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61	Chemistry Education	ABS-77
Analysis of Green Chemistry Application from Chemistry Student S Mulyanti and A Kadarohman Universitas Pendidikan Indonesia Abstract The application of green chemistry principles has become a trend among chemistry students, both chemistry and chemistry education students. The researchers tried to analyze how the responses of chemistry undergraduate students about the application of green chemistry principles to their activities in the laboratory and everyday life. Through online questionnaires from 190 respondents obtained the results of their tendency, generally they agree with the application of green chemistry principles, but on several principles it is known that some respondents still think it is impossible or do not want to apply it in chemistry experiments or daily life. This matter becomes a discourse for lecturers to pay attention to some emphasis if they want to introduce the application of green chemistry principles in teaching and learning activities Keywords: Green Chemistry- Chemistry Student- Undergradute Student Share Link | Plain Format | Corresponding Author (Sri Mulyanti)

62	Chemistry Education	ABS-83
An inquiry-based laboratory for local material-based enzyme kinetics to improve students^ critical thinking ability A Zikrina, Liliasari and F M T Supriyanti Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Inquiry-based laboratory is a practicum design consisting of four stages of implementation, namely pre-lab activities, discussion activities, practicum and post-lab assignment. The purpose of this study was enhancing students^ critical thinking ability using inquiry-based laboratories of enzyme kinetics on local material. This study was designed using a quasi-experimental method with pre-experimental-one group pretest-posttest design. Subjects of this study were the sixth semester chemistry study program students enrolled in biochemistry practicum courses totaly 55 students. Instrument used in this study was a reasonable multiple choice question that includes two indicators of critical thinking ability (basic support and inference) and also student worksheet. The results showed that the inquiry-based laboratory of local material-based enzyme kinetics was able to improve students^ critical thinking ability with a significance value of 0,000 <0.05 and also using inquiry-based laboratory enhance critical thinking ability in medium category with a value N-gain average of 0,62. Two critical thinking indicators namely basic support and inference also differ significantly with a significance value of both 0,000. Keywords: Inquiry-based laboratory, enzyme polifenol oksidase, critical thinking ability Share Link | Plain Format | Corresponding Author (Anna Zikrina)

63	Chemistry Education	ABS-93
Learning Nucleophilic Substitution Reaction Based On 3D-Visualization To Improve Students Critical Thinking Ability D N Adiska1, Liliasari, and I Musthapa universitas pendidikan indonesia Abstract The purpose of this study was to identify the effect of learning using 3D-visualization on nucleophilic substitution reaction to improve students^ critical thinking ability. This study used quasi exsperimental one group pretest and postest design. This study involve 68 students from two different universities in West Java. University A have 37 students and university B have 31 students involve at the study. The critical thinking ability test instrument consists of 9 multiple choice questions with reasons. The results showed that learning using 3D-visualization on nucleophilic substitution reaction can improve students^ critical thinking ability. Based on the N-gain result, students of the university A better than the university B, except on ^identifying/formulating criteria to assess posible answers^ indicator of critical thinking ability. It should be increase students^ critical thinking ability especially in the university B through further effort. Keywords: 3D-visualization, chemoffice, critical thinking ability, nucleophilic substitution reaction. Share Link | Plain Format | Corresponding Author (Dessi Nur Adiska)

64	Chemistry Education	ABS-97
Development of Interactive Learning Media based on Guided Inquiry in Chemical Equilibrium Imtihanal Wafiqah Irwan (a*) and Nurfina Aznam (b) a) Chemistry Education, Universitas Negeri Yogyakarta Jl. Colombo No.1, Daerah Istimewa Yogyakarta 55281, Indonesia *imthyhanalwi[at]gmail.com b) Associate professor, Universitas Negeri Yogyakarta Jl. Colombo No.1, Daerah Istimewa Yogyakarta 55281, Indonesia Abstract This research is aimed to develop an interactive learning media based on guided inquiry for Senior High School grade XI that can be used as an alternative media for teacher in chemistry instruction and it also can be used by students as learning source. The subject is students of class XI Exact 1 SMA Negeri 4 Pinrang with 33 students. The development of the interactive learning media refers to ADDIE model that consist of several phases: analysis, design, development, implementation and evaluation. This interactive learning media has been validated by validator and through limited trial and categorized as valid, effective and practical. The result showed that: (1) average value of students learning achievement is 80 with class completeness is 87,88%, (2) The students gave positive responses toward interactive learning media with percentage 93,94% which was included very good and the teachers also gave positive responses with percentage 95,87% which was included very good. So, the interactive learning media can be used in chemistry instruction. Keywords: Development Research, ADDIE, Interactive Learning Media, Guided Inquiry, Learning Achievement Share Link | Plain Format | Corresponding Author (Imtihanal Wafiqah Irwan)

