Page 2 (data 31 to 60 of 319) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 9 10 11 NEXT >>

31	Biology Education	ABS-168
Integration of SDGs in Environmental Education Subjects for Sustainable Development in SMKN Adiwiyata Indira Kartika Rahayu*, Yayan Sanjaya, Rini Solihat Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Environmental education plays an important role in promoting education for sustainable development (ESD) in schools. Environmental education is not always a stand-alone subject, but it has also been integrated into other subjects. This study aims to analyze the implementation of environmental education in building students^ knowledge and attitudes following the ESD curriculum framework. This study employed a descriptive method. Thus, the data were collected through observation, questions about ESD knowledge, questionnaires, documentation studies, and interviews. The obtained data were then analyzed through a t-test through prerequisite tests for normality and homogeneity. 60 students from grade X were involved as the participants of this study. The findings showed that students^ knowledge of ESD in SMKN A had an average of 37.80 with an attitude of 82.53% while in SMKN B the students had average knowledge of 60.80 and an attitude of 69.07%- T test analysis indicates that students^ knowledge and attitudes < 0.05 which means that H0 is rejected. Therefore, there was a significant difference between students^ knowledge and attitudes at SMKN A that integrates SDGs in environmental education subjects and students at SMKN B which integrates SDGs in other subjects. Keywords: environmental education- sdgs- esd Share Link | Plain Format | Corresponding Author (Indira Kartika Rahayu)

32	Biology Education	ABS-175
The religious aspect in the lesson of cloning topic in Islamic organization-based high school Afridha Laily Alindra1,*, Ari Widodo2, Taufik Rahman2, and Riandi2 1Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Several aspects of biology teaching affect teachers in carrying out their duties, such as their religious beliefs. This factor affects them in delivering lessons on controversial topics between science and religion. The cloning topic is one of the most controversial topics in terms of science and religion. Therefore, this study aimed to describe the religious aspect of cloning lessons in Islamic organizations-based school. A descriptive qualitative design was used to elaborate on three biology teachers by observing, documenting, and interviewing them. The observations were recorded with a video camera. Meanwhile, the interview with students, principals, and the teachers were used to triangulate the data, which were transcribed and descriptively analyzed. Therefore, the documentation was due to the gain in the lesson plan and school profile. The participants were three biology teachers of class XII in three high schools in South Tangerang, Banten Province, Indonesia. The results showed that the integration of religious values in the learning of cloning topics is not entirely determined by Islamic organizations, but the teachers^ ability to understand and integrate the values in learning. This is a challenge for Islamic organization-based schools to evaluate the implementation of the school^s vision and missions in the learning. Therefore, biology teachers need to be trained in Islamic schools to appropriately integrate the values of science and religion. Keywords: religious aspect, cloning topic, Islamic organizations-based high school Share Link | Plain Format | Corresponding Author (Afridha Laily Alindra)

33	Biology Education	ABS-182
Identification of Creative Imaginations of Biology Education Students Based on the Wartegg Test A Ahyani (a*), B Supriatno (b), and W Surakusumah (b) a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. *ahmadahyani91[at]upi.edu b) Program Srudi Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. Abstract The purpose of this study is to identify the level of the creative imagination of biology education students in detail based on the components of creative imagination on the wartegg test. The study was conducted with a descriptive method at one of the state universities in Bandung. The research sample was 86 of 121 undergraduate students in biology education in the 7th semester of 2019/2020 who took the bio entrepreneur course. The instrument used was the wartegg test which has a high-reliability score (0.74) and high validity. The results showed that 48% of students had creative imagination in the low category, 28% in the very low category, 17% in the medium category, 5% in the high category, and 2% in the very high category. The components that dominate the score of creative imagination are expansion components (31%), fancy (19%), and symbolism (13%). High scores obtained by students are 20% in the dark shading component. In general, the category of students^ creative imagination is in a low category. Students^ creative imagination is dominated by sensitivity and openness, healthy creative imagination, beyond the environment, still realistic, and balanced with the values of life.Most students have a strong and consistent creative imagination. Keywords: creative imagination- Creativity- Wartegg test Share Link | Plain Format | Corresponding Author (Ahmad Ahyani)

34	Biology Education	ABS-189
Application of VIPSTA experiment worksheet: an attempt to reduce students cognitive load in learning biology Anna Fitri Hindriana (a*), Handayani (a), Ina Setiawati (a) a) Pendidikan Biologi, Universitas Kuningan, Jl. Cut Nyak Dhien No.36A, Kabupaten Kuningan 455313, Indonesia Abstract This research aimed to analyse the decrease in students cognitive load while performing laboratory activity using ^VIPSTA^ experiment worksheet. The subjects of the research were 72 students in grade 11. The cognitive load was measured in three aspects- intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL). The data were analysed descriptively to show differences in the component of cognitive loads and tested for multivariate correlation-regression to show relations between the components of cognitive load. As the result, ICL and ECL showed a strong relation with GCL. The ICL component gave a bigger effect to GCL component. This result indicates that the use of VIPSTA experiment worksheet enables a decrease in students cognitive load Keywords: Cognitive load- Laboratory experiment- Workheet Share Link | Plain Format | Corresponding Author (Anna Fitri Hindriana)

