scholarly journals Development of Electronic Module Based on POE (Prediction, Observation, Explanation) in Natural Organic Chemistry Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 231
Author(s):  
Alfia Novera Indah Esa Kasih ◽  
Agus Sundaryono ◽  
Euis Nursa’adah
Keyword(s):  
Organic Chemistry ◽  
Chemistry Learning

scholarly journals Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

Information ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 96
Author(s):  
Sebastian Keller ◽  
Stefan Rumann ◽  
Sebastian Habig
Keyword(s):  
Organic Chemistry ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Mental Rotation ◽  
Spatial Information ◽  
Learning Support ◽  
External Representations ◽  
Multiple External Representations ◽  
Learning Success ◽  
Chemistry Learning

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

scholarly journals Techniques adopted in teaching students organic chemistry course for several years

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Wati Sukmawati
Keyword(s):  
Organic Chemistry ◽  
Course Design ◽  
Thinking Skills ◽  
Education Students ◽  
Concept Understanding ◽  
Technology And Innovation ◽  
Curriculum Structure ◽  
Concept Mastery ◽  
Chemistry Learning ◽  
The University

Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

scholarly journals PENGEMBANGAN BAHAN AJAR KIMIA ORGANIK BERBANTUAN MEDIA KOMPUTASI TERHADAP KEMAMPUAN BERPIKIR KREATIF

2016 ◽  
Vol 4 (2) ◽  
pp. 119
Author(s):  
Hulyadi Hulyadi ◽  
Khusnul Khotimah
Keyword(s):  
Organic Chemistry ◽  
Creative Thinking ◽  
Research Result ◽  
Education Students ◽  
Teaching Materials ◽  
Product Trial ◽  
Chemistry Learning ◽  
Thinking Ability ◽  
Multi Level ◽  
Creative Thinking Ability

The results of observations and interviews on lecturers and students show that students tend to pay less attention when the lecturer explains the material. The interaction is also still impressed one way, only lecturers to students. It shows that students' interest toward organic chemistry learning is still low and considered difficult by them. Students are less directed in constructing their knowledge, resulting in many misconceptions and low student's thinking ability. This happens because the union has not multi-level chemical representation that includes the macroscopic, microscopic and symbolic levels in the learning process undertaken. This research was conducted on chemical education students at IKIP Mataram who took organic chemistry course II. This research was conducted from September to December 2016 consisting of preliminary research, product trial, data processing and preparation of research result report. This study aims to determine the feasibility and effectiveness of teaching materials with inquiry assisted approach Computational Chemistry program in improving students' creative thinking ability. This research uses R & D procedure which includes define, design and develop stage. The result of the research shows that the teaching materials developed meet the valid criteria, and effectiveness in improving the ability of creative thinking this can be seen from the result of the n-gain test which shows the improvement of students' creative thinking ability after learning using inquiry materials of computational media in organic chemistry. 

scholarly journals Preservice Chemistry Teacher Perception toward Contextual Learning Implementation of OLEDs in Organic Chemistry Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 1006-1011
Author(s):  
Septian Jauhariansyah ◽  
Oczhinvia Dwitasari ◽  
Ahmad Mudzakir ◽  
Tuszie Widhiyanti
Keyword(s):  
Organic Chemistry ◽  
Double Bond ◽  
Teacher Perception ◽  
Contextual Learning ◽  
Chemistry Teacher ◽  
Chemistry Teachers ◽  
Light Emitting ◽  
Chemistry Learning ◽  
Display Technology ◽  
Pre Service Teacher

This study aimed to explore chemistry pre-service teacher view toward implementation of contextual learning in Organic Chemistry. The context that was investigated about is Organic Light Emitting Diodes (OLEDs), which was a novel display technology that is being used for smartphone display. Seventeen pre-service chemistry teachers were interviewed about their knowledge about organic chemistry, conjugated double bond, OLEDs and their view about implementing OLEDs context in organic chemistry learning. Three groups of questions were asked to the pre-service chemistry teacher, most of them indicating lack knowledge about detail information of OLEDs even though they really appreciate if OLEDs was introduced in Organic Chemistry learning especially in conjugated double bond and nature-generated organic compound topics.  

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 TEACHER CANDIDATE’S GENERIC SCIENCE SKILLS ON ORGANIC CHEMISTRY REACTIONS THROUGH PROBLEM-BASED LEARNING MODEL

2020 ◽  
Vol 8 (3) ◽  
pp. 745-754
Author(s):  
Ratu Evina Dibyantini ◽  
Retno Dwi Suyanti ◽  
Ramlan Silaban
Keyword(s):  
Organic Chemistry ◽  
Chemistry Education ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Chemistry Learning ◽  
Medium Level ◽  
Quasi Experimental ◽  
High Level ◽  
And Control

Purpose of the study: This study was aimed at obtaining information about teacher candidates’ generic science skills on organic chemistry reaction, namely addition, substitution, and elimination. Methodology: This study was one group pretest-postest design with the quasi-experimental method. The subject was done to teacher candidate students which consist of the experimental group taught by using the problem-based learning model (PBL) and control group taught by using the direct instruction model. The data were obtained through generic science skills tests in the form of multiple choices test and calculated by using SPSS version 20 as well as the practicum observation results. Main Findings: The result showed that generic science skills of an experimental class taught on addition and substitution material were at the high level and for elimination, the material was at the medium level, meanwhile for control class on addition and substitution material were at medium level and for elimination, the material was at a low level. The results of the logical inference practicum were at the high category. The practicum result of direct observation was at a high level. Applications of this study: The findings of this study are expected to give contribution to the organic chemistry learning model in order to develop students' generic science skills to improve the quality of the chemistry education students. Novelty/Originality of this study: This study is recommended to improve students' generic science skills on addition, substitution, and elimination materials by using the PBL model in the classroom or laboratory in the future.

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