65	Chemistry Education	ABS-105
Misconceptions and troublesome knowledge on chemical equilibrium Y Andriani, S Mulyani, and W Wiji Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research aims to find out misconceptions and troublesome knowledge on chemical equilibrium. The qualitative method used in this study is conducting a semi-structured interview with prospective chemistry teachers. The interview consists of investigating the prospective chemistry teachers^ understanding using CaCO3 equilibrium system, NO2-N2O4 equilibrium system, and FeSCN2+ equilibrium system and asking about concepts that are considered troublesome according to their learning experiences. The common misconceptions on chemical equilibrium revealed by this study are about the dynamic nature of chemical equilibrium, the constancy of equilibrium constant, and the shift of equilibrium. Meanwhile, the dynamic equilibrium, the equilibrium constant, and Le Chatelier^s principle are considered troublesome knowledge because they can be alien, conceptually difficult, and troublesome language. Keywords: misconceptions- troublesome knowledge- chemical equilibrium Share Link | Plain Format | Corresponding Author (Yuli Andriani)

66	Chemistry Education	ABS-119
The effect of argument-driven inquiry on chemistry reaction-rates to enhance pre-service chemistry teachers critical thinking skills D Wulandari1*, Liliasari1, and T Widhiyanti1 1Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research aims to determine the effect of using the Argument Driven Inquiry (ADI) learning model on the critical thinking skills of pre-service chemistry teachers on the topic of reaction rate. The study participants comprised 20 pre-service chemistry teachers who enrolled in a School Chemistry 1 unit. This research uses Quasi experiment with one group pretest-posttest design method. The data collected through two-tier multiple choice test which refers to the indicator of critical thinking skills by Ennis before and after learning with Argument-Driven Inquiry model. Pretest and posttest result data were analyzed using Wilcoxon^s nonparametric statistical test. The results showed that there was an influence of the application of the Argument Driven Inquiry learning model to the critical thinking skills of students as indicated by the sig value. of 0,000 at a 95% confidence level. We conclude that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of pre-service chemistry teachers^. Critical thinking skills in each sub-indicator were analyzed using normalized gain and the results obtained n-gain values for the indicator determine an action 0.73 (high), focus questions: 0.69 (medium), analyze arguments: 0.56 (medium) and to make deductions and consider the results of deductions: 0.40 (medium). These N-gain results indicate that ADI learning can improve pre-service chemistry teachers^ critical thinking skills on these four indicators. Keywords: Argument-Driven Inquiry, Critical Thinking Skill, Reaction Rate, Pre-service Chemistry Teacher Share Link | Plain Format | Corresponding Author (Dini Wulandari)