35	Biology Education	ABS-193
Development of Socio-Scientific Issue Contextual Teaching Materials Containing Religious Values as Efforts to Improve Argumentation Skills and Attitudes of Caring for The Environment for High School Students A S Nurwendah1*, Y Sanjaya2, and M N Kusumastuti2 1 Sekolah Pascasarjana, Universitas Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *anisasolehah360[at]gmail.com 2Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The 21st Century is an era full of tight competition and global environmental issues. The students must be equipped with skills and ethics to live in the challenging 21st century. One of the abilities that must be possessed by students is the ability to argue and care about the environment. Argumentation skills and caring attitudes towards the environment can be stimulated by using Socio scientific Issues learning context, which are loaded with religious values. A good learning process must be supported by good teaching materials. The general objective of this research is to develop a social scientific issue contextual teaching material containing religious values that enable to improve the ability of argumentation and environmental care attitude of high school students. This study utilizes the ADDIE model and the parameter used to test the validity of teaching materials is V Aiken^s. The results of Aiken^s score V of teaching materials are 0.67 (valid) with the student-and-teacher response scores of 87 (very good). The results showed that the developed teaching material is able to improve students^ argumentation skills with average Ngain of 57.13 (quite effective) and also improve the environmental care attitudes with the average Ngain of 64.78 (quite effective). Keywords: - Share Link | Plain Format | Corresponding Author (Anisa Solehah Nurwendah)

36	Biology Education	ABS-197
Prospective biology teachers research skills I Aripin, T Hidayat, N Y Rustaman, R Riandi Universitas Pendidikan Indonesia Abstract This study aims to determine the research skills (RS) of prospective biology teachers who are completing their final projects. A total of 83 students were involved as subjects in this study. A self-assessment sheet was used to evaluate the RS of prospective biology teachers from four participating universities. The self-assessment instrument for research skills was adapted from Garg and Vitae which covers four domains, namely domain A (intellectual knowledge and abilities), domain B (personal effectiveness), domain C (research and organizational governance), and domain D (involvement, influence, and impact). A differential semantic scale from one (1) to nine (9) was used to measure the levels of RS domain of the respondents. The distribution of the research instrument was carried out for two months, from May 4 to June 21, 2020. Based on the study, it was found that domain A (knowledge and intellectual ability) is still weak with 35% while domain B (personal effectiveness) is the highest aspect of RS with a percentage of 49%. The College should design effective curriculum and learning design to improve intellectual knowledge and skills of prospective Biology teachers in conducting research. Keywords: Prospective biology teacher, research skills Share Link | Plain Format | Corresponding Author (Ipin Aripin)

37	Biology Education	ABS-198
Implementation of Education for Sustainable Development and Pupils Sustainability Consciousness in Adiwiyata School and ESD-based School R S Suwarto (a)*, Y Sanjaya (a), and R Solihat (a) (a) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Education for Sustainable Development (ESD) is important to be developed in Indonesia in order to support the achievement of Sustainable Development Goals (SDGs). The lack of identification in implementing ESD lead to the lack of a representation of ESD in Indonesia. This research aims to describe the ESD implementation models that are applied in Adiwiyata school and ESD-based school in Indonesia and how the pupils^ Sustainability Consciousness (SC) are. This descriptive research involved a sample of 27 pupils from both schools. Observation, document analysis, interview, and SC Likert-scale questionnaire with 51 statements were used as the instruments of the research. The questionnaire consisted of environmental, social, and economic dimensions that considered pupils^ knowingness, attitude and behaviour. The results show that the ESD implementation model conducted by Adiwiyata and ESD schools consisted of 2 models. Model 2 with Adding Sustainable Science as Content in the Science and Technology Curriculum and model 4 with Science Education as a Part of ESD-Driven School Development. The results of SC show that the environmental dimensions of pupils in Adiwiyata schools were higher than those in ESD-based schools (significance 0.05). Keywords: Biology Education- Sustainability Consciousness- Education for Sustainable Development Share Link | Plain Format | Corresponding Author (Rima Suwartiningsih Suwarto)

38	Biology Education	ABS-204
The development of prototype virtual laboratory through biology, technology, engineering, and mathematics (BTEM) I Aripin and Y Suryaningsih Universitas Majalengka Abstract This study aims to develop a prototype of a virtual laboratory (VL) application through Biology, Technology, Engineering, and Mathematics (BTEM) that is feasible and practical to use to facilitate virtual practicum activities on the concept of bacteria. The final product application generated from this research is expected to help students understand the concepts and practicum of bacterial. The research and development method used in this study is the Van De Akker model with four stages of development is Preliminary Research, Prototyping Stage, Summative Evaluation, and Systematic Reflection and Documentation stages. Adobe Flash CS 6 and Construct 2 were used to create this application. This research has only reached the prototype development stage and limited trials by experts. The expert assessment sheet and analysis of the results of the limited trial are used as research instruments. The results showed that the prototype of the product made still needs to be improved, especially in the aspects of software engineering and visual communication design and linguistic aspects. Keywords: Virtual laboratory, BTEM Share Link | Plain Format | Corresponding Author (Yeni Suryaningsih)

