This study was aimed to know the effect of using virtual labs to understanding of the concept of students on the reaction rate material. Understanding the concept included into the dimension of cognitive processes. This research was conducted in SMA Negeri 86 Jakarta in the first semester of the school year 2016/2017. The method used is a quasiexperimental design with a design pretest-posttest control group design. Sampling was done by using purposive sampling technique. Samples were students of class XI MIA 2 as the experimental group learning using virtual labs and students of class XI MIA 1 as the control group using conventional learning. Samples in each group berumlah 29 people. Data were collected using test students' understanding of the concept description. Data analysis used independent sample T-test obtained t of 3.021 to 2.045 ttabel means thitung> ttable and significant value 0.004 <0.05. Hence Ho refused and H1 accepted at significant level of 0.05 thus concluded that there are significant differences between the average value posttest experimental group and the control group. This shows there is the effect of using virtual labs to students' understanding of the concept.
We investigate how chemistry-teacher students and teachers interpret chemical equations regarding the sub-microscopic level of solid ionic salts and their solutions. Addressing participants’ skills in making sense of chemical formulas might significantly influence students’ conceptual understanding: ionic salts formulas like Na2CO3(s), CaCO3(s), MgO(s) were established in the questionnaire. A coding system used to reveal participants’ reasoning correspond to their misconceptions. The enrolled participants were 101 undergraduate chemistry education students from Indonesia and Ethiopia and 24 chemistry teachers from Indonesia and Tanzania. Our results showed students’ and teachers’ difficulties in figuring out the involved ions of provided salts and interpreting the chemical formulas. Consequently, general chemistry learning should provide better fundamental knowledge on the submicroscopic level based on involved particles like atoms, ions, and molecules. It would also be helpful to introduce an appropriate sequence of historical ideas to find the existence of atoms, ions, and molecules.
Tujuan dari penelitian ini adalah untuk mengembangkan instrumen diagnostik pilihan ganda two-tier untuk mengidentifikasi miskonsepsi siswa SMA pada topik asam basa (Tes Diagnostik Two-tier untuk Mendeteksi Miskonsepsi Siswa pada Topik Asam-basa/ TDTMMTA). Pengembangan instrumen diagnostik ini menggunakan kerangka kerja yang diuraikan oleh Treagust (1998). Dalam pengembangan instrumen ini, 154 siswa dilibatkan dalam wawancara, tes uraian, tes pilihan ganda dengan alasan terbuka, dan tes diagnostik two-tier. Dari keseluruhan siswa, 34 siswa digunakan untuk mengidentifikasi miskosepsi siswa menggunakan TDTMMTA. Terdapat 16 butir soal valid dengan nilai reliabilitas menggunakan persamaan Cronbach’s Alpha sebesar 0,764. Berdasarkan analisis miskonsepsi dari enam konsep utama dari asam basa, mayoritas siswa (54,46%) mengalami miskonsepsi pada konsep pH. Tetapi, sedikit siswa (15,54%) mengalami miskonsepsi pada konsep perhitungan pH. Secara keseluruhan, instrumen TDTMMTA cukup efektif untuk menentukan miskonsepsi siswa. Oleh karena itu, instrumen ini dapat digunakan sebagai tes alternatif untuk mengevaluasi miskonsepsi siswa pada topik asam basa.
This study aims to determine the distribution of cognitive domain levels from Final Semester Assessment (PAS) questions in online learning chemistry grade XI based on the cognitive domain of Revised Bloom's Taxonomy. The method used is descriptive method with the instrument in the form of a check-list format. The object of this research is the question of PAS chemistry grade XI even semester in four schools in South Tangerang City. The data were obtained through analysis of the cognitive domain level of Revised Bloom's Taxonomy on each item and validated through triangulation techniques by two experts in the field of chemistry. The results showed each of the percentages for the C1 domain is 24.3%, the C2 domain is 32.9%, the C3 domain is 32.1%, the C4 domain is 10.7%, and the C5 and C6 domain are both 0%. This show that the distribution of cognitive domains on the chemistry PAS questions for grade XI was not evenly distributed, PAS questions were distributed in four domains out of a total of six cognitive domains, C1, C2, C3, and C4. There are no questions in the cognitive domains of C5 and C6.
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