67	Chemistry Education	ABS-143
Multiple representation-based chemistry learning textbook of colloid topic K Widiastari, I W Redhana* Universitas Pendidikan Ganesha, Jalan Udayana 11 Singaraja Bali 81116 Indonesia Abstract Chemistry learning in high school needs to be reoriented. It can be done through the application of a multiple representation-based chemistry learning textbook. Therefore, this study aimed to describe the differences in students^ learning outcomes using the multiple representation-based chemistry learning textbook and the conventional chemistry learning textbook. This study was a quasi experimental research. The population of this study was eight classes of Mathematics and Natural Sciences at SMAN 4 Denpasar. The samples were selected by cluster sampling technique to determine a control and an experimental group. Students in the control group were taught by the conventional chemistry learning textbook, while students in the experimental group were taught by the multiple representation-based chemistry learning textbook. The data in the study were students^ learning outcomes. These data were analyzed using the analysis of covariance statistics. The pretest scores of students in the control and experimental groups were 36.86 and 46.66, respectively. Meanwhile, the post-test scores of students in the control and experimental groups were 70.92 and 79.43, respectively. The results of the analysis of covariance showed that there was a significant difference in learning outcomes between students taught by the multiple representation-based chemistry learning textbook and those taught by the conventional chemistry learning textbook. From the mean of learning outcome scores, it could be concluded that the students^ learning outcomes who were taught by the multiple representation-based chemistry learning textbook were better than those of the conventional chemistry learning textbook. Keywords: coventional learning textbook, multiple representations, students^ learning outcomes Share Link | Plain Format | Corresponding Author (Kadek Widiastari)

68	Chemistry Education	ABS-144
Case Studies in Improving Students^ Learning Outcomes, Is it Effective? L A Widiandari (1), I W Redhana (2*) Program Studi s2 Pendidikan IPA, Universitas Pendidikan Ganesha, Jalan Udayana 11, Singaraja Bali 81116, Indonesia Abstract Chemistry learning that has been going on all this time is still monotonous, where the teacher explains the materials which are then followed by giving assignments. This learning has not been able to improve students^ learning outcomes effectively. The loading of case studies into chemistry textbooks is one of the efforts to improve students^ learning outcomes. This study aimed to describe the effectiveness of the case study-based chemistry learning textbook in improving students^ learning outcomes. The type of research carried out is a quasi-experiment. The population of this study was the eleventh-grade students of Natural Sciences at SMAN 6 Denpasar Bali. The samples were selected by cluster sampling technique to obtain a control group and an experimental group. Students in the control class were taught with the conventional chemistry learning textbook, while students in the experimental group were taught with the case study-based chemistry learning textbook. Data of students^ learning outcomes were collected by a test. Data were then analyzed by using statistics of analysis of covariance. The results of this study indicated that the case study-based chemistry learning textbook was more effective in improving the students^ learning outcomes than the conventional chemistry learning textbook. Keywords: Conventional learning textbook, case study, students^ learning outcomes Share Link | Plain Format | Corresponding Author (Luh Ade Widiandari)

69	Chemistry Education	ABS-156
Critical thinking disposition inventory: Its validity and reliability I W Redhana, N P Wahyuni Universitas Pendidikan Ganesha Abstract In everyday life, we are always faced with problems. In trying to solve problems, we need higher-order thinking. One of higher-order thinking is critical thinking. Critical thinking includes critical thinking dispositions and skills. The critical thinking dispositions are an attitude or soul to develop critical thinking skills. This study aimed to describe the validity and reliability of the inventory of critical thinking dispositions. Testing of inventory used survey research. The testing was conducted at the public senior high schools in Buleleng Bali Indonesia. The population of the study was 4579 students from natural science classes. The samples were determined using the proportionate stratified random sampling technique. By the margin of error of 5%, the minimum number of samples needed was 355 people. By considering a return rate of 80%, the number of samples drawn was 444 people. The number of questionnaires returned by the students was 443. The data obtained were analyzed using the moment product correlation statistics and Cronbach^s Alpha to determine the validity and reliability of inventory, respectively. The results showed that the instrument^s validity is in the range of 0.095 to 0.756. Meanwhile, the reliability of the instrument is 0.727. There are two invalid items from 62 items. It can be concluded that this inventory of critical thinking dispositions can be used to measure the critical thinking dispositions of senior high school students. Keywords: inventory- critical thinking disposition- validity- realibity Share Link | Plain Format | Corresponding Author (I Wayan Redhana, M.Si.)

