<p>“<em>Chemophobia</em>” atau kecemasan kimia diyakini menjadi salah satu penyebab sedikitnya minat siswa terhadap jurusan kimia. Siswa juga kurang optimal dalam memahami pelajaran kimia. Siswa memandang kimia sebagai sesuatu yang negatif yang disebabkan oleh persepsi dan informasi yang mengenai kimia. Jenis penelitian ini adalah penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian ini bertujuan untuk mengidentifikasi eksistensi <em>Chemophobia</em> di kalangan mahasiswa serta faktor-faktor yang mempengaruhi pembentukan persepsi tersebut. Identifikasi dilakukan terhadap 60 mahasiswa jurusan sains dari beberapa universitas di Jawa dan Aceh menggunakan kuisioner <em>googleform</em>. Analisis dilakukan dengan tiga tahapan; penerimaan stimulus, pengelolaan stimulus, dan pembentukan persepsi. Berdasarkan hasil identifikasi didapatkan 55% responden tidak mengalami <em>chemophobia</em> sedangkan 45% responden mengalami chemophobia. Hal ini menunjukkan bahwa 45% responden memiliki ketakutan terhadap bahan kimia. Analisi pembentukan persepsi menunjukkan sebanyak 87% respoden mengaatakan bahan kimia berdampak positif. Hasil analiss faktor pembentukan persepsi dapat disimpulkan bahwa faktor internal memiliki pengaruh lebih besar dibandingkan dengan faktor eksternal dalam pembentukan persepsi tentang kimia jumlah yang mengalami <em>Chemophobia</em> sedikit.</p>
A misconception is a problem that is often encountered in the world of education caused by several things, including students' initial prejudices, incompetent teachers, unclear textbooks, different contexts of the student experience, and teaching methods that only contain lectures. This study is intended to answer the problem regarding the effectiveness of cognitive conflict-based chemistry learning in reducing students' misconceptions about acid-base material. This research is quasi-experimental research with One group Pre-test and Post-test Design. The population in this study was all class XI IPA. The sample in this study was class XI IPA I. The instrument used in this study was a student's concept understanding test. The data collection method used is a multiple-choice reasoned test method. Changes in misconceptions were analyzed descriptively and statistically. A descriptive analysis was conducted to see changes in students' concepts. Statistical analysis using the T-test. Based on the research, it was found that the indicators of questions that experienced misconceptions were: Arrhenius acid-base theory (32.05%), Arrhenius acid-base classification (56.40%), Bronsted Lowry theory (43.59%), writing down the acid-base reaction equation according to Bronsted Lowry and Lewis acid-base theory (59.00%), distinguish between Arrhenius, Bronsted Lowry and Lewis acid-base theories (49.00%), the nature of acidic and basic solutions (47.00), degree of acidity/pH (79.00%), determination of strong acid (79.00%), determination of strong base (46.00%), degree of ionization in acid and base determination (46.00%) and application of the concept of pH in pollution (66.00%). Understanding of students' initial conceptions, namely students who are classified as knowing the concept of 23.18%, misconceptions of 53.95%, and not knowing the concept of 22.87%, while the understanding of the final conception of students is students who are classified as knowing concepts of 76, 20%, a misconception of 15.49% and not knowing the concept of 8.31%. Based on these data, it can be concluded that the cognitive conflict learning method is effective in reducing students' misconceptions
Organic chemistry course is a compulsory subject for chemistry education students. One of the main points of discussion is aldehyde and ketone compounds including the concept of structure, numbering, and nomenclature. With a pandemic condition that demands online lectures, the research team is trying to implement the MIKiR approach online as a solution to making organic chemistry courses interesting, student-centered, and able to achieve learning goals very well. A series of activities with the MIKiR approach have been carried out including introduction, connection, application, and reflection. The results of the evaluation showed that students mastered the concepts of aldehyde and ketone compounds very well with an average value of 80-100%, through a multiple choice test with google form media. After the implementation of the implementation of the MIKiR approach, students were given a questionnaire related to the implementation of lectures, the results of the questionnaire included 59.28% agreeing responses, 32.13% strongly agree, and 8.59% disagree with the implementation of the MIKiR approach in organic chemistry lectures. It can be concluded that the MIKiR approach can be recommended for lecturers in carrying out organic chemistry courses online.
The problem-based learning (PBL) method is one method to insert the competency targets of Education for Sustainable Development (ESD). This research aims to investigate how the implementation of ESD-oriented problem-based learning to metal and non-metal chemistry practical work. The research method used in this research is a qualitative descriptive method and the research subject is the 4th-semester Chemistry Education university students. The research result shows that the ESD-oriented PBL method is applicable in metal and non-metal chemistry practical work. Practical work with the ESD-oriented PBL method can be used as an innovation for practical learning activities to achieve the ESD target competencies. Based on the questionnaires responded by the students, it can be concluded that the practical work with the ESD-oriented PBL method could increase the students’ ability for problem-solving with percentages of 33% strongly agree and 50% agree. Practical work learning with the ESD-oriented PBL affects the students to be more active in practical work activities. The stages of the PBL method help the students develop problem-solving abilities, and this is one target of ESD competencies.
The sparse method or better known as compressed sensing (CS), is a method often used for the signal reconstruction process. This method had considered better than conventional methods because it can reconstruct a signal with a smaller amount of data. Many algorithms had used for signal reconstruction using the CS method, including l1-minimization and orthogonal matching pursuit (OMP). In this study, the two algorithms were used for signal reconstruction of underwater objects and then compared to find out which algorithm is better for the signal reconstruction of underwater objects. Comparing the two algorithms had based on parameters in the form of PSNR and RMSE against sparsity. Based on the simulations that had been doing, known that the l1-minimization algorithm can reconstruct signal up to 40% sparsity. Whereas the OMP algorithm can only reconstruct signals up to 30% sparsity. PSNR and RMSE generated from the l1-minimization algorithm show that this algorithm provides better reconstruction results than OMP for underwater object signals. The results obtained show that the best tracking process is at an angle of incidence of 90°.
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