39	Biology Education	ABS-208
The enhanchement of embryology concept mastery of biology prospective teacher through e-learning and blended learning in TPACK framework N Nurdiani, N Y Rustaman, M Nurkanti, S Rosamsi 1)Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasundan 2)Departemen Pendidikan Biologi, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia Abstract Studies on the implementation of the TPACK framework in the Embryology learning shows that, the wise integration of the elements contained in each component of TPACK can significantly enhance the Embryology concept mastery, but the best learning method to be applied has not been identified. The purpose of this study is to identify differences in the effectiveness of e-learning and blended-learning as an element in the TPK component of the TPACK framework toward the enhancement Embryology concept mastery of Biology prospective teachers. This study used a modified Pre-experimental design of One-shot Case Study type, with subjects of 50 students. Changes in the Embryology concept mastery of the students in e-learning were determined through the calculation of Gain-1 (difference in pretest and posttest-1 scores), whereas in blended learning were determined through calculation of Gain-2 (difference in pretest and posttest-2 scores). The significance of Gain-1 and Gain-2 was tested through z-test when the data were normally distributed, and the nonpara-metric Mann-Whitney U test when the data were not normally distributed. The results of the study shows that the enhancement of the Embyology concept mastery of the prospective Biology teachers as the learning outcome using e-learning and blended learning was not significantly different in the all subjects. It can be concluded that Embryology learning within the TPACK framework can be implemented using e-learning method and not necessarily using blended-learning Keywords: E-learning, blended learning, TPACK, Prospective Biology Teachers Share Link | Plain Format | Corresponding Author (Nia Nurdiani)

40	Biology Education	ABS-210
Making teaching materials by utilizing the Cibodas Botanical Garden in an effort to improve plant literacy and classification skills of high school students Neng Rini Anggraeni (a*), Siti Sriyati (b), Amprasto (b) a) Program Studi Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia*, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia b) Program Studi Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The development of teaching materials by utilizing the KRC to train plant literacy and plant classification is currently not yet developed. Teaching material by utilizing the KRC was made to determine the feasibility and readability of teaching materials, train students in improving the ability of plant literacy and classification of plants, and student responses to teaching materials. The method used in this study is the ADDIE development method. The subjects in this study were 10th grade high school students whose school was close to KRC. The instrument used was the validation sheet, cloze test, plant literacy questions, matter of plant classification, and student response questionnaire. Show results, the average percentage of the feasibility of teaching materials is 88.85% with very decent criteria. Readability test obtained a percentage of 67.1% with high criteria. The plant literacy test obtained an N-GAIN value of 0.35 with moderate criteria and an increase in the plant classification test obtained an N-GAIN value of 0.31 with moderate criteria. Furthermore, the analysis of student responses obtained 84.1% with good criteria. Based on these results, it can be concluded that teaching materials using the KRC are appropriate and can help students improve their literacy and classification abilities. Keywords: Teaching materials- Plant literacy- Plant classification Share Link | Plain Format | Corresponding Author (Neng Rini Anggraeni)

41	Biology Education	ABS-221
The Potential of Citizen Science as a Follow Up of Student Project Assignment for Biodiversity Studies to Be Meaningful U Faizah 1, 2*, N Y. Rustaman 3, B Supriatno 3 1 Doctorate Program of Science Education, School of Post Graduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia 2 Department of Biology, Faculty of Mathematics and Mathematics and Natural Sciences, Universitas Negeri Surabaya, Surabaya, Indonesia 3 Department of Biology, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia Abstract Nowadays, the implementation of project assignments of the study of biodiversity material in college is generally still local action, it is badly needed follow-up as a global perspective. Citizen science is one of the activities that have the potential to be applied. This descriptive study aims to investigate the implementation of student project assignments related to biodiversity studies and to propose the potential of citizen science as a global perspective and follow-up to project assignments in studying biodiversity to enhance its meaningfulness. Several students of the Biology Department in one university in East Java-Indonesia were involved as respondents (n = 74) and several scientific articles were used as sources of potential information of citizen science (n = 15). A questionnaire collected through Google form. The potential of citizen science data was obtained and combined with a literature review using descriptive qualitative data analysis. The results of this study indicate that student project assignments in biodiversity studies were with field practice assignments or conducting research and reports performed in scientific articles. Citizen science has the potential as a follow-up to project assignments in studying biodiversity to be a global perspective and more meaningful. Keywords: Citizen Science, student project assignments, biodiversity studies, global perspective Share Link | Plain Format | Corresponding Author (Ulfi Faizah)

42	Biology Education	ABS-238
The Development of Musi Estuary Ecosystem Alternative Teaching Materials as Supplementary Book for Biology Learning in High Schools S. Handayani 1(*), Y.H. Adisendjaja2, and Kusnadi2 1 Master Program of Biology Education, Department of Biology Education, Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia. 2Department of Biology Education, Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia. Abstract Student textbooks were generally limited with examples and were also seldom found relevant to students^ daily lives which often caused biology learning not to run contextually. Meanwhile, there were many contexts around students that could be used as references or learning resources. One of the local potentials found on the east coast of South Sumatra was Musi estuary connecting river flows carrying freshwater with sea water originating from the Bangka strait. There were many potentials such as the wealth of biotic components and their abiotic factors. Therefore, we needed teaching materials that could complete the use of textbooks in schools, this aimed to help students more easily understand concepts through relevant contexts. The development of teaching materials used the ADDIE approach- analysing, designing, developing, implementing and evaluating. Making alternative teaching materials for Musi estuary ecosystem had arrived at the development stage followed by evaluating each of the previous stages. Trial of the feasibility of teaching materials was using the validation questionnaire of the National Education Standards Agency (BSNP) including aspects of the feasibility of content, the feasibility of language, the feasibility of presentation and the feasibility of graphics. Based on the results of material validation by experts it was obtained an average score of 3.13 (77.38%), and high school biology teacher 3.33 (83.17%), which then concluded that the alternative teaching material of Musi estuary ecosystem was discovered eligible to be used as a supplementary of biology textbooks on grade X for ecosystem learning material. The advantages of alternative teaching materials for Musi estuary ecosystem were: it was more contextual presentation of ecosystem material with simple language and it was also easy for students to understand. Keywords: Musi Estuary Ecosystem, Teaching Materials, Supplementary Book Share Link | Plain Format | Corresponding Author (Selaras Handayani)