70	Chemistry Education	ABS-160
Feasibility of the Student Lab Worksheet Based on Guided Inquiry on the Topic of Polymer through Making Squishy Gebi Dwiyanti, Wawan Wahyu and Vini Kusumo Departemen Pendidikan Kimia, FPMIPA Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia Abstract This research aims to determine the feasibility of the student lab worksheet based on guided inquiry on the topic of polymer through making squishy. The research design used in this research is educational design research. Participants in this research are three chemistry education lecturers at Department of Chemistry Education FPMIPA UPI Bandung and two chemistry school teachers at a private school in Bandung. The instrument used for this research is the feasibility test sheet related to the suitability of the components on student lab worksheet with indicators of inquiry skills, suitability of contents, suitability of grammar, and suitability of layout and appearance. The results of the feasibility test related to the suitability of components in student lab worksheet with indicators of inquiry skills, suitability of concepts, suitability of grammar, and suitability of layout and appearance are all included in the ^excellent^ category. Keywords: student lab worksheet, guided inquiry, squishy Share Link | Plain Format | Corresponding Author (Gebi Dwiyanti)

71	Chemistry Education	ABS-161
Senior High School Students^ Self-efficacy on Learning Acid-Base Afifah Yumna Novinta (1*) and C F Partana (2) 1,2Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia *afifahyn82[at]gmail.com Abstract In learning chemistry such as acid base students^ self-efficacy is important. The aims of this research was to describe the senior high school students^ self-efficacy in learning acid base using quantitative descriptive method. There were 109 senior high school students in Yogyakarta, Indonesia who participated in this research. Questionnaire sheet was used to obtain the data of students^ self-efficacy by 32 item statements. This questionnaire sheet was contained five aspects of self-efficacy, there were task orientation, effort, persistence, beliefs, and performance. The analysis of students^ self-efficacy data was conducted quantitatively, then categorized from self-efficacy score into ideal rating category. The result of this research showed that 2 students had very good category, 57 students had good category, and 50 students had fair category. It indicated that the average senior high school students in Yogyakarta, Indonesia had enough until good category of self-efficacy in learning acid-base. Keywords: self-efficacy- acid-base- chemistry Share Link | Plain Format | Corresponding Author (Afifah Yumna Novinta)

72	Chemistry Education	ABS-173
Research-oriented collaborative inquiry learning (REORCILEA): improving analytical thinking ability of high school students Intan Agnes Singyu Fiolida* and Eli Rohaeti Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1 Yogyakarta 55281, Indonesia *intanagnessf[at]gmail.com Abstract This research aimed to investigate the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students^ analytical thinking ability and to describe the profile of students^ analytical thinking ability in REORCILEA. A quasi-experimental post-test only control group design had been employed in this research. The sample in this research was the eleventh-grade students of a senior high school in Kroya, Indonesia. The experimental group and control group were chosen by using a random sampling technique. The essay questions of reaction rate used to obtain the data of students^ analytical thinking ability. Independent t-test analysis techniques and descriptive quantitative were used in this research. The result showed that the implementation of REORCILEA has a significant influence on the analytical thinking ability of high school students. The mean score of female students higher than male students in both groups. Profile of students^ analytical thinking ability in REORCILEA in each indicator showed good and very good categories. The implication of this result is that it can be used in learning to improve students^ analytical thinking ability. Keywords: analytical thinking ability, reaction rate, research-oriented collaborative inquiry learning Share Link | Plain Format | Corresponding Author (Intan Agnes Singyu Fiolida)

73	Chemistry Education	ABS-178
Effect of problem based learning models on analytical thinking abilities and scientific attitudes of high school students on the reaction rate material R Andriani, YL I Supiah Universitas Negeri Yogyakarta Abstract Abstract. This study aims to identify differences in analytical thinking abilities and scientific attitudes of students who follow the problem-based learning model and direct instruction. This study uses a quasi-experimental type of research with posttest only design. This research was conducted in SMA N 1 Magelang odd semester 2019/2020 on the subject matter of the reaction rate. The sample in this study consisted of two classes, namely Class XI Science 1 as an experimental class with a problem based learning model and Class XI Science 3 as a control class with direct instruction. A total of 63 students of class XI were determined as research samples and the sampling was done by random sampling techniques. The instrument used was a test in the form of essays and non-tests used in this study were students^ scientific attitude questionnaire. The MANOVA test was used to analyze differences in the abilities of analytical thinking and scientific attitudes of students in the experimental class and the control class. The results of this study show that there are significant differences in the ability to think in terms of analytical and scientific attitudes between students who take part in learning with the learning model of problem-based learning and direct instruction. Keywords: problem based learning models, analytical thinking abilities, scientific attitudes, reaction rate Share Link | Plain Format | Corresponding Author (Reni Andriani)

