Critical thinking skills has to be sharpened particularly during the COVID19 pandemic. This circumstance leads to the lack of students passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd semester students attend lectures on the development of chemistry learning programs (P3K) and the 5th semester students attend lectures on the basics of analytical chemistry (DDKA). The instruments utilized in this research are learning scenarios, worksheets, critical thinking test instruments, critical thinking skill assessment rubrics, and project implementation feasibility observation sheets. There are three critical thinking skills very well demonstrated by students in P3K and DDKA subjects, consist of (1) strategies and tactics, (2) providing simple explanations, and (3) providing further explanations. Two other skills, namely concluding and building basic skills shown by students in the good category. The results of this study contribute to chemistry learning in the future, thus efforts are inevitably required to train critical thinking skills for prospective chemistry teachers in order to produce teachers having good thinking skills.
Utilization of pineapple is always focused on consumption for fresh fruit and animal feed. many people do not know the other benefits of pineapple. The presence of protease enzymes in it, increasing its utilization. The enzyme is bromelin, which can be obtained by isolating it from pineapple. For this reason, the aim of this study is to isolate the crude bromelain enzyme based on the maturity level of pineapple and then test its proteolytic activity. Pineapple was blended, then the filtrate was deposited, then centrifuged to obtain crude bromelain which is dried by the drying method and tested for its activity using milk substrate. The results showed that old pineapple is the best level of maturity and the sun is the best drying method with proteolytic activity of 0.053 and 0.056 MCU/mg respectively. Its optimum activity is pH 5.8 and 55 oC.
This study is aimed to derive a description of learning result improvement on salt hydrolysis material by implementing POE (Predict, Observe, Explain) learning model on the students of grade XI at SMA Negeri 7 Palu. This study was a pre-experimental within Static Group Comparison design. Sampling was carried out in a simple random with class XI MIA 1 as the experiment class and XI MIA 5 as the replication class. The instruments used in this study divided into 3 competencies, the affective competency using an observation sheet, the psychomotor competency using self-assessment questionnaire and the cognitive competency using a final test. Statistical inferential analysis using t-test one right side by requiring normal and homogeneous data. The average psychmotor competency of students in the XI MIA 1 is 81, whilst for replication class is 79. The average cognitive competency of students in XI MIA 1 is 77 with deviation standard of 10.55, whilst for replication class is 75 with standard deviation of 12.98. The result of hypothesis test using t-test one right side is tcalculated> ttable or 3.32> 1.71, whilst for replication class is 1.85>1.72, so H0 was rejected. This result concludes that the implementation of POE learning model in Grade XI students at SMA Negeri 7 Palu improves learning achievement on salt hydrolysis material to be more than competency minimum standard of 70.Keywords: POE learning model, salt hydrolysis material, cognitive competency, affective competency and psychomotor competency.
This study aims to longitudinally describe the metacognitive skills and external representation in the context of problem-solving at Chemistry Education, Tadulako University. The qualitative study respondents were selected from a number of first year students for two consecutive semesters. Two respondents were selected based on results of selection using a metacognitive skills assessment questionnaire (MCAI) and we categorized as high and medium. Three problems were resolved by respondents at intervals of one to two weeks in each semester through a one-on-one thinking aloud and it was followed by a semi-structured interview. Data collection was recorded using a video camera. Metacognitive skills and external representation data from the odd and even semesters were deeply analyzed. This analysis technique was carried out by examining the results of problem solving and semi-structured interviews in detail and matching them with the indicators of metacogni-tive skills and external representation used by both respondents. The data analysis results showed that the thinking ability of respondents with high metacognitive skills in problem solving, experienced developments over time along with the development of their cognitive regulation and external representation. On the other hand, respondents with intermediate metacognitive skills during problem solving, were relatively the same for two consecutive semesters. Therefore, teachers need to consider the use of learning strategies by taking into account the number of students who have dominant characteristics in classroom learning, in terms of metacog-nitive skills and external representation.
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