Pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga

Widarti, Hayuni Retno; Sigit, Darsono; Irianti, Desy

doi:10.17977/um026v5i12020p040

Cited by 4 publications

(4 citation statements)

References 7 publications

(8 reference statements)

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“…Of the 12 questions given, there are 3 levels of material on the topic of reaction rates such as macroscopic, submicroscopic, and symbolic. macroscopic representation is something tangible and can be perceived by the senses, sub-microscopic includes molecular aspects that are used to explain phenomena at the macroscopic level, and symbolic is used to explain macroscopic phenomena quantitatively, including symbols, equations, stoichiometry, and calculations (Widarti et al, 2020).…”

Section: Respondent Demographic Datamentioning

confidence: 99%

Analysis Understanding Participant Educate to Theory Rate Reaction

Widarti

Yamtinah²,

Mawardi³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Initial understanding is the ability to build early based on experience and knowledge possessed by using grammar that is still relevant to new knowledge. This study aims to explore the experience and knowledge of students to determine the initial understanding of the reaction rates topic. The method used is a questionnaire as a research instrument. In total, 100 students from SMA in Malang, East Java were selected using the purposive sampling method. From these questions, the types of questions are grouped based on alternative answers and sub-material questions and include 3 levels of representation, namely macroscopic, sub-microscopic, and symbolic. Then students' answers are presented and then the students' initial abilities are described following the answers given by students. In teaching and learning activities, students often encounter concepts of knowledge that are constructed independently by students so that when new knowledge is given, there are often differences in understanding or differences in concepts with actual information. The quantitative findings show that in general students' understanding of concepts is 'good', especially on the basic concepts of the reaction rate topic. However, in several sub-materials such as reaction orders, reaction order graphs, and chemical reaction equations in the reaction rate concept topic, there are still conceptual errors experienced by students so improvements and emphasis on concepts are needed in some of these sub-materials so the percentage of correct answers from students is greater from the previous.

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Section: Respondent Demographic Datamentioning

confidence: 99%

Analysis Understanding Participant Educate to Theory Rate Reaction

Widarti

Yamtinah²,

Mawardi³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In research conducted by (Izetbigovic et al, 2019) it is said that KGS as an initial ability is needed in learning chemical concepts so that students can learn and understand chemical concepts more easily. Previous research conducted by (Widarti et al, 2020) said that students with low initial abilities would have difficulty learning during learning. Low initial ability is characterized by difficulties in understanding concepts, performing calculations and difficulty interpreting chemical reactions (Mulyatiningsih, 2013).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Initial Ability Based on Generic Science Skills in Reaction Rate Material

Situmorang,

Sinaga,

Sutiani

et al. 2023

J. Inov. Pembelajaran Kim.

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This writing aims to determine the validity of the test instrument and initial results scholastic ability test and KGS-based final evaluation test instrument on reaction rate material. This research uses Research and Development research and development methods. The research subject was class XI B which consisted of 36 students. This study used a scholastic test instrument and a final chemistry evaluation with 20 questions each. Based on the results of the validation test by the expert validator, it can be seen that the average percentage results obtained for Material Aspects are 87.08%, Construction Aspects are 87.92%, Language Aspects are 89.17%, and Additional Rules are 100%. The Scholastic test instrument consists of 20 questions that are tested on students namely; 17 valid questions and 3 invalid questions. The results of the final evaluation ability test were 20 items tested on students, 18 questions were valid and 2 questions were invalid. Scholastic ability test trials obtained namely; 3% "very poor", 16% "poor", 39% "enough", 14% "good" and 28% "very good", while the final chemistry evaluation test was obtained namely; 0% is "very less". 11% "poor", 31% "poor: 25% "good" and 33% "very good".

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“…The concept of acid-base matter requires understanding macroscopic, submicroscopic, and symbolic multi-representation. If students have problems understanding one of the representations, fully understanding the concept of acid-base material will not be easy (Widarti et al, 2020). Making it easier for students to understand the material requires a high interest in learning.…”

Section: Introductionmentioning

confidence: 99%

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

Syafruddin,

Widarti,

Rokhim

2024

Turkish Online Journal of Distance Education

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This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

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Pengaruh kemampuan awal terhadap kemampuan interkoneksi multi representasi siswa pada materi larutan penyangga

Cited by 4 publications

References 7 publications

Analysis Understanding Participant Educate to Theory Rate Reaction

Analysis Understanding Participant Educate to Theory Rate Reaction

Analysis of Students' Initial Ability Based on Generic Science Skills in Reaction Rate Material

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

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