74	Chemistry Education	ABS-184
Augmented reality technology as a tool to support chemistry learning: a scoping review Indah Sari(a),(b*), Parlindungan Sinaga(a), Hernani(a) (a) Program Studi Pendidikan Ilmu Pengetahuan Alam, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia (b) Program Studi Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa, Jl. Ciwaru Raya No.25, Serang 42121, Indonesia *indahsari[at]untirta.ac.id Abstract Augmented Reality (AR) is known as one of the most advanced technologies developments in educational technology. If this is the current state of the art for the use of AR in chemistry learning, it is important to investigate what chemistry topics are presented in AR applications and how AR integrate into learning chemistry processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the use of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of chemistry learning. The scoping review is underpinned by the five-stage Arksey and O^Malley framework. First, research questions are identified. Second, the last ten years studies are explored by using the key word ^augmented reality + chemistry learning.^ Third, studies are investigated through inclusion and exclusion criteria, and PRISMA model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved conceptual understanding, increase in students^ interest, engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions. Keywords: Augmented reality, Chemistry Learning, Scoping Review, Learning Outcomes, Educational Approaches Share Link | Plain Format | Corresponding Author (Indah Sari)

75	Chemistry Education	ABS-186
A review for threshold concept identification methods in science R Hendrawati, S Mulyani and W Wiji Program Studi Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Jawa Barat, 40154, Indonesia Abstract The research of threshold concept has been vastly developed in various discipline including in the field of science during the last two decades. This causes the method to identify threshold concept increases in its variety. This research attempts to provide a general description of several methods used to identify the threshold concept in science. Method used in this research is document analysis method, which analyzes published articles and focuses on threshold concept identification method in science. Based on article analysis, it is obtained that the most often used method in threshold concept identification researches is interview, followed by survey, focus-group discussion, content analysis, test, workshop, concept maps and quiz. Therefore, researchers should have a good background knowledge in regards to various method used in threshold concept research, so they can choose which method that would be effective and give the most optimal result for their own research. Keywords: threshold concept, methods, science education Share Link | Plain Format | Corresponding Author (RINI HENDRAWATI)

76	Chemistry Education	ABS-190
The Effect of Multi Agent Environment in Problem Based Learning Models on Students^ Metacognitive Abilities N Y Awaliah and J Ikhsan Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia Abstract This study aims to find out the effect of multi agent environment in problem learning models on the students^ metacognitive abilities. This research was a quasi experimental design with a posttest only design. The sample was 62 students of class XI one of state high schools in Yogyakarta in the even semester of the 2019/2020 school year about acid-base in the control class and experimental class. Observations, documentation and post test used in data collection methods. Simpel Linear Regression Analysis is used to analyze data. The results of this study are the metacognitive abilitites of the experimental class using more multi agent environment in the problem based learning model are better than the metacognitive abilities of students who use the 5M learning model. Keywords: Multi Agent Environment, Problem Based Learning, Metacognitive Abilities Share Link | Plain Format | Corresponding Author (Nur Yaumil Awaliah)

77	Chemistry Education	ABS-192
Students^ attitude profile towards chemistry based on Research-Oriented Collaborative Inquiry Learning Model (REORCILEA) Hendrawan Banu Huda (a*), Eli Rohaeti(b) a)Pendidikan Kimia, Program Pasca Sarjana, Universitas Negeri Yogyakarta, Jalan Colombo No. 1 Yogyakarta, 55281, indonesia *banu.huda[at]gmail.com b)Jurusan Kimia, Fakultas MIPA, Universitas Negeri Yogyakarta, Jalan Colombo No. 1 Yogyakarta, 55281, indonesia Abstract Scientific attitude is one of the important attitudes that can support the learning of chemistry. Scientific attitude can make students more active in learning students will be more curious that is related to student achievement. The sample of this study is 66 senior high school students as participants who apply the Research-Oriented Collaborative Inquiry Learning model. The questionnaire was validated with person reliability item reliability and item fit in good category. The results showed that most students had scientific attitudes in the average and high categories. The most dominant aspect of scientific attitude is rationality and the lowest aspect is the suspend judgment. The learning model provides more experience for students and scientific attitude can improve for better learning achievment. Keywords: Scientific attitude, Research, Inquiry Share Link | Plain Format | Corresponding Author (Hendrawan Banu Huda)

