scholarly journals Implementation of Molecular Visualization Program for Chemistry Learning

2021 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Risnita Vicky Listyarini
Keyword(s):  
Chemical Bonding ◽  
Chemistry Education ◽  
Molecular Geometry ◽  
Intermolecular Forces ◽  
Education Department ◽  
Molecular Visualization ◽  
Boiling Points ◽  
Chemistry Learning ◽  
Quasi Experimental ◽  
Bonding Chemistry

This study aims to investigate the implementation of molecular visualization programs for improving students’ understanding of concepts in chemical bonding.  Chemistry learning in chemical bonding was conducted using molecular visualization program ACD/ChemSketch and Avogadro program. Several topics in chemical bonding include molecular geometry, polarity, bond angle, bond length, intermolecular forces and predicting boiling points. This study employs quasi-experimental research One Group Pretest – Posttest design. The subjects of this study were 46 students of undergraduate program in chemistry education department at Universitas Sanata Dharma.  This study use test (pretest and pretest) and questionnaire to assess students’ perception of implementation of ACD/ChemSketch and Avogadro in chemistry learning. Implementation of ACD/ChemSketch and Avogadro in chemistry learning of chemical bonding gave an effect on students’ understanding based on paired t-test (sig < 0.05) and Kruskal-Wallis (sig < 0.05) test. The percentage of students is 45% with the medium N-gain category and 65% with the high N-gain category for ACD/ChemSketch program. It is 38.46% with the medium N-gain category and 61.54% with the high N-gain category for Avogadro program. Students show positive response to the implementation of ACD/ChemSketch and Avogadro program regarding their understanding, motivation and prospective skill for becoming teachers. Molecular visualization program helps the students to understand the chemical bonding topic.

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.

scholarly journals Visualizing molecular structures and shapes: a comparison of virtual reality, computer simulation, and traditional modeling

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Corina E. Brown ◽  
Ben Whaley ◽  
Richard M. Hyslop
Keyword(s):  
Virtual Reality ◽  
Chemistry Education ◽  
Research Question ◽  
Molecular Geometry ◽  
Molecular Structures ◽  
Future Research ◽  
Chemistry Students ◽  
Positive Attitudes ◽  
The Difference ◽  
Students Attitudes

AbstractThe purpose of this study was to compare the effectiveness of three methods used to assist in teaching molecular geometry to college chemistry students. A pre- and post-test quasi-experiment was used to collect data about students’ performance in a given chemistry exercise. One research question was intended to evaluate and compare the effectiveness of the three methods in assisting students to understand the topic and carry out the exercise correctly, and a second research question addressed students’ attitudes towards the use of Virtual Reality (VR) in chemistry education. Results show a positive attitude towards the use of VR as an assisting tool to aid in understanding chemistry concepts. While the difference among the three methods was not significant, the results show that the VR brought more enthusiasm and positive attitudes toward the topic of molecular geometry among the students. Educational implications and recommendations for future research are presented as well.

scholarly journals The Role of Inquiry Based Learning to Improve Reading Comprehension of EFL Students

2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Proficiency ◽  
Sampling Technique ◽  
Education Department ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.

scholarly journals PENINGKATAN PRESTASI DAN KEMANDIRIAN BELAJAR MAHASISWA MELALUI PENDEKATAN RECIPROCAL TEACHING DAN COOPERATIVE LEARNING

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eli Rohaeti ◽  
Suwardi, Jaslin Ikhsan
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Chemistry Education ◽  
Mastery Learning ◽  
Teaching Approach ◽  
Independent Learning ◽  
Reciprocal Teaching ◽  
Education Department ◽  
Academic Year ◽  
Positive Evaluation

Abstrak: Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan prestasi dan kemandirian belajar mahasiswa setelah mengikuti kegiatan pembelajaran dengan pendekatan reciprocal teaching dan cooperative learning. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Kimia FMIPA UNY yang menempuh mata kuliah Kimia Fisika II pada tahun akademik 2009/2010. Penelitian tindakan kelas dengan dua siklus ini meliputi langkah-langkah perencanaan, implementasi tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa setelah mengikuti perkuliahan, terdapat 92,31% mahasiswa yang mencapai ketuntasan belajar secara individual. Kemandirian belajar mahasiswa juga meningkat. Mahasiswa menunjukkan tanggapan positif terhadap perkuliahan. Mahasiswa antusias mengikuti kuliah.Kata Kunci: cooperative learning, belajar mandiri, kimia fisika, reciprocal teachingIMPROVING STUDENTS’ ACHIEVEMENT AND LEARNING INDEPENDENCE THROUGH RECIPROCAL TEACHING APPROACH AND COOPERATIVE LEARNINGAbstract: This action research was aimed at describing the students’ achievement and learning independence after joining the instruction using the reciprocal teaching approach and cooperative learning. The subjects were the students of the chemistry education department of FMIPA UNY taking the physics chemistry course II in the 2009/2010 academic year. The steps of this two-cycle action research included: planning, acting, observing, and reflecting. The findings showed that after joining the instruction, 92.31% of students had reached mastery learning individually. The students’ learning independence also improved. The students showed positive evaluation toward the instruction. The students were enthusiastic in joining the course.Keywords: cooperative learning, independent learning, physics chemistry, reciprocal teaching 

scholarly journals Effect of animation and review video making (arvima) in non-classical learning model on independent learning and students’ learning outcome

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Muhammad Fath Azzajjad ◽  
Miswandi Tendrita ◽  
Dewi Satria Ahmar
Keyword(s):  
Chemistry Education ◽  
Learning Outcome ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Material ◽  
Study Program ◽  
Education Study ◽  
Research Population ◽  
Quasi Experimental ◽  
Spatial Independence

