chemistry textbooks
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2021 ◽  
Vol 4 (2) ◽  
pp. 16-23
Nurhabibah Nurhabibah ◽  
Ratih Permana Sari ◽  
Nurhafidhah Nurhafidhah

This study aims to determine the emergence of the values of religious character and curiosity contained in the chemistry textbook in high school class X on the atomic structure material. This study uses a qualitative approach with the type of content analysis research. The subjects of this study were chemistry teachers at the Langsa State Senior High School, namely SMA Negeri 2 Langsa, SMA Negeri 3 Langsa, SMA Negeri 3 Langsa, SMA Negeri 4 Langsa and SMA Negeri 5 Langsa. This research uses descriptive method with survey technique. Data collection techniques were carried out by interview and observation. Research activities use analytical techniques consisting of 6 steps, namely unitizing (determination of units), sampling (determination of samples), recording (recording or recording), reduction (reduction), inferring (drawing conclusions) and narrating (describes). The results showed that the emergence of religious character values in chemistry textbooks on atomic structure material was 11 sentences and the emergence of curiosity character values was 12 sentences. The author hopes that educators can choose textbooks that contain more character values in everyday life and parents do not hand over all character education to schools.

2021 ◽  
Vol 12 (1) ◽  
pp. 5-15
Nina Zupanc ◽  
Iztok Devetak

The textbook as a learning tool and learning resource contributes significantly to the effectiveness of the teaching or learning process itself, while at the same time promotes and facilitates independent learning. The main purpose of this research was to develop quality criteria after which textbooks for Chemistry in lower secondary school were evaluated. This paper presents the analysis of electrolyte chemistry pictorial material presented in chemistry textbooks. When it comes to validating textbooks in Slovenia, there are no unified criteria. The development of the criteria included an overview of the objectives set in the chemistry curriculum. Criteria were made for textbooks used in 8th and 9th grade of lower secondary school (students age 13–15 years). Chemistry textbooks were validated in the school year 2018/2019. When analysing criteria related to textbook representations, the sub-microscopic representations and hybrid representations are the least common features in the textbooks.

2021 ◽  
Vol 102 (2) ◽  
pp. 105-114
О.G. О.G. ◽  

The article is devoted to suchnew direction of research as creating textbooks that provide competency-based approach to teaching Chemistry. A brief description of the results of the analysis of scientific literature on the research topic is presented. Based on them, it was concluded that it is necessary to develop a concept for creating Chemistry textbooks that would allow realizing the competence potential of academic subject. The main pro-visions of the author's concept are stated. According to them, the textbook should equally present its content and procedural components, which can ensure the formation of students’ key and subject competencies. The author’s rubrication of the textbooks is presented: “After mastering the material of the unit, you will be able...”, “Remember! Pay attention!”, “Chemistry is life: a naturalist’s page”, “Briefly about the main thing”, “Erudite page”, “Work in groups”, “We work with media sources”, “We know, we understand”, and “We apply”. The design of the units is briefly described. The embodiment of the conceptual provisions in school Chemistry textbooks for grades 8–11 created by the author is revealed on specific examples.

2021 ◽  
Vol 3 (1) ◽  
Lia Agustina ◽  
Tonih Feronika ◽  
Luki Yunita

Chemistry textbooks used as learning media should contain questions that improve students' thinking processes, especially higher order thinking skills (HOTS). However, there are no criteria for assessing the questions in the textbook, especially for higher order thinking questions. This study aims to determine the HOTS aspect using the Brookhart category on questions contained in the XII grade chemistry textbook. The research method used is descriptive method of document analysis. The results showed that the average percentage of HOTS questions in the three class XII chemistry textbooks was 25.95%, covering aspects of analyzing 8.85%, creating 3.51%, reasoning and logic 8.35%, problem solving 3.71%, and creative thinking 1.53%. Meanwhile, the aspects of evaluating and making decisions are not present in each analyzed chemistry textbook. Based on the research results, it can be seen that the chemistry textbook for class XII is still dominated by questions of low-level thinking skills.

2021 ◽  
Vol 9 (2) ◽  
pp. 181-190
Mauliza Mauliza ◽  
Nurhafidhah Nurhafidhah* ◽  
Hasby Hasby

Indonesia is one of the positive countries for the corona virus (Covid-19). Experts cite several reasons for the increasing number of cases, one of which is the attitude of the public who careless about minimizing contact between people, the lack of sanctions for violations of self-quarantine, and the lack of location information that the community must avoid. The attitude of caring society, especially education actors, is certainly one of the important things that needs attention. Environmental care and responsibility are character values that need to be developed. Students can get character education through the learning process and learning resources, one of which is textbooks. The purpose of this study was to determine whether there is an integration of character values and what is the percentage of integration of character values in high school chemistry textbooks that have been used by teachers in learning, especially the character of environmental care and responsibility. This research is a quantitative descriptive study using the questionnaire and observation sheet instruments. The sample in this study is the class X chemistry textbook that is most often used in teaching and learning activities at SMA Negeri 2 and SMA Negeri 4 Langsa City. The results showed that there was an integration of the character values of environmental care and responsibility in the X grade chemistry textbooks used by teachers of SMA Negeri 2 and SMA Negeri 4 Kota Langsa. The integration of environmental care character values is 38%, while the responsibility character values is 63%. The integration of the character values of environmental care and responsibility in the class X chemistry textbook appears in the column project activities, student activities, content content, and evaluation.

2021 ◽  
Vol 98 (4) ◽  
pp. 1146-1151
Mona L. Becker ◽  
Melanie R. Nilsson

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