearance, and fun.
Students' lack of independent learning results in low learning outcomes. This study is intended to determine the relationship between learning independence and chemistry learning outcomes for students in class X MIPA SMA Negeri 6 Pontianak. The subjects of this study were students in class X MIPA for the 2021/2022 academic year, totalling 130 persons. The research methodology used for this research is described using a correlational approach. The results of the chemistry studies are derived from the results of the final examination for the same semester 2021/2022. The data collection technique used is indirect communication in the form of questionnaires and literature reviews in the form of student learning results in chemistry subjects. The results showed that the average percentage of learning independence was 65% which were included in the medium category, while the average learning outcome was 62 which was included in the low category. The results of the Spearman rank test between learning independence and chemistry learning outcomes obtained a correlation coefficient of 0.079 which means that there is a positive, but very low relationship between learning independence variables and learning outcomes, the significance value obtained is 0.372 0.05, which means that there is no significant relationship significant relationship between independent learning with chemistry learning outcomes
Molecular geometry is a subject that many students find difficult to understand. This is because students have to imagine those molecules in order to fully understand the content. To help students understand those concepts, the learning meda that can be seen directly is needed. This study aims to produce students’ worksheet (LKPD) on molecular geometry and a Hy-Kit (Hybridization Kit) based on discovery learning. In addition, the validity and students’ responses also measured towards those LKPD and Hy-Kit. The LKPD was arranged based on discovery learning model and equipped with Hy-Kit. The research method is a research and development using the ADDIE model. The test of the product was carried out twice. These are group tests (limited tests) and field tests. The result of the study that discovery learning-based LKPD and Hy-Kit had a validity level of materials aspect, the level of media aspect and level of bahasa aspect were k=1.00 with very high category. The response of students for the group test and for the field test were k= 0.89 and k=0.90 which means very good/valid/very interested. Both results indicates that the LKPD and Hy-Kit are valid, feasible and ready to use in the learning process
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