Estimasi Validitas Dan Respon Siswa Terhadap Bahan Ajar Multi Representasi : Definitif, Makroskopis, Mikroskopis, Simbolik Pada Materi Asam Basa

Wulandari, Cahya; Susilaningsih, Endang; Kasmui, K

doi:10.21580/phen.2018.8.2.2498

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Mata kuliah kimia dasar merupakan mata kuliah berpraktikum yang mempelajari konsep-konsep fundamental dalam kimia diantaranya mempelajari tentang komposisi, struktur, dan sifat zat atau materi dari skala atom hingga molekul, serta perubahan dan interaksinya untuk membentuk materi yang ditemukan sehari-hari (Wulandari, Susilaningsih, & Kasmui, 2018). Berdasarkan survei, praktikum kimia dasar selama pandemi dilaksanakan secara online hanya dengan pengamatan video, mahasiswa tidak dilibatkan langsung dalam praktikum.…”

Section: Pendahuluanunclassified

Pemanfaatan Bahan Sederhana pada Praktikum Mandiri: Kajian Motivasi dan Persepsi Mahasiswa

Meristin

Sunyono²,

Marfuah³

2022

OJPK

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Practical activities during the covid pandemic are difficult to do because all learning has turned to online learning. So that students are required to carry out independent practicum at home, even though laboratory equipment and materials are quite expensive and difficult to obtain. A breakthrough is needed so that the practicum can still be carried out. One of them is independent practicum using simple equipment and materials. Independent practicum is implemented in basic chemistry courses during the odd semester. However, reflection on the practicum is needed to identify motivation and an opinion from student. The research design used was descriptive qualitative research. The research was conducted on students of the Chemical Education Study Program, University of Lampung. Data was collected by using a questionnaire through a Mentimeter. The results showed that (1) students were highly motivated to participate in independent practicum because it was interesting, (2) students' perception of independent practicum is very good, this is shown by the number of students who are helped in understanding the concept of chemistry after doing independent practicum, (3) the obstacle experienced by students during independent practicum is the difficulty of signaling in some areas which causes the upload of independent practicum videos to be often late. This research is relevant and can be a practical breakthrough for both lecturers and teachers who have limited laboratory equipment and materials by loosening the collecting of practicum videos.

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Section: Pendahuluanunclassified

Pemanfaatan Bahan Sederhana pada Praktikum Mandiri: Kajian Motivasi dan Persepsi Mahasiswa

Meristin

Sunyono²,

Marfuah³

2022

OJPK

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“…Ilmu kimia ialah ilmu yang mengkaji bidang materi meliputi strukturnya, sifat, dan perubahanya, juga energi yang mengikuti perubahan itu. Ilmu kimia juga salah satu cabang ilmu sains dengan karakteristik diantaranya memiliki konsep yang abstrak, sederhana, berjenjang, serta terstruktur (Wulandari et al, 2018). Menurut Treagust (dalam Suyatman & Taher, 2020), fenomena kimia dipresentasikan dalam tiga level yang berbeda yakni makroskopis, simbolik, dan submakroskopis.…”

Section: Pendahuluanunclassified

Strategi Konflik Kognitif sebagai Pembelajaran Remedial Materi Laju Reaksi untuk Mereduksi Miskonsepsi Siswa Kelas XI MIPA SMAN 2 Blitar

Nurmartarina¹,

Novita

2021

pendipa. jurnal. pendik. sains

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The aim of this study was to describe the implementation, learning activities of students, known profile of students' misconceptions before and after the remedial learning of cognitive conflict strategies on the subtopic factors that impact to the reaction rate, and also the shift in misconceptions that occur. The research method was a pre-experimental quantitative type with the One Group Pretest-Posttest Design model. The instruments used were in the form of implementation observation sheets, student learning activities, three tier diagnostic tests. The research subjects were 11 students who experienced misconceptions in class XI MIPA 2 SMAN 2 (High School) Blitar. The outcome of the analysis showed that the implementation strategies of remedial learning were 97.59% and 98.07% at the first and second meetings, which showed a very good category. Student learning activity at 100% at the first and second meetings showed a very good category. The profile of students' misconceptions before learning was 61.36%, after learning the percentage was 12.87%. The difference in the percentage before and after as much as 48.48% indicates that there is a shift in misconceptions correction after remedial learning cognitive conflict strategies. In addition, the shift is evidenced by the paired t test which produces a significance value of 0. In summary, learning remedial cognitive conflict strategies can reduce misconceptions in sub-topic reaction rate factors that impact to the reaction rate.

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“…Adanya keabstrakan konsep tersebut menjadikan kimia sulit dipahami oleh peserta didik (Demircioglu et al, 2013). Untuk memvisualisasikan konsep yang abstrak, ilmu kimia perlu diajarkan dengan melibatkan multipel representasi (Wulandari, Susilaning, & Kasmui, 2018). Multipel representasi merupakan representasi berlangsungnya proses kimia dan entitas seperti atom dan molekul yang melibatkan rumus, simbol, serta struktur.…”

Section: Pendahuluanunclassified

Pengembangan Modul Kesetimbangan Kimia Berbasis Unity of Sciences (Uos) Dan Multilevel Representasi

Wati

Lathifa

Udaibah

2019

thabiea

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Penelitian pengembangan ini bertujuan untuk mengetahui karakteristik dan kelayakan modul pembelajaran kimia berbasis unity of sciences dan multi level representasi pada materi kesetimbangan. Model pengembangan yang digunakan adalah 4D (define, design, develop, dan disseminate) namun hanya dilakukan sampai tahap develop. Dalam pengumpulan data digunakan metode wawancara, observasi, dokumentasi, dan tes. Hasil validasi oleh ahli materi diperoleh presentase rata-rata sebesar 87,7% dengan kategori sangat layak. Dari hasil validasi ahli media diperoeh presentase rata-rata sebesar 88% dengan kategori sangat layak, sedangkan dari penilaian peserta didik diperoleh presentase rata-rata sebesar 90,22% dengan kategori sangat layak. Dari postes diperoleh nilai rata-rata sebesar 89,11. Dengan demikian modul kimia berbasis unity of sciences dan multi level representasi pada materi kesetimbangan kimia layak untuk digunakan sebagai sumber belajar peserta didik.

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Estimasi Validitas Dan Respon Siswa Terhadap Bahan Ajar Multi Representasi : Definitif, Makroskopis, Mikroskopis, Simbolik Pada Materi Asam Basa

Cited by 8 publications

References 3 publications

Pemanfaatan Bahan Sederhana pada Praktikum Mandiri: Kajian Motivasi dan Persepsi Mahasiswa

Pemanfaatan Bahan Sederhana pada Praktikum Mandiri: Kajian Motivasi dan Persepsi Mahasiswa

Strategi Konflik Kognitif sebagai Pembelajaran Remedial Materi Laju Reaksi untuk Mereduksi Miskonsepsi Siswa Kelas XI MIPA SMAN 2 Blitar

Pengembangan Modul Kesetimbangan Kimia Berbasis Unity of Sciences (Uos) Dan Multilevel Representasi

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