Conceptual understanding is essential for students to be gained during classroom activities. There are various methods to achieve it. This study was conducted to describe the improvement of students’ conceptual understanding of the topic of salt hydrolysis after being taught with the PQ4R aided-5E learning cycle model. To achieve the goal, one shot study was implemented as a study design. As participants, first semester students of the chemistry education department of Tanjungpura University were selected. Data were collected through an achievement test, which comprised two indicators. The indicators used were identifying acid-base properties of salts and determining the pH of salts solutions. The results showed that the improvements were 3.23%, 77.42%, and 19.35%, which was categorized as excellent, average, and poor, respectively. In conclusion, PQ4R aided the 5E learning cycle model successfully improved students’ conceptual understandings.
This aims of this research is to determine whither there is a significant difference at of achievement between students before and after learning using refutation text based worksheet ant to effectiveness refutation text based worksheet on reducing misconceptions on topic hydrocarbon. The form of research used was pre-experimental with a one-group pretest-posttest research design. Samples were taken from class XI MIPA 4 which consisting of twenty nine students through purposive sampling technique. Data were collected using multiple choice diagnostic test with three alternative answers and three alternative reasons consisting of 15 questions. Acoarding to analusis, there is a differences in achievement between students were tested using the Wilcoxon test and an Pvalue who less the 0,000 which meant there was a significant difference. Acoarding to propotions test the effectiveness score 0,61 which was as category medium. Acoarding to analysis, there was a decrease in the percentage of students' concept errors by 47.4%. Conclude there is a significant different of achievement before and after remediation with medium effectiveness. Keywords: Effectiveness, Hydrocarbon Compounds, LKPD, Misconception, Refutation Text, Remediation
This study aims to produce electrolyte and non-electrolyte textbooks oriented to critical thinking skills through a problem based learning model that will measure the level of feasibility, response to students and their level of effectiveness. This research refers to the research and development model recommended by Borg & Gal. Data on feasibility rate and response of students are obtained in the form of quantitative data which is converted by the percentage scale of product quality according to the Likert scale. The effectiveness of the book is measured using the average value of N-Gain. The conclusions of this study are textbooks for electrolyte and non-electrolyte solutions with feasibility rate of 95.11% criteria "very high", the response rate of students in the early field test 86.92% and the main field test 87.11% in "very high" category, level book effectiveness with the N-Gain average of 0.62 in "medium" category.
This research is motivated by the large number of students who have difficulty working on material problems in the form of molecules. This study aims to determine the problem solving skills of class X IPA MAS Al-Mustaqim students in solving material problems in the form of molecules. The research method used is descriptive with case studies. The sample of the research was 16 students of class X IPA Mas Al-Mustaqim. Problem solving ability is measured using a written test in the form of an essay. The results of the study concluded that the ability to understand problems in the molecular shape material was high, the ability to prepare students' completion plans was high, and the ability to carry out completion plans was low.
This study aims to develop a learning model that can improve students' collaboration and communication skills. The learning model developed is called the PBIESPL (Project Based Integrated Environmental Science Problem Learning) with authentic assessment. This study used reseach and development methods with reference to Borg and Gall consisting of preliminary study, development, and testing. The validity of the learning model was carried out by 20 science learning experts and analyzed using the Lawshe method. The results of the validity test of the PBIESPL learning model with authentic assessment showed an average CVR = 0.99, which means it is very valid. Based on the results of this study, it is known that the PBIESPL learning model with authentic assessments can be implemented by educators in their classroom learning because it can improve students’ collaboration and communication skills and then can facilitate educators in assessing student skills.
Many students face difficulty in learning chemical bonding. This study was conducted to examine the effect of a Covalent Creator KIT media on students' conceptual understanding. Research design used is quasi-experiment research with a nonequivalent control group design. Subjects in this research were 64 students of Senior High School 1 Pontianak. The sampling technique used was cluster random sampling technique. Data collection tools were tests of students’ conceptual understanding and interviews. The data analysis result showed that representation there were significant differences in understanding concepts in students taught using the Covalent Creator KIT media and students taught using student worksheets. The use of Covalent Creator KIT media on covalent bond material learning gives an effect of 51.6% on the students' conceptual understanding.
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