scholarly journals SCARING INTEREST IN LEARNING CHEMISTRY BASED ON CAREER INTEREST THROUGH ECOLECTROCHEMISTRY: PRESENTING INCLUSIVE CHEMISTRY IN ONLINE CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 153-164
Author(s):  
Zulfah Zulfah ◽  
Benny Yodi
Keyword(s):  
Physical Chemistry ◽  
Organic Chemistry ◽  
Learning Styles ◽  
Group Project ◽  
Problem Solving Skills ◽  
Electrolytic Cells ◽  
Project Assessment ◽  
Chemistry Learning ◽  
Voltaic Cell ◽  
Learning Chemistry

The online learning of organic chemistry series chemistry in class XII MIPA Catholic SMA Santu Petrus Pontianak in the first three months of the odd semester showed a decrease in interest in learning chemistry. This study was conducted to find chemistry lessons that match the career interests of students, especially the study topics in the physical chemistry learning series (voltaic cells and electrolytic cells). On the topic of voltaic cells, group projects are carried out by choosing their own types of assignments according to the interests and learning styles of students with activities of making chemical songs, simple practicum, limited webinars and advertisements for voltaic cell products. On the topic of electrolysis cells, a group project was carried out with the concept of combining economics/business into electrochemistry, called ecolectrochemistry. The voltaic cell project assessment uses five parameters: the accuracy of the voltaic cell concept, the relevance of the voltaic cell concept to the concept raised, creativity, fulfillment of task requirements, and collaboration. The ecolectrochemistry project assesses problem-solving skills using the IDEALS model, presentation assessment and assessment of creative and disciplined attitudes. The active and enthusiastic involvement of students is better than in the organic chemistry series. There is an increase in interest in learning chemistry from 27.38% to 65.48% and there is an increase in the average learning outcomes of the physical chemistry learning series compared to the organic chemistry learning series. These results indicate that learning designed according to students'.

scholarly journals Integrasi Konsep Multi Representasi dengan Gaya Belajar sebagai Penguatan & Rekonstruksi Pengetahuan dalam Pembelajaran Kimia

2021 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Rusmansyah Rusmansyah ◽  
Atiek Winarti ◽  
Almubarak Almubarak
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Multiple Intelligence ◽  
Learning Needs ◽  
Precise Information ◽  
Chemistry Learning ◽  
Development Of Students ◽  
Learning Chemistry

Kimia representasi merupakan konsep yang sangat penting dalam memahami ilmu kimia. Dampak terbesar yang mungkin diperoleh dari tindakan pengadopsian konsep pembelajaran kimia berbasis representasi adalah kadar miskonsepsi yang cukup menjamur dalam pembelajaran kimia mampu direduksi secara bertahap sehingga paradigma bahwa materi kimia merupakan materi yang sulit dipahami dihilangkan. Indikator keberhasilan pembelajaran kimia tentu berhubungan dengan sejauh mana progres perkembangan pemahaman dan gaya belajar siswa di kelas. Tujuan kegiatan ini yakni untuk mendesiminasikan bagaimana peran konsep representasi kimia dan gaya belajar (kecerdasan ganda & self-efficacy) dalam pembelajaran kimia. Metode kegiatan yang digunakan yaitu metode sosialisasi formal. Peserta kegiatan ini ialah 66 guru SMA Se-Kota Banjarmasin. Teknik pengumpulan data yaitu teknik dokumentasi, observasi, dan wawancara agar memeproleh informasi yang jelas dari para responden. Hasil kegiatan menunjukkan bahwa masih banya guru yang belum mengetahui pentingnya menganalisis kebutuhan dan gaya belajar siswa sebelum pembelajaran terjadi sehingga kegiatan ini memberi dampak besar khususnya bagaimana membuat pembaharuan dalam pembelajaran kimia. Artinya, Multi Representasi kimia & Learning Style (Kecerdasan Ganda-Self Efficacy) adalah jembatan sebagai penguatan & rekonstruksi pengetahuan dalam pengajaran dan pembelajaran kimia. Terkhusus bagi guru bahwa menganalisis kebutuhan belajar peserta didik adalah acuan awal dalam mendesain suatu model pembelajaran yang tepat dan sesuai dengan karakter peserta didik. Representative chemistry is an essential concept in understanding chemistry. The most significant impact of using the idea of representation-based chemistry learning is that it can reduce the level of misconceptions that are mushrooming in chemistry learning gradually so that the negative paradigm about chemistry can be lost. Besides, indicators of the success of learning chemistry are positively related to the development of students' understanding and learning styles in the classroom. This activity aims to disseminate the concept of chemical representation and learning styles (multiple intelligence & self-efficacy) in chemistry learning. The method used is the formal socialization method. Data collection techniques are documentation, observation, and interview techniques to obtain precise information from the respondents. The activity results show that teachers still do not know the importance of analyzing students' needs and learning styles before learning occurs. This activity has a significant impact, especially on how to make changes in learning chemistry. This means that the Multi Representation of Chemistry & Learning Style (Multiple Intelligence-Self Efficacy) is a bridge as strengthening & reconstruction of knowledge in teaching and learning chemistry. Especially for teachers, analyzing students' learning needs is an initial reference in designing an appropriate learning model and following students' character. 