43	Biology Education	ABS-240
Using the Examples Based learning (EBL)-worked examples approach to improve the learning outcomes of pre service biology teacher students in biotechnology courses, tissue culture material M Halimah1,2*, A Rahmat3, S Redjeki1 , Riandi1 1Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Program Studi Pendidikan Biologi, FKIP, Universitas Pasundan Bandung Indonesia, Jl. Tamansari No. 6-8, Bandung 40116, Indonesia 3Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Biotechnology is one of the subjects that is still considered difficult to understand for student. This is because biotechnology teaches many things that are abstract, unreal and imaginative, as well as in tissue culture materials need visualization and real explanations for the process tissue culture is carried out starting from theory to practice. One approach to learning that can provide its soslusions is Worked examples. Worked examples are part of Examples Based Learning (EBL) which is one example-based learning approach that provides expert solutions. The purpose of this study is to use the Examples Based Learning (EBL) approach based on Worked examples, which is expected to make it easier for students to understand about tissue culture material. outcomes on this material is to increase student learning. The method used in this study was one group pre test post test design. The results showed there was an increase in student learning outcomes with an N gain of 0.34 included in the medium category. This increase has not been maximized because there are many factors that influence the cognitive load of this course, in addition some students are still in the stage of thinking concretely, not yet formal or post formal. The conclusion obtained from this research is the video worked examples of tissue culture materials can improve the learning outcomes of prospective Biology teacher students in the medium category. Keywords: Biotechnology, Example based learning,work example, tissue culture material Share Link | Plain Format | Corresponding Author (Mimi Halimah)

44	Chemistry Education	ABS-257
Character Values-loaded Chemistry Module Development in Redox Reaction and Compound Nomenclature Materials to Improve Learning Outcome of High School Students H Haryani1, Supriatno2, and Sulastri3* 1Departement of Science Education, Graduate School Universitas Syiah Kuala, Jl. Tgk Chik Pante Kulu No. 5, Banda Aceh 23111, Indonesia 2Departement of Biology Education, Universitas Syiah Kuala, Jl. Teuku Nyak Arief, Banda Aceh 23111, Indonesia 3Departement of Chemistry Education, Universitas Syiah Kuala, Jl. Teuku Nyak Arief, Banda Aceh 23111, Indonesia Abstract Several values came from learning sources are needed to support character-based learning. This research aims to produce character values-loaded chemistry module in redox reaction and compound nomenclature materials. The module contains various values: religious, intellectual, education, moral-ethics, economic, and social-politics. This research adapted R&D with Borg & Gall model. Trial product was implemented for 30 students in SMAN 12 Banda Aceh, class of X MIA 2. Data were collected using questionnaire, written test, and documentation. Analysis of needs showed there were no developing modules which supported character-based learning. The results indicated that the module is very feasible to be tested for learning as shown as expertise assessment with 84.94%. In addition, the percentage is also supported by limited trial on MGMP chemistry teacher with 85.29% for module feasibility. After applied for learning, the learning outcomes of redox reaction and compound nomenclature were improved based on moderate score level of N-gain with 0.63. The students^ perception indicated their acceptance for developing module with various categories percentages, 39.51% strongly agree, 51.36% agree, 7.16% doubtful, 1.85% disagree, and 0.12% strongly disagree. Therefore, the character values-loaded module is feasible to be tested and used for learning because it successfully improved students learning outcome. Keywords: Character Values, Module Development, Redox Reaction, Compound Nomenclature, Learning Outcome Share Link | Plain Format | Corresponding Author (Helvina Haryani)

45	Chemistry Education	ABS-260
The analysis of content teaching materials: identification of potential for developing systems thinking skills in coordination chemistry B Kisworo (a)(b*), S Liliasari (c), A Mudzakir (c) a) Doctorate Program of Science Education, School of Post Graduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia b) Department of Chemistry Education, Universitas Muhammadiyah Cirebon, Jalan Tuparev No. 70, Cirebon, Indonesia *banukisworo[at]upi.edu c) Department of Chemistry Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudi No. 229, Bandung, Indonesia Abstract The purpose of this study is to analyze the content of the coordination chemistry teaching materials used by lecturers in chemistry undergraduate students education program at one of Islamic University in Cirebon. It should has a potential for the development of students^ systems thinking skills. The data used in form of teaching materials compiled by a team of lecturers and digital textbooks that consist of complex coordination compound matter. This study uses the Model of Educational Reconstruction (MER) limited to only phase one namely content structure analysis.Then the qualitative content analysis (QCA) of the Mayring model has been applied. The first stage of MER content analysis is carried out namely clarifying the conception of the material from scientists. The result of the qualitative contents analysis of coordination chemistry teaching materials used by the lecturers meet the criteria of indicators to develop students^ system thinking skills. The structure of the contents of this teaching material showed that in each part of the key concepts represent the ability to identify, organize, map the concepts involved in coordination compound bonds and analyze, predict the structure of coordination compounds. It has been found that 88.89% of teaching material has potential to develop all indicator of student^s system thinking. The result showed that the content of coordination chemistry teaching materials has an influence in developing students^ systems thinking skills. Keywords: Systems thinking skill- Model of educational reconstruction- Teaching materials- Coordination Chemistry Share Link | Plain Format | Corresponding Author (Banu Kisworo)