The non-classical learning model used in this study was a jigsaw type cooperative learning model with the assignment treatment of making learning material video which is expected to make it easier in finding knowledge in teaching materials, with the creativity of students’ forming skills. The purpose of this study are to determine: (a) the effect of animation video and review video making in non-classical learning model on the ability to learn independently of students of the chemistry education study program at USN Kolaka, (b) the effect of animation video and review video making in non-classical learning model on the ability of spatial independence of students in the chemistry education study program at USN Kolaka, and (c) the effect of animation video and review video making in non-classical learning model on the learning outcome of students in the chemistry education study program at USN Kolaka. This research was a quasi-experimental research (quasy experiment) with a posttest only research design. The research population was students in the IV and VI semester of Chemistry Education Study Program. The instrument used was a questionnaire of learning independence, spatial ability and learning outcome.

scholarly journals Development of Guided Inquiry based E-Learning Teaching Material on the Intermolecular Forces Enriched with Molview

2021 ◽  
Vol 2 (2) ◽  
pp. 80
Author(s):  
Nur Indah Agustina ◽  
Munzil Munzil ◽  
Habiddin Habiddin ◽  
M. Muchson
Keyword(s):  
Dimensional Space ◽  
Three Dimensional ◽  
Intermolecular Forces ◽  
School Curriculum ◽  
Teaching Material ◽  
Guided Inquiry ◽  
Chemistry Teaching ◽  
Molecular Visualization ◽  
High School Curriculum ◽  
E Learning

The intermolecular force is one of the chemistry topics covered in the high school curriculum in Indonesia. As the characteristics of chemistry concepts in general, intermolecular forces concepts can be presented in the three levels of chemical representations (microscopic, symbolic, and macroscopic).  Currently, chemistry teaching materials are available in Indonesian schools mostly have limited support for helping students to visualize the molecular aspect of intermolecular forces concepts mainly in the form of three-dimensional space (3D). This study aimed to produce an E-Learning teaching material enriched with 3D Molecular Visualization. The product (teaching material) in this study is presented by considering the syntax of guided inquiry-based learning. The product was developed with the procedure adopted from Lee and Owens, including assessment/analysis, need assessment, front-end analysis, design, and development. The product is valid and suitable to be applied in online chemistry teaching. However, further study to investigate the effectiveness of this product empirically need to be explored in the future.

scholarly journals MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA “CHEMONDRO”, MOTIVASI, DAN HASIL BELAJAR

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 122
Author(s):  
Santi Santi ◽  
Leny Leny ◽  
Bambang Suharto
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Models ◽  
Colloidal Material ◽  
Chemistry Learning ◽  
Model Project ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Motivation And Learning

Abstract. This study aims to determine whether there are significant differences in learning motivation and learning outcomes in students between the use of PjBL learning models assisted by Chemondro android-based chemistry learning media with expository learning models. In addition, it is aimed to determine students' responses to Chemondro media on colloidal material. Classes becaming the sample were class X-TKJ A and X-TKJ B at SMK Negeri 2 Banjarmasin. The method used is a quasi-experimental with descriptive and inferential analysis techniques. This research shows that there are significant differences in motivation and student learning outcomes in classes using the PjBL model compared to the expository model. The use of Chemondro media for colloidal material perceived positive responses from students. Keywords: Project Based Learning (PjBL), Chemondro, motivation to learn, learning outcomes, Colloid Abstrak. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan motivasi belajar dan hasil belajar yang signifikan pada peserta didik antara penggunaan model pembelajaraan PjBL berbantuan media pembelajaran kimia berbasis android Chemondro dengan model pembelajaran ekspositori. Selain itu, untuk mengetahui respon peserta didik terhadap media Chemondro pada materi koloid. Kelas yang menjadi sampel penelitian adalah kelas X-TKJ A dan X-TKJ B di SMK Negeri 2 Banjarmasin. Metode yang digunakan adalah quasi-experiment dengan teknik analisis deskriptif dan inferensial. Penelitiian ini menunujukkan adanya perbedaan motivasi dan hasil belajar peserta didik yang signifikan pada kelas yang menggunakan model PjBL dibandingkan dengan model ekspositori. Penggunaan media Chemondro materi koloid mendapat respon positif dari peserta didik. Kata kunci: Project Based Learning (PjBL), Chemondro, motivasi belajar, hasil belajar, Koloid

Increasing student motivation and the perception of chemistry's relevance in the classroom by learning about tattooing from a chemical and societal view

2014 ◽  
Vol 15 (2) ◽  
pp. 156-167 ◽  
Author(s):  
Marc Stuckey ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Chemistry Education ◽  
Lesson Plan ◽  
Background Information ◽  
Participatory Action ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Chemistry Learning ◽  
Tattoo Inks ◽  
Selection Of

This paper presents a study on tattooing as a topic for chemistry education. The selection of the topic was inspired by a newly suggested framework, which focuses on the question of relevance of science education. The aim of this case was to get evidence on how topics selected based on the suggested model of relevance of science education affect learners' overall motivation and perception of chemistry learning. For the purpose of the study a lesson plan was cyclically developed and tested within a project of Participatory Action Research. The lesson plan focuses both the chemistry behind tattoo inks and the societal perspectives surrounding tattoos. The study description first includes some background information about tattooing and tattoo inks. It then continues with a description of the lesson plan and ends with reporting experiences and findings taken from lesson plan evaluations at the lower secondary chemistry teaching level (age 14–15). The topic and lesson plan proved themselves to be very motivating for students. Indicators that this lesson plan can potentially contribute to positive changes in students' perceptions of learning chemistry were observed. Implications arising from this case are also discussed.

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