Development of Integrated Assessment Instrument to Measure Critical Thinking Skills and Self-Efficiency in Acid-Base Concept

The purpose of this research is to describe the stages of developing and validating a product which includes content validity and constructs validity. The method used is Research and Development (R&D) with define, design, develop, and disseminate (4D) model. The initial product was validated by material and learning evaluation expert lecturer. The suitability of the items evaluated by chemistry teacher based on indicators of competency achievement. The sample selection was determined by stratified random sampling of 170 students of 11th grade senior high school in Yogyakarta City. Content validity was analyzed using Aiken's V formula. The results of data analysis show that all components of the test instrument are valid with Aiken's V value greater than 0.80 with a significance of 0.05. Verification of construct validity was analyzed using exploratory factor analysis with the help of the SPSS version 21.0 program. The results prove that all components in the integrated assessment instrument are suitable to be used to measure the critical thinking skills and self-efficacy of students on acid-base concept.

Gastronomía en el proceso social – histórico de Tacna: “Picante a la Tacneña, sincretismo ibero-puquina”. * Gastronomy at historical and social process: “Picante a la Tacneña, ibero-puquina syncretism”

The present article, have proposed the analytics approach on history and archeology about “Picante a la Tacneña”, a fundamental cuisine at cultural identity from Tacna. The culinary syncretism it’s a reflection about multifarious participation on the agent at process sociocultural and historical at adoption, mixed-race, and develop on a culinary dish. Understanding the sociocultural process to this dish will permitting make major and better information about the origin, generate deny at myths about the origin between at period realize on Chilenian occupation at Tacna y Arica (1880-1929). Version what is this a false premise, and continually bruit and misunderstood. However, the gastronomy base, the base concept about “Picante a la Tacneña” originates in the 16th and 17th centuries. The discussion if to know how the singular is and the structure about of that dish, understanding the diversity on geography, socio structure, and dispose of resources how is the characterize a Tacna region. Resumen El presente artículo promueve el análisis histórico y arqueológico del “Picante a la Tacneña”, comida fundamental de la identidad cultural de Tacna. El sincretismo culinario refleja la participación de múltiples agentes y procesos socio – históricos en la adopción, mestizaje y desarrollo de este plato. El entendimiento socio cultural de este plato, permitirá brindar mayores luces sobre su origen, desmontando los mitos de su “Origen” en el periodo de la ocupación de Tacna y Arica por parte de Chile (1880 – 1929). Versión la cual ha sido largamente difundida y mal interpretada. Sin embargo, la base gastronómica, se remonta entre los Siglos XVI al XVII, con lo cual, la discusión a plantear es la singularidad y composición única del plato, en un entorno de diversidad geográfica, social y de disponibilidad de recursos como es la característica de la Región de Tacna.

An Estimator for the Kinematic Behaviour of a Mobile Robot Subject to Large Lateral Slip

In this paper, the effects of wheel slip compensation in trajectory planning for mobile tractor-trailer robot applications are investigated. Firstly, a kinematic model of the proposed robot architecture is marked out, then an experimental campaign is done to identify if it is possible to kinematically compensate trajectories that otherwise would be subject to large lateral slip. Due to the close connection to the experimental data, the results shown are valid only for Epi.q, the prototype that is the main object of this manuscript. Nonetheless, the base concept can be usefully applied to any mobile robot subject to large lateral slip.

Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials

Students’ misconceptions have become phenomenon in teaching and learning, especially in chemistry which is considered as difficult subject. The objective of this study is to identify undergraduate student’s misconception profiles related to acid-base concepts in inorganic chemistry. This test was conducted with 15 item three tier multiple choices test. Data were identified descriptively and qualitatively. This test instruments are judged as valid with CVR score of 0,99 and mean of 1,73. Meanwhile, the reliability for this instrument varies for each tier combination; for tier one only, r11 was given reliability score for 0,93; for combination tier one and tier two, r11 score was 0,90, and for combination of all tiers, r11 score was 0,81. The test conducted revealed that average percentage of misconception in this test is 33.31% for all items. The highest misconception profile is 60,61% in item no.6 hard soft acid base concept. This includes 15,15% misconception false positive, 9,09% misconception false negative, and 36.36% specific misconception.

Knowledge base concept for designing and documenting participation in radiological protection

The stronger requirements for, and recognition of, stakeholder involvement in radiation protection, and the remaining challenges in translating these into practice, substantiate the need for knowledge sharing through a repository of stakeholder engagement experiences. One of the goals of the ENGAGE project was designing such a knowledge base and exemplifying it with case studies. Existing databases for stakeholder engagement were examined and combined with the focal points of the ENGAGE project. This paper presents the concept of the knowledge base by introducing its structure, which is then illustrated by the radon case studies developed within the ENGAGE project.

Applying Concept Map to Game-Base Concept Assessment

There have been lots of studies using traditional concept assessment to measure student’s learning achievement. This study adding game elements in concept assessment try to measure student’s learning achievement, and compare this result with traditional concept assessment to see what’s the difference between traditional concept assessment and adding game element in concept assessment. Traditional concept assessment using SPRT method in multiple-choice to measure student’s concept mastery, our study using the same method and present this method in concept game so that student won’t feel boring and tiring during this assessment. Our study observe each student’s feedback and their concept mastery by using game element to display concept assessment, and analyze is using concept game assessment can shorten student’s test time and improve student learning concept knowledge after assessment, the result shows that when student using concept game assessment they can know their concept mastery immediately by seeing process bar present as their life so the test time will be shorten, and student’s concept knowledge was improved after concept game assessment. Student’s feedback shows that they prefer concept game assessment because they can measure their concept mastery during the concept game assessment; this study shows that adding game element in concept assessment can improve student’s concept mastery and shorten the test time student took.