Undergraduate Oral Examinations in a University Organic Chemistry Curriculum

Dicks, Andrew P.; Lautens, Mark; Koroluk, Katherine J.; Skonieczny, S.

doi:10.1021/ed200782c

Cited by 23 publications

(44 citation statements)

References 25 publications

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“…Students' Learning Outcome Development Figure 2 clearly shows that the process of development of students' learning outcomes based on their learning styles, in which almost all (77,5%) learning types experience increasing development of learning outcomes (+) except for the naturalist and interpersonal learning styles. In line with the research that has been done by Dicks [3], the implementation of several methods on organic chemistry course can increase the interest. The Sorogan-Bandongan model is categorized into individual learning so it is very centered on the student, like the research that has been done by Franz [4], as much as 77,5% of the student experience increase in the learning result.…”

Section: Resultsmentioning

confidence: 86%

“…Course materials also influence the study result of the student, and in organic chemistry course several methods that can increase attention [3], more effective lectures, involving creative student, centered on student, increasing the use of technology [4], increasing the passion in learning [5], increasing the performance capabilities [6] should be implemented. This can be done with oral examination, giving assignments, arrangement of classroom, development of syllabus, quiz, power point presentation using IT [7] and integrated lectures [8,9], to be able to increase learning prestige and increase the awareness in designing and synthesizing natural organic chemistry [10].…”

Section: Introductionmentioning

confidence: 99%

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Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Rinaningsih

Kadarohman

Firman

et al. 2018

J. Phys.: Conf. Ser.

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Abstract. Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

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Section: Resultsmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Rinaningsih

Kadarohman

Firman

et al. 2018

J. Phys.: Conf. Ser.

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“…Kesulitan-kesulitan dalam mempelajari mekanisme reaksi substitusi nukleofilik diantaranya dalam hal penentu reaksi dan keadaan transisi (Tastan, 2010). Kesulitan-kesulitan tersebut dapat diatasi dengan mengimplementasikan beberapa metode dalam perkuliahan mekanisme reaksi, sehingga dapat meningkatkan perhatian (Dicks et al, 2012), melibatkan mahasiswa, berpusat pada mahasiswa (Franz, 2011), meningkatkan semangat belajar (Parker et al, 2012), meningkatkan kemampuan kinerja (Muthyala, 2012), dan percaya diri (Collison, 2012). Metode-metode tersebut dapat dilakukan dengan pemberian tugas rumah, penataan ruang kelas, pengembangan silabus, soal kuis (Aldahmash, 2009) dan perkuliahan terpadu (Giinersel, 2013;Kenzie, 2012).…”

Section: Pendahuluanunclassified

“…Temuan ini sesuai dengan penelitian sebelumnya bahwa implementasi beberapa metode dalam perkuliahan mekanisme reaksi dapat meningkatkan perhatian (Dicks et al, 2012), melibatkan mahasiswa, berpusat pada mahasiswa (Franz, 2011), meningkatkan semangat belajar (Parker et al, 2012), meningkatkan kemampuan kinerja (Muthyala, 2012), dan percaya diri (Collison, 2012).…”

Section: Hasil Dan Pembahasanunclassified

Implementasi Model Perkuliahan Terpadu Sorogan-Bandongan Untuk Menentukan Pemahaman Mahasiswa Dalam Mempelajari Mekanisme Reaksi