46	Chemistry Education	ABS-267
Profile of evaluative thinking skills of chemistry education pre-service teachers on theme of carbohydrates in food chemistry lectures Sofia1, Anna Permanasari2,Hayat Sholihin3, and Florentina Maria Titin Supriyanti4 UPI Abstract Abstract. This study aims to determine the profile of evaluative thinking skills (ETs) of of Chemical education pre-service teacher on the theme of carbohydrates in food chemistry (FC). The research method used was descriptive qualitative with a research sample of 31 students from 2013, 2014 and 2015 who have attended FC lectures in one of the Chemical Education departements in South Sumatra. The instrument used was a test of ETs totaling 4 questions that had been validated. Indicators of ETs to be achieved include 1) Asking questions. 2) Seek deeper understanding through reflection and perspective, and 3) Making informed decisions in preparation for action. The results showed the profile of students^ ETs on themr carbohydrates in FC lectures showed that the average student ETs were classified as low. Generally students have demonstrated skills in asking questions adequately, but still show weaknesses in reflecting and perspective thinking. Likewise decision-making skills also need to be improved. ETs are needed so that students are able to do self-evaluation and introspect their own weaknesses to be able to think more forward. Keywords: Evaluative thinking, carbohydrates in food chemistry Share Link | Plain Format | Corresponding Author (Sofia S.Pd., M.Si.)

47	Chemistry Education	ABS-14
Portable syringe-vial kit of gas-generating reactions for easy demonstration of chemical reaction rate S Supasorn*, P Jarujamrus, S Chairam, and M Amatatongchai Department of Chemistry and Center of Excellence for Innovation in Chemistry, Faculty of Science, Ubon Ratchathani University, Warin Chamrap, Ubon Ratchathani, 34190, Thailand Abstract In this article, a low-cost, portable syringe-vial experimental activity of gas-generating reactions is reported for easy illustration of the concept of chemical reaction rate in a regular classroom context. The equipment setup consists of a Luer-lock plastic syringe, a vial and its screw-cap connected to a syringe by a 3-way Luer-lock stopcock for the quantification of the gaseous product generated from the reaction. To operate the kit, an acid solution is first poured into the vial, then a plastic container of sodium bicarbonate is carefully floated on the solution. All three components of the kit are gently connected together. Finally, the vial is shaken to start the reaction and then the volume of the gas product is collected in the syringe versus time. This activity allows students to easily investigate the rate of reaction and also concentrations affecting it by plotting a relation between volume of gas product with time. Keywords: Kinetics; rate of reaction; small-scale experiment; chemistry in syringe Share Link | Plain Format | Corresponding Author (Saksri Supasorn)

48	Chemistry Education	ABS-15
Development of story of atom enrichment book apply four steps teaching material development (4S TMD) SW Kamila* and ISY Louise Program Pascasarjana, Universitas Negeri Yogyakarta, Kampus Karangmalang, Yogyakarta 55281, Indonesia *sheila.w.kamila[at]gmail.com Abstract The purpose of this research is to develop the story of atom enrichment book using Four Steps Teaching Material Development (4S TMD) method. In addition to providing detailed information about the development of atomic theory and to minimize misconceptions, making story of atom enrichment books aim is to describe concrete examples of applying critical thinking and scientific approach. 4S TMD method consisting of selection, structuring, characteristics, and reduction stages. The selection stage was conducted by gathering and selecting various information to identify problems, determine the theoretical background for strengthening products, and various materials in the product. The structuring phase was carried out by developing the product draft. The characterization stage was performed so that the products are made accordingly. The finished product was reviewed by experts and revised based on the review^s results. At the reduction stage, the product was reviewed by students as the product user target mainly from the aspect of language and readable to improve the product suitability. After the product had been revised, the product was strengthened by a product quality assessment to show that the product fits as a learning resource. Keywords: 4S TMD, procedural development, story of atom, sustainable Share Link | Plain Format | Corresponding Author (Sheila Wahyu Kamila)

