Analysis of Students Understanding of Chemical Bonds Concept Using Three Tier Multiple Choice

Diagnostic tests are needed to determine student weaknesses and can be used as a basis for follow-up with appropriate treatment. One type of diagnostic test is a three tier multiple choice. This study aims to analyze the level of students' understanding of chemical bonding material. The method used is descriptive with the research subjects of chemistry education students totaling 93 people. Data collection with 14 test questions three tier multiple choice and analysis of students' level of understanding using the technique Certainty of Responses Index (CRI). The results showed very low understanding of the chemical bond concept namely 29.50% and 62.77% misconception high category. The use of three tier multiple choice with the CRI technique is able to classify students' conceptual understanding.

Chem is Fun: Animation Learning Media Based on Quantum Learning on Atomic Structure

Good learning media is the media that can make it easier for students to understand a teaching material. The selection of learning media must be in accordance with these characteristics. To simplify the explanation of the atomic structure which has abstract characteristic, a learning media that can realize this material is needed. This research aims to develop interactive animation learning media Chem is Fun based on quantum learning and to determine the quality of the resulting product. The development model used is adapting the ADDIE. This research involved a media expert, a material expert, three peer reviewers and five reviewers (chemistry teacher) to assess product quality. The research instruments consist of two types of instrument, i.e. suggestion sheet and product quality questionnaire. The result show that the product of Chem is Fun has a good quality, so that it can be used as a learning media to help students' learning process on atomic structure.

Analysis of Higher Order Thinking Skills Questions in the Brookhart Category in High School Chemistry Textbook: Curriculum 2013

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.

Assessment of Chemistry Learning: How is The Quality of The Tests Made by The Teacher?

The teacher-made chemistry test must have a good quality, due to the decision taken from the tests has an impact on the students. Therefore, the purpose of the research is to explore the quality of teacher-made chemistry tests such as item fit and person fit, items difficulty, and test reliability. The sample consisted of 356 senior students from senior high schools in Yogyakarta that were selected by cluster random sampling technique. The research used the teacher-made chemistry test consisted of 40 multiple choice items which were collected using documentation technique. Data were analyzed with Rasch Model using Winsteps 3.73 version. The result showed that all items in the teacher-made chemical test were proven to have good quality (fit model, good item difficulty, and good test reliability). Moreover, 18 students were identified as misfit persons. From the findings, the test can be used to assess the students’ learning outcomes, especially for the try-out of the final exam in senior high school. Besides, the students identified as person misfit should be further examined and receive teachers’ guidance.

Mind Mapping: Teaching Students to Think Critically on Basic Chemical Law

The purpose of this study was to examine the effect of the concept map learning method on students' critical thinking skills in basic chemical law material. This type of research is a quasi-experimental design with a nonequivalent control group. The research instruments used were tests and questionnaires. The variable measured was students' critical thinking. The results showed that the concept map learning method had an effect on students' critical thinking skills. This can be seen in the average value of student responses and higher learning outcomes.. In the experimental class, there was an increase in critical thinking skills from the pretest average score of 48.31 to the posttest average score of 51.40. Meanwhile, the control class experienced a decrease from the pretest average value of 47.95 to the posttest average score of 44.40. Students in the experimental class who were treated with the concept map method experienced an increase and obtained higher learning outcomes than the control class without treatment.

Analysis of Ethno-STEM Integrated Project Based Learning on Students' Critical and Creative Thinking Skills

Critical and creative thinking is one of the 21st century skills that meet the needs in the educational process. In addition, learning local wisdom which is closely related to scientific concepts also really needs to be emphasized. This study aims to analyze students' critical and creative thinking skills through the application of Ethno-STEM Integrated Project Based Learning. This research is a case study research with a One-Shot Case Study design. The research subjects were 36 students of class XI IPA at SMA Negeri 1 Weleri. Data collection used a test instrument that has been validated by experts and shows a Cronbach Alpha score of 0.72. From the results of data analysis, it shows that students' critical thinking skills achieve good criteria, with the highest achievement in the aspect of providing simple explanations and the ability to think creatively of students achieving good criteria with the highest achievement on the flexibility aspect, which is to provide various interpretations of a picture, story, or problem. In conclusion, the integrated Ethno-STEM Project Based Learning can train students' critical and creative thinking skills.

Geometrichem Game to Improve Student Learning Autonomy in Molecular Shape Topic

The aim of this research is to determine the feasibility of Geometrichem game as learning media to improve student learning autonomy in molecular shape topic according to validity, practicality, and effectiveness. Geometrichem game is expected to improve student learning autonomy. The research method applied was Research and Development: (1) preliminary study, (2) development of the product, (3) trial. The trial was conducted to 18 students of SMAN 1 Gresik. The result showed that Goemterichem game is feasible as learning media in molecular shape topic as (1) validity reached 89,29% or highly valid, (2) practicality reached 84,03% or highly practical according to response questionnaire, and 78,79% or good according to student activity observation, (3) effectiveness reached 77,78% according to classical completeness. Geometrichem game improved student learning autonomy in student motivation, use of learning resource, self-evaluation, and environmental factor aspects, but not in learning strategy, planning, and self-monitoring aspects.

