Pengaruh Strategi “REACT” Terhadap Literasi Kimia Peserta Didik Kelas X MIA Pada Pembelajaran Reaksi Redoks

Hadinugrahaningsih, Tritiyatma; Rosita,; Kurniadewi, Fera

doi:10.21009/jrpk.091.02

Cited by 2 publications

(2 citation statements)

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“…The REACT learning strategy is based on constructivism, a learning strategy that can be used to encourage students to build their own knowledge (Handayani, 2015). The results of the research that have been carried out reveal that contextual learning with the REACT strategy is able to improve chemical literacy and scientific literacy skills of students in chemistry learning (Hadinugrahaningsih et al, 2019;Srikandi et al, 2020).…”

Section: ▪ Introductionmentioning

confidence: 99%

Development of REACT-Based E-Module to Improve Students' Scientific Literacy Ability in Buffer Solution

Karmila

Kurniawati²,

Hardeli³

et al. 2022

JPMIPA

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The buffer solution e-module based on the REACT strategy (Relating, Experiencing, Applying, Collaborating, Transferring) has been developed and analysed for its validity and practicality levels to assist the learning process of students to train students' scientific literacy skills. This research belongs to the type of EDR (Educational Design). Research) with the Plomp model. The research tools used were interview forms, validity questionnaires, and practicality. This e-module has been verified by six expert reviews, and 9 students became research subjects in this development research. Data were analysed using Aikens'V formula, and practicality percentage. Analysis of the validity of the questionnaire data showed an Aikens' V average score of 0.89 (for construct validity). Analysis of the practicality questionnaire data showed an average score of 83% and 83% (for small groups and field practice tests). Data analysis shows that the e-module has a high level of validity and practicality. Therefore, it can be concluded that the buffer solution e-module teaching material based on the REACT strategy is valid and practical so that it is feasible to use it in learning to train students' scientific literacy skills.

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Section: ▪ Introductionmentioning

confidence: 99%

Development of REACT-Based E-Module to Improve Students' Scientific Literacy Ability in Buffer Solution

Karmila

Kurniawati²,

Hardeli³

et al. 2022

JPMIPA

View full text Add to dashboard Cite

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“…Most research trends discuss the effect of learning models on chemical literacy abilities. Some of the suggested models include: Guided Inquiry, React, inquiry (Hadinugrahaningsih et al, 2019;Mutia et al, 2020;Zahara et al, 2019). This indicates that improving chemical literacy skills must be supported by learning that fosters students' creativity and activeness, one of which is the Ethno-STEM approach.…”

mentioning

confidence: 99%

Systematic Literature Review: Analysis of Ethno-STEM and Student’s Chemistry Literacy Profile in 21st Century

Primadianningsih

Sumarni

Sudarmin

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Chemical literacy is students' understanding of chemical reactions, chemical theories and laws, the nature of chemical particles, and the implementation of chemistry in natural phenomena in everyday life. While Ethno-STEM research is the latest research in Indonesia. This is motivated by the socio-cultural diversity that is owned by Indonesia. The focus of this literature study is to map research topics on chemical literacy and Ethno-STEM that are implemented and analyzed opportunities for implementing chemical literacy and Ethno-STEM in learning. This study used the systematic literature review (SLR) method for the last 5 years (2017-2022). A comprehensive search returns thousands of articles from 4 keywords, namely Ethnoscience, STEM, Ethno-STEM and chemical literacy. After screening, 30 articles were found to be reviewed consisting of 7 STEM articles, 6 ethnoscience articles, 7 Ethno-STEM articles and 10 chemical literacy articles. The findings show that a) Ethno-STEM research in Indonesia is conducted on various topics, the biggest topic its self are about approach and learning models is 32% b) the trend of topics discussing chemical literacy is 62% discussing high school chemistry material; 7% discussed chemistry in college and 7% discussed chemistry topics in junior high school; c) Opportunities for implementing chemical literacy in learning must be fully implemented in learning activities, including the need for textbooks that integrate chemical literacy, standardized evaluation questions, chemical literacy learning videos and other media

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Pengaruh Strategi “REACT” Terhadap Literasi Kimia Peserta Didik Kelas X MIA Pada Pembelajaran Reaksi Redoks

Cited by 2 publications

References 0 publications

Development of REACT-Based E-Module to Improve Students' Scientific Literacy Ability in Buffer Solution

Development of REACT-Based E-Module to Improve Students' Scientific Literacy Ability in Buffer Solution

Systematic Literature Review: Analysis of Ethno-STEM and Student’s Chemistry Literacy Profile in 21st Century

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