49	Chemistry Education	ABS-22
Improving Students Critical Thinking through Lesson Study with Using Chemistry Learning Media Based on Lectora Inspire Maria Erna, Susilawati, Nurhafni Universitas Riau Abstract Chemistry learning media based on Lectora Inspire has been implemented in teaching at Senior High School 8 Pekanbaru, Indonesia to improve students^ critical thinking ability through the stages of lesson study, such as plan, do, and see with three cycles. The normality of the sample was examined by Shapiro-Wilk test while the hypotheses were tested by the parametric test of Paired Sample T-Test. All of the tests were performed by using SPSS 21.0 program. There were two kinds of data obtained in this study: qualitative and quantitative data. The results of this study found that learning media based on Lectora Inspire for teaching chemical equilibrium could stimulate students^ critical thinking ability. The data revealed that the students^ critical thinking ability were categorized as ^critical^ in cycle I and they increased in cycle II and III with the category ^very critical^. These results were in accordance with the results of observation on the Lesson Study at Do stage, finding that the learning in cycle III was more qualified than learning in cycle II, and the learning in cycle II was better than in cycle I. The value of probability or sig (2 tailed) < 0.05- thus, H0 was rejected and H1 was accepted. This implies that there are differences on the students^ critical thinking ability before and after implementing learning media based on Lectora Inspire through Lesson Study approach on teaching chemical equilibrium. Hence, it is recommended to implement learning media based on Lectora Inspire through lesson study for online learning during and after the Covid-19 pandemic. Keywords: Critical Thinking, Learning Media, Lectora Inspire,Lesson Study Share Link | Plain Format | Corresponding Author (Maria Erna)

50	Chemistry Education	ABS-281
Experimental Design to See the Understanding of the Concept of Practicum of Refinement Processes in Regular and Dual Systems Class of Textile Chemistry Students elly Koesneliawaty, Siti Solihah Politeknik STT Tekstil, UPI Abstract Curriculum changes are common in educational institutions, including in polytechnics. One of them is textile polytechnic. This change in curriculum certainly has an impact on changes in the order of courses, syllabus preparation, learning models, and others. One of the affected subjects is the practicum refinement process, where the regular curriculum (regular class) is in the third semester, and the dual system curriculum (dual system class) in the second semester. This practicum is expected to be able to equip students with knowledge about improvement technology so that students are able to have the skills to carry out operations in the preparation process for improvement. The research subjects were 36 students (18 regular class students and 18 dual system class students) textile program of chemistry major in one of the polytechnics in Bandung. Instruments used in the form of observation, questionnaires, interviews, and means score. From the statistical calculations it can be concluded that there is a relationship between the experimental activities and students^ understanding of concepts and there are significant differences in understanding of concepts between the regular class and the dual system class after the application of the experimental design is carried out. Keywords: Regular class, dual system Class, Conceptual Understanding Share Link | Plain Format | Corresponding Author (Elly koesneliawaty)

51	Chemistry Education	ABS-287
Validation of critical thinking test to senior high school students Titin triastuti1 and Endang W Laksono universitas Negeri Yogyakarta Abstract Abstract. The purpose of the research is to examine the development of instruments for measuring the critical thinking abilities of high school students. This research is a quantitative descriptive study. Aspects of critical thinking skills used are to identify problems, reconstruct arguments, evaluate arguments, determine solutions and conclude. Data were analyzed based on Unidimensionality criteria, item fit, and level of difficulty, reliability, and information function. The analysis results show that instruments can be accepted for use and are useful for educators to measure the critical thinking skills of high school students. Keywords: critical thinking Share Link | Plain Format | Corresponding Author (Titin Triastuti)

52	Chemistry Education	ABS-33
The E-Module Development of Reaction Rate Based on Guided Inquiry as Independent Teaching Materials Asmadi M. Noer, Elvitri Nofriza Putri, R. Usman Rery, Lenny Anwar and Oktafianus Tarawi Chemistry Education of Universitas Riau of Indonesia Abstract E-module reaction rate based guided inquiry has been developed using kvisoft flipbook maker. The development of this e-module is based on the finding (based on student need analysis and fact findings) of students^ difficulties in understanding the material rate of reaction such as the collision theory that underlies the occurrence of a reaction, the influence of surface area, concentration, temperature and the effect of the catalyst on the reaction rate. the limitations of high school textbooks and the difficulty in practicing chemistry, tools and expensive materials and limited laboratory staff at school. So the teaching material with guided inquiry-based E-Modules is a reference expected to help students in learning as well as prospective chemistry teachers. then this e-module is expected to also be able to answer the challenges of 21st century learning namely IT-based teaching material. This e-module was developed with reference to the Plomp development model which consists of three phases namely, the initial investigation phase, the prototype making phase and the assesment phase. The results of the material validation obtained an average percentage for the content aspects, presentation aspects, language aspects and graphics aspects are 87,46%, 86,63%, 95,80% and 81,25% with the very valid category. While the result of media validation obtained an average percentage for the cover design aspect, the content design aspect and the display aspect are 100%, 97,80% and 85,6% with the very valid category. The result of user response test obtained an average percentage are 88,34% and 86,25% with the very good category. Based on the result of validation and user responce test can be concluded that the e-module reaction rate based guided inquiry is feasible to be used in the chemistry learning process as an independent teaching materials. Keywords: E-Module, Guided Inquiry, Kvisoft Flipbook Maker, Reaction Rate Share Link | Plain Format | Corresponding Author (Asmadi M. Noer)