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Effect of Mathematics Anxiety and Student Learning Styles on Ability to Solve Mathematics Problems of Class XI Madrasah Aliyah Negeri (MAN)

2020 ◽  
Vol 3 ◽  
pp. 561-563
Author(s):  
Ifada Novikasari ◽  
Slamet Pamuji ◽  
Muhammad Arsy Maulana
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Mathematics Anxiety ◽  
Problem Solving Skills ◽  
Significance Level ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Mathematics Problem ◽  
Student Learning Styles

The ability to solve mathematics problems is an ability needed in the learning process. Mathematic anxiety and student learning styles are among the factors that influence the success of mathematics problem-solving ability. By paying attention to mathematics anxiety and learning styles possessed by students, it is expected that the ability to solve mathematics problems will increase. This research is a field research type with an Ex Post Facto method and multiple linear regression statistical data analysis techniques. Data was collected through mathematics anxiety questionnaires, student learning style questionnaires, and mathematics problem-solving skills of students at Madrasah Aliyah level. The results show that (1) there is no significant effect of mathematics anxiety on the ability to solve mathematics problems with the tcount is 1.537 and the significance level is 0.126 ≥ 0.05. (2) there is a positive and significant effect of learning styles on the ability to solve mathematics problems with the value of tcount is 2.457 and a significance level of 0.015 <0.05.

7. Investigating matter

2014 ◽  
pp. 106-120
Author(s):  
Peter Atkins
Keyword(s):  
Physical Chemistry ◽  
Organic Chemistry ◽  
Mass Spectrometry ◽  
Nuclear Magnetic Resonance ◽  
Quantum Mechanics ◽  
Magnetic Resonance ◽  
Photoelectron Spectroscopy ◽  
Tunnelling Microscopy ◽  
Investigative Technique

Physical chemistry lies at the heart of one of chemistry's principal applications and achievements: the identification of the substances present in a sample and the determination of their abundances and structures. ‘Investigating matter’ considers how the laser and computer have elaborated and refined classical techniques. Various forms of investigative technique are explained including absorption spectroscopy and nuclear magnetic resonance. Mass spectrometry is widely used in organic chemistry to help identify compounds and photoelectron spectroscopy is used both to explore the energies with which electrons are bound inside molecules and to identify species on surfaces. The study of surfaces has been transformed by scanning tunnelling microscopy, which relies on quantum mechanics.

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

2018 ◽  
Vol 1013 ◽  
pp. 012093
Author(s):  
Rinaningsih ◽  
A Kadarohman ◽  
H Firman ◽  
Sutoyo
Keyword(s):  
Organic Chemistry ◽  
Learning Styles
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