Pemanfaatan Jurnal Refleksi sebagai Penuntun Siswa dalam Menemukan Makna pada Mata Pelajaran Kimia

Proses penemuan makna terjadi ketika siswa mampu mengkonstruk suatu konsep utuh sehingga dapat melahirkan tindakan dan tanggung jawab. Program Pengenalan Lapangan (PPL) yang dilaksanakan di salah satu sekolah di Jakarta terfokus pada penyelesaian materi menunjukkkan respon berbeda-beda seperti sikap antusias dan tidak antusias. Kajian ini akan membahas pertanyaan tentang mengapa dan bagaimana jurnal refleksi dapat menjadi penuntun siswa dalam menemukan makna pada mata pelajaran Kimia. Penelitian ini dilakukan dengan menggunakan metode studi literatur. Sumber data utama pada penelitian ini digunakan berbagai jurnal dan buku sedangkan sumber data tambahan berupa hasil refleksi guru saat mengajar serta hasil refleksi siswa saat belajar. Berdasarkan pembahasan, diperoleh bahwa jurnal refleksi dapat digunakan sebagai alat untuk mengaitkan pengetahuan awal dan pengetahuan baru menjadi satu konsep signifikan yang melahirkan respon bertanggung jawab. Jurnal refleksi ini penting untuk diterapkan karena dapat menjadi sarana bagi guru untuk menciptakan ruang berpikir yang melampaui materi pembelajaran dengan pemahaman dan respon yang benar.

Penyusunan Petunjuk Praktikum Kimia Berorientasi Chemo-Entrepreneurship pada Larutan Penyangga

Penelitian penyusunan petunjuk praktikum berorientasi <em>chemo-entrepreneurship</em> (CEP) pada materi larutan penyangga berdasarkan karakteristik peserta didik yang lebih menyukai metode praktikum sebagai proses pembelajaran, namun hasil observasi di sekolah belum mempunyai petunjuk praktikum yang baku dan valid agar praktikum yang dilaksanakan dapat terarah dan tersetruktur sehingga tujuan pembelajaran dapat tercapai dengan maksimal. Metode penyusunan mengadopsi metode ADDIE yang terdiri dari tahap <em>Analyze, Desaign, Development, Implementation, and Evaluations</em> Akan tetapi merujuk pada surat edaran Menteri Pendidikan dan kebudayaan nomor 4 tahun 2020 tentang pelaksanaan Pendidikan dalam masa darurat penyebaran COVID-19 maka peneliti hanya sampai pada tahap <em>Development</em> (Pengembangan). Produk divalidasi oleh dua dosen ahli materi dan satu dosen ahli media dengan hasil validasi ahli materi satu memperoleh persentase sebesar 91,11%, validator ahli materi dua dengan persentase sebesar 75,55%, dan validator ahli media sebesar 90%. Hasil persentase rata-rata dari ketiga validator sebesar 85,53%.

Peningkatan Keaktifan Belajar Siswa dengan Penggunaan Metode Ceramah Interaktif

<p>Karakter siswa yang <em>selfcentered </em>dan serba instan mempengaruhi disiplin belajar dan respon mereka selama pembelajaran. Siswa menjadi tidak aktif dan tujuan pembelajaran belum bisa tercapai dengan efektif. Maka dari itu, guru mengupayakan metode yang meningkatkan keaktifan siswa agar siswa dapat memahami pembelajaran. Metode tersebut adalah metode ceramah interaktif yang di dalamnya terdapat kombinasi dari metode ceramah, tanya jawab, dan diskusi. Metode penelitian yang digunakan adalah kualitatif deskriptif, artikel ini bertujuan untuk mengkaji tentang penggunaan metode ceramah interaktif sebagai upaya untuk meningkatkan keaktifan siswa. Pemaparan metode ceramah interaktif dapat memberikan gambaran tentang bagaimana tahap-tahap dalam metode ini dan interaksi yang terjadi di dalamnya dapat memenuhi indikator keaktifan belajar berupa semangat mengikuti pembelajaran, berani bertanya, berani menjawab pertanyaan, dan berani mempresentasikan hasil belajar siswa di depan kelas melalui interaksi yang ada. Penggunaan metode ceramah interaktif efektif digunakan sebagai alternatif solusi untuk masalah keaktifan siswa dan mendukung pencapaian tujuan pembelajaran.</p>