Rinaningsih¹

2014

JPMIPA

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Rinaningsih Universitas Negeri Surabaya ABSTRAKPenelitian ini merupakan penerapan model perkuliahan terpadu Sorogan-Bandongan pada materi mekanisme reaksi substitusi nukleofilik. Penelitian ini bertujuan untuk menentukan materi yang perlu ditekankan dalam perkuliahan. Sampel adalah 31 mahasiswa Jurusan Kimia UNESA yang mengambil mata kuliah Kimia Organik I semester genap Tahun Ajaran 2013/2014. Langkah penelitian terdiri atas menugaskan mahasiswa membaca dan mengerjakan pertanyaan handout sebelum perkuliahan, tes diagnostik, pembahasan materi, pelaksanaan sorogan, bandongan, dan tes akhir. Data penelitian dianalisis menggunakan pendekatan mixed methods. Data kualitatif menunjukkan bahwa 25 mahasiswa membaca handout sebelum perkuliahan, 21 mahasiswa berpendapat lebih mudah memahami perkuliahan setelah membaca handout, dua mahasiswa menyatakan memahami 25% isi handout, 13 mahasiswa memahami 50%, dan 10 mahasiswa memahami 75%. Hasil tes diagnostik menunjukkan bahwa 15% mahasiswa kesulitan memahami pengertian reaksi substitusi, 19% nukleofilisitas, 90% asam-basa Lewis, 23% konfigurasi elektron, 13% pengisian orbital, 23% hibridisasi, 55% penentuan struktur Lewis, 65% elektronegatifitas, 48% SN2, dan 83% SN1. Lima puluh enam persen (56%) mahasiswa kesulitan membedakan mekanisme reaksi SN1 dan SN2. Data kuantitatif menunjukkan korelasi antara handout, tes diagnostik, dan tes akhir adalah sebesar 0,511. Implementasi model terpadu Sorogan-Bandongan dapat meningkatkan efektifitas perkuliahan.Kata kunci: Model Sorogan-Bandongan, tes diagnostik, mekanisme reaksi. ABSTRACTThis research was an application of Sorogan and Bandongan integrated learning model for nucleophylic substitution reaction mechanism. The aim of this research was to determine learning material that needs to be emphasized in learning activity. Samples in this research were 31 UNESA's Chemistry Department students which took Organic Chemistry I subject in 2013/2014 academic year. Research steps consists of assigning students to read and working on handouts questions; diagnostic tests; material discussion; conducting the sorogan, bandongan and final test. The collected data then analyzed using mixed methods approach. Qualitative data showed that 25 students reading the handout before lecture, 21 stated that it was easier to understand the lecture after they read the handout, 2 stated that they understand 25% of what was written in the handout,13 understand 50%, and 10 understand 75%. Diagnostic test results showed that 15% students facing the difficulty in understanding substitution reaction, 19% in understanding nucleophylicity, 90% in Lewis acidicbasic, 23% in electron configuration, 13% in orbital charging, 23% in hybridization, 55% in Lewis structure determination, 65% in electronegativity, 48% in SN2, and 83% in SN1. Fifty five percents (56%) students having the difficulty in differentiate SN1 and SN2 reaction mechanism. Quantitative analysis suggested that correlation between handout, diagnostic test, and final test was 0,511. Sorogan-Bandongan integra...

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“…Dicks has done a research by implementing several methods in lectures, so it can increase the attention [3]. Giving online assignment to the students has been done by Franz as it produced more effective lecturing method [4].…”

Section: Introductionmentioning

confidence: 99%

Application Sorogan-Bandongan Model in Lectures Reaction Mechanism

Rinaningsih¹,

Sutoyo²,

Kadarohman³

et al. 2018

Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)

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Sorogan-Bandongan is an integrated lecture model coming from the traditional learning that are implemented at Islamic boarding school in Indonesia. It starts with Sorogan and ends with Bandogan. The implementation of integrated lecture model of Sorogan-Bandongan with stages of students reading and doing handout assignment; diagnostic test, material explanation by lecturer; students work on worksheets (Sorrogan); class discussion on reinforcing the material (Bandongan); final test. Sorogan-Bandongan becomes a lecture model in learning reaction mechanism with the average of handout assignments 51.8; diagnostic test 47.9; final test 60.4. The correlation between those three results is 0,511. It is found that to learn reaction mechanism needed precondition configuration concept of electron, hybridization, molecular form, Lewis acid and base, and steric hindrance.

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Undergraduate Oral Examinations in a University Organic Chemistry Curriculum

Cited by 23 publications

References 25 publications

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Implementasi Model Perkuliahan Terpadu Sorogan-Bandongan Untuk Menentukan Pemahaman Mahasiswa Dalam Mempelajari Mekanisme Reaksi

Application Sorogan-Bandongan Model in Lectures Reaction Mechanism

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