The study aims to measure and describe the profile of students’ digital literacy who take distance learning in chemistry subjects. During the Covid-19 pandemic, learning carried out online using digital-based technology. This research measures digital literacy using descriptive research methods with quantitative approaches. Data collection carried out by giving digital literacy questionnaires to 74 eleven-grade students who are conducting online learning. The students assess themselves through a questionnaire about digital literacy, the results of the study indicate that the digital literacy of eleven-grade students on online learning are as follows: 1) The aspect of the ability to use digital media obtained an average score of 79.95; 2) The aspects of managing digital learning platforms obtained an average score of 76.29; 3) The aspect of the use of advanced digital media obtained an average score of 68.48; and 4) Ethical and safety aspects in the use of digital media obtained an average score of 79.77. Penelitian ini bertujuan untuk mengukur dan menggambarkan profil literasi digital siswa kelas XI ketika mengikuti pembelajaran jarak jauh pada mata pelajaran kimia. Selama masa pandemi Covid-19, pembelajaran dilaksanakan secara daring dan luring dengan memanfaatkan teknologi berbasis digital. Penelitian ini melakukan pengukuran literasi digital menggunakan metode penelitian deskriptif dengan pendekatan kuantitatif. Pengumpulan data dilakukan dengan cara memberikan kuisioner pengukuran literasi digital kepada 74 siswa kelas XI yang melaksanakan pembelajaran kimia secara daring. Siswa menilai dirinya sendiri melalui kuisioner literasi digital, hasil penelitian menunjukkan bahwa literasi digital siswa kelas XI pada pembelajaran secara daring sebagai berikut: 1) Pada aspek kemampuan menggunakan media digital diperoleh rata-rata skor sebesar 79.95; 2) Pada aspek pengelolaan platform pembelajaran digital diperoleh rata-rata skor sebesar 76,29; 3) Pada aspek penggunaan media digital tingkat lanjut diperoleh rata-rata skor sebesar 68,48; dan 4) Pada aspek etika dan keamanaan dalam penggunaan media digital diperoleh rata-rata skor sebesar 79,77.
This study aims to analyze the implementation of the flipped classroom model in distance learning chemistry in the voltaic cell applications concept. This study used a descriptive method involving 1 teacher and 36 twelfth-grade students. The instrument used was an observation sheet to observe the flipped classroom model's learning process. The results showed that The implementation of the flipped classroom model in chemistry distance learning consists of 3 stages, namely before-class, during-class, and after-class, by combining synchronous and asynchronous activities. Students learn independently through videos with pre-learning questions as guidance in the before-class stage. In the during-class stage, synchronous learning is carried out through zoom meetings to discuss the concept of voltaic cell applications in specific contexts. At the after-class stage, learning is carried out asynchronously by providing a project to design an electrical energy generator that applies to the concept of a voltaic cell. The results showed that the flipped classroom model could be an alternative model for distance learning during the Covid 19 pandemic.
Sel volta merupakan salah satu konsep kimia pada kelas XII SMA yang memerlukan kemampuan siswa dalam mengintegrasikan level makroskopik, submikroskopik dan simbolik agar mendapatkan pemahaman yang utuh. Tantangan mengintegrasikan tiga level representasi tersebut menjadi salah satu penyebab ditemukannya miskonsepsi dan kesulitan belajar yang dialami oleh siswa. Miskonsepsi dan kesulitan yang dialami siswa antara lain dalam konsep aliran listrik dalam sel volta, elektroda pada sel galvani, potensial elektroda dan potensial sel. Untuk mengatasi miskonsepsi dan kesulitan pada materi sel volta tersebut sudah dilakukan berbagai upaya, diantaranya penerapan pembelajaran dengan perubahan konseptual untuk mereduksi miskonsepsi dan penggunaan visualisasi dalam bentuk media animasi, gambar dan video menjadi upaya untuk mengatasi kesulitan yang dialami siswa dalam memahami konsep sel volta. Berdasarkan hal tersebut, maka pembelajaran pada konsep sel volta perlu memperhatikan strategi pembelajaran dan media yang dapat memfasilitasi tiga level representasi pada konsep sel volta.
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