Calculus is one of course that is learned in college. It is an advanced mathematics subjects that had been learned by college students when they were in high school. College students must master calculus course in order to take higher courses which is an application of calculus concepts. But, in fact, many college students found problems in calculus learning. Purpose of research was to describe problems that happened in calculus learning. Type of research was descriptive research with qualitative approach. Data was collect from answer sheet, questionnaire and interview. The findings will be used for advanced research.
This study analyzed the understanding of first-year students on the concept of chemical equilibrium. It involved 30 first-year students in the faculty of mathematics and natural sciences of Universitas Negeri Padang. The students’ understanding was explored using a conceptual test. The result shows that generally, students have misconceptions about the concept of chemical equilibrium especially when the reaction reaches equilibrium as reported by many studies. The results of this study have implications for the lecturers in planning the general chemistry learning process, especially on the chemical equilibrium topic.
This research aimed to analyze students' mental models in chemical equilibrium before and after using guided inquiry-based learning material. The instrument used was a conceptual test which has been developed by Bergquist and Heikkinen. This test was taken before and after formal instruction using the learning material. Responses were obtained from 30 first-year students of Faculty of Mathematics and Natural Science of UNP which taking general chemistry course in 2017/2018 even semester using purposive sampling. Student answers to this test were analyzed descriptively. From this research, student understanding increase after using the learning material. The highest increasing is in equilibrium shifting stoichiometry concept. This gaining correlated to students' mental model development. The results of this study indicated that in general there has been a development of students'' mental models before and after using this learning material. Although, not all students' model mental are appropriate to scientific concepts in chemical equilibrium.This is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Remedial program is given to the students who do not pass the minimum criteria of learning result. Based on the "KTSP" Technical guidance evaluation in 2008 and 2009, generally teacher only gave retest to the student who didn't pass the examination, without giving any treatment to pass the learning outcome which was not pass before. It happened because there wasn't enough time to do this program. The solution was by using learning social media Edmodo which can be accessed online, so the students can do remedial program whenever and wherever they want without preparing remedial time at school. So, the Chemistry teachers in Kabupaten Solok was trained to use edmodo for remedial program. Besides, this media was also used for online teacher forum. This training was evaluated through questioner about practicality of social media edmodo for remedial program and online teacher forum. The result was analyzed by Kappa Cohen Formula with the value of k is 0,7, it means has high practice value.his is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.
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