53	Chemistry Education	ABS-36
Inquiry-based learning and problem-based learning : which one has better effect on students critical thinking skills profile of thermochemistry? Agus Styawan (a*), Indyah Sulistyo Arty (b) a) Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Karang Malang, Kecamatan Depok, Kabupaten Sleman 55281, Yogyakarta, Indonesia *agus.esteye[at]gmail.com b) Jurusan Kimia, Fakultas MIPA, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Karang Malang, Kecamatan Depok, Kabupaten Sleman 55281, Yogyakarta, Indonesia Abstract This study aims to know the comparison of students^ critical thinking skills profiles in classes that apply the inquiry-based learning model and students in classes that apply a problem-based learning model. The profile of the critical thinking skills was analyzed with the descriptive quantitative method. This research was conducted at SMA Negeri 1 Tempilang, West Bangka Regency, Bangka Belitung Islands Province. Sampling was done by random technique. The total sample used was 66 students divided into two research classes. Class XI MIPA 1 applies the inquiry-based learning model while Class XI MIPA 2 implements a problem-based learning model. The results of the analysis showed that class XI MIPA 1 had a better critical thinking skill profile compared to class XI MIPA 2 on all critical thinking skills indicators. Thus, the inquiry-based learning model has a better effect than problem-based learning model on students^ critical thinking skills profile of thermochemistry. Keywords: Critical Thinking Skills Profile, Inquiry-based Learning, Problem-based Learning Share Link | Plain Format | Corresponding Author (Agus Styawan)

54	Chemistry Education	ABS-45
7E Learning Cycle Model Implementation in Chemical Equilibrium: Effects on Students^ Self-efficacy R Ilhami1*, A R P P N Sugyanto2, and E W Laksono3 1Postgraduate Chemistry Education, Yogyakarta State University, Colombo Street No.1, Karang Malang-Yogyakarta 55281, Indonesia. 2Postgraduate Biology Education, Yogyakarta State University, Colombo Street No.1, Karang Malang-Yogyakarta 55281, Indonesia. 3Chemistry Education Department, Faculty of Mathematics and Natural Science, Yogyakarta State University, Colombo Street No.1, Karang Malang-Yogyakarta 55281, Indonesia. Abstract This research aims to reveal the implementation of the 7E learning cycle model on students^ self-efficacy. This research was quasi experimental research with posttest design only. A total of 62 grade 11th students of Senior High School 6 Yogyakarta established by random sampling technique. The samples were set into 2 different classes, experimental class where the 7E learning cycle model was implemented and control class where the scientific approach was implemented. The data of students^ self-efficacy was obtained through questionnaire. The independent sample t statistic technique was used to analyze the difference self efficacy of the students. The result of this research shows that there is difference of self-efficacy students in experimental class and control class. The self-efficacy students in control class is still categorized into low. Keywords: Chemical Equilibrium, Self-efficacy, 7E learning cycle Share Link | Plain Format | Corresponding Author (Raohul Ilhami)

55	Chemistry Education	ABS-311
The improvement of student science literacy by using PQ4R strategy through chemistry worksheets A M Noer*, R Linda, J Azmi, P Andaeri, Z A Putra and O Tarawi Chemistry Education, FKIP-Universitas Riau Abstract Student Chemistry worksheets (called Lembar Kerja Mahasiswa) have been designed and developed through applying strategy Preview, Question, Read, Reflect, Recite and Review (PQ4R) in Chemistry Education, School of Teacher and Training (FKIP), Universitas Riau. LKM is purposed to fulfill the student^s needs which is one of the competencies is that students be able to understand the chemistry concepts after they had read the passages. The LKM is used in Chemistry English Courses that the objective is equipping students to be able to understand Chemistry textbooks. In accordance with the CLO (competence Learning Outcomes) of this course, students will able to express the discourse available in LKM. They express their own words related to reading text. LKM design and develop by adoption of Plomp designed method. The product/prototype is validated by experts .expecially on content, construct validation and language aspects. After the product meets the validation standards, LKM is being tested and used for pretest-posttest for limited imlementation. The results show that LKM can improve students^ understanding of chemical concepts as well as improve their performance based on authentic assessment results. Finally, the PQ4R model can be used to increase student confidence in learning English chemistry text and recommended to apply wider Keywords: science literacy Share Link | Plain Format | Corresponding Author (Asmadi Muhammad Noer)

56	Chemistry Education	ABS-61
Attitudes Toward Chemistry: Students Interests based on their Learning Experiences Wisnu Prammana Surya (a*), Indyah Sulistyo Arty (b) a) Graduate School, Yogyakarta State University, Jl. Colombo No.1, Yogyakarta 55281, Indonesia *wisnupramanasurya[at]gmail.com b) Chemistry Department, Faculty of Mathematics and Natural Science, Yogyakarta State University, Jl. Colombo No.1, Yogyakarta 55281, Indonesia Abstract This research is a descriptive study that explains students interest in learning chemistry. Based on the purpose, a questionnaire containing several statements about students interests was distributed. The questionnaire was developed based on four categories, namely the level of student interest in chemistry, personal choice, teacher role, and situational interest. The number of students who participated in this study was 61 students in high schools in Yogyakarta, Indonesia. Questionnaire data were analyzed quantitatively as means, standard deviations, and percentages, then categorized as low, medium, or high. Data shows that most students still have an interest in the medium category. Female students are more interested in chemistry than male students, although the difference is not too significant. This research can be useful as additional information for teachers and other researchers to increase student interest because interest influences the learning process. Keywords: Attitude- Interest- Learning Chemistry Share Link | Plain Format | Corresponding Author (Wisnu Prammana Surya)

57	Chemistry Education	ABS-319
THE DEVELOPMENT OF A SIMPLE DISTILLATION KIT FOR GREEN CHEMISTRY ORIENTED ORGANIC LIQUID WASTE RECYCLING Sari Sari1a, Maya Amelai1 and Neneng Windayani1 1Program Studi Pendidikan Kimia, Jurusan PMIPA, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Gunung Djati Bandung Abstract This research was aimed to describe the development phases of a simple distillation kit for green chemistry oriented organic fluid waste recycling, to analyze the results of validity and feasibility tests towards the kit and to analyze the optimization result of the distillation kit and the distillate purity test using refractometer. The research and development method was used, consisting of analyzing problems in the field, planning product design dan user guide, preparing the materials and apparatus, and conducting the development phases, starting from the expert lecturers^ validation towards the product to the limited product testing. The research was well conducted, producing a valid, feasible kit which is made from safe materials, easy to use, cheap to build and provides interesting features. The instruments used in this research were flowchart, storyboard, product validation and feasibility sheets. The purity of distillates generated from the separation of liquid waste which contained organic solvents such as methanol, water and ethyl acetate were 1,3400 and 1,3800- 1,3350- 1,3415 with each relative error percentage of 0,84% and 0,74%, 0,37%- 2,22%. Those percentages were smaller than the maximum threshold (5%) for the purity of compound. Keywords: SIMPLE DISTILLATION KIT Share Link | Plain Format | Corresponding Author (Sari Sari)

58	Chemistry Education	ABS-66
The Effect of Inquiry Based Learning Models on Students^ Critical Thinking Ability and Self-Efficacy in Reaction Rate Material Nabih Ahmad Kamal, Suyanta Universitas Negeri Yogyakarta Abstract This research aims to distinguish student^s critical thinking and self efficacy when learning with the inquiry based model and direct instruction model. This research is a quasi-experiment, with the posttest only design. The samples of the research were 64 students of the eleventh grade and selected by random sampling technique. Two classes were selected as the samples, one class as the experimental class where the inquiry based model was implemented and the other class as the control class where the learning was facilitated with the direct instruction model. The data of the student^s self efficacy were collected through a questionnaire while the data of the critical thinking were obtained through a test on reaction rate. The researcher used MANOVA to analyze the differences of the student^s critical thinking and self efficacy. The results reveal that there are significant differences in the critical thinking skills and self efficacy and the effective contribution of inquiry-based learning and direct instruction to student^s critical thinking skills and self-efficacy is 20.6% where experimental class was better than control class, Keywords: Inquiry Based Learning, Critical Thinking, Self-Efficacy, Reaction Rate Material Share Link | Plain Format | Corresponding Author (Nabih Ahmad Kamal)

59	Chemistry Education	ABS-68
Improving students creative thinking skills through guided inquiry practicums learning with STEM approach S. Adhiriyanthi (a)*, H. Solihin (a), M. Arifin (a) Chemistry Education Deaprtment, Indonesia University of Education Abstract The main purpose of this study was to improve students creative thinking skills through guided inquiry experiments learning with STEM approach. The method used in this study was a quasi-experimental method with one group pretest and posttest design. The sample of this study was 30 students from one of public senior high schools in the West Bandung Regency area. The sample was not chosen randomly but taking one of the available classes. The instrument of this study was an essay for creative thinking skills. The test consisted of 11 creative thinking skill questions with indicators of creative thinking skills according to Guilford, namely fluency, flexibility, originality and elaboration. The data were analysed by using normalized gain scores. The result of this study showed that the improvement of creative thinking skills with n-gain scores was 0.73 for fluency (high), 0.34 for flexibility (medium), 0.03 for originality (low) and 0.19 for elaboration (low). The level of student creative thinking skills in post-test was higher than in pretest, though for the indicators of originality and elaboration the improvement was on the low level. This study suggested that the implementation of guided inquiry practicum learning with STEM approach is recommended to enhance student creative thinking skills. Keywords: practicum- guided inquiry- STEM- creative thinking skills Share Link | Plain Format | Corresponding Author (Siti Adhiriyanthi)

60	Chemistry Education	ABS-69
How can Open Inquiry enhancing students scientific attitude through chemistry learning? B A O Rampean and E Rohaeti Departemen Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Sleman 55281, Indonesia Abstract Abstract: The aim of this literature review is to analyse the effectiveness of open inquiry learning on students scientific attitude. Open inquiry learning is a learning model that has the most complex level of scientific inquiry that gives students the opportunity to be able to identify errors, submit suggestions, to support or reject according to existing theories and concepts so that students can improve their ability to investigate independently in open inquiry and students are able to carry out supervision and self-correction. The method used in this study is a literature review. First, the researcher provides the definition of open inquiry learning. Next step is to find information about how to conduct open inquiry learning and the important things to do in open inquiry learning. Then, the researcher synthesizes some information about work had been done to improve scientific attitude in the previous study and make a connection with open inquiry learning. Based on the literature review, students scientific attitude will improve through clear instructions which involve students to design the chemistry learning activities. The finding indicated that open inquiry learning activities effective to improve students scientific attitude. Keywords: open inquiry learning, scientific attitude, chemistry learning Share Link | Plain Format | Corresponding Author (betzy ayu omega rampean)

Page 2 (data 31 to 60 of 319) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 9 10 11 NEXT >>

Powered By Konfrenzi Ultimate 1.832L-Build7m © 2007-2025 All Rights Reserved