78	Chemistry Education	ABS-195
Multiple representation: The teacher^s perception in chemistry learning Efry Mindayula (a*) and Hari Sutrisno (a) (a) Graduate School, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia *mindayula[at]gmail.com Abstract This study aimed to explore the teacher^s perception of multiple representation in chemistry learning. The study was descriptive qualitative. The participant in this study consisted of 6 chemistry teachers from several senior high schools in Indonesia. Semi-structured interviews were used for data collection. Each sample was asked about their perceptions of multiple representations in chemistry learning process. Data were analyzed by coding which were then grouped into themes. The results show that the teacher has actually applied chemical representations in chemistry learning, but the teacher is not yet familiar with the term multiple representations in chemistry. Representations that are often applied by teachers in learning chemistry are symbolic and macroscopic representations. While, submicroscopic representations are still difficult to apply by teachers in chemistry learning process. Keywords: Teacher^s perception- multiple representation- chemistry learning. Share Link | Plain Format | Corresponding Author (Efry Mindayula)

79	Chemistry Education	ABS-215
Learning to Argue: Using Argument-based Learning (AbL) and Illegal-mining Issues to Promote the Argumentation Skills of University Students Muhammad Haris Effendi-Hasibuan, Abu Bakar Universitas Jambi Abstract Argumentation skills are crucial for students to understand science concepts including chemistry. This study had used issues about gold illegal-mining which is evented in Jambi province to promote the argumentation skills of the Indonesian university chemistry students. Three learning strategies that included Argument-based Learning (AbL), Jigsaw and Predict-Observe-Explain (POE) had been utilized and their effect on the students^ argumentation skills had been investigated. Factors that made the differences amongst those strategies had also been identified. Data were collected using open-ended tests and fieldnotes. Quantitative and qualitative methods were employed to analyze the data. The results showed that AbL was the most effective learning strategy amongst the three strategies in enabling the students to produce good quality arguments. The results of Tukey-test confirmed that AbL was significantly different [p-value<.05] from the other strategies in promoting such skills. Fieldnotes data showed that varied opportunities the students had to debate their answers was the factor that caused the differences amongst the strategies. This finding suggests that using a learning strategy that encourages students to conduct debates is highly recommended to promote students^ skills in scientific argumentation. Keywords: Argument-based Learning, Argumentation skills, socio-scientific issues, chemistry Share Link | Plain Format | Corresponding Author (Muhammad Haris Effendi-Hasibuan)

80	Chemistry Education	ABS-218
Validity and Effectiveness of the Electronic Argument-driven Student Worksheet to Promote Students^ Argumentation Skills in the Concepts of Chemistry Bonding Muhammad Haris Effendi-Hasibuan, Abu Bakar Universitas Jambi Abstract This article talks about the validity of an argument-driven student worksheet and its effectiveness in promoting high school students^ argumentation skills in the concepts of chemistry bonding. The worksheet was designed to facilitate the students to make claim, find evidence and compose explanation to answer the questions about the concept-to-learn. The worksheet was developed using the ADDIE approach in the early 2020 under a collaborative work with a high school chemistry teacher and her 20 students in Jambi Indonesia. The validity data were collected using a 5-level Likert-scale questionnaire from a chemistry-content expert, a learning-media expert, the teacher and the students. The effectiveness of the worksheet was measured using a pretest and a posttest. The results showed that the chemistry-content of the worksheet was valid (78 out of 80) and the fitness of the worksheet as a meaningful media was also valid (59 out of 60). Moreover, the teacher^s and the students^ responses also showed that the worksheet was valid (46 out of 50 and 4.36 out of 5.00 respectively). It was supported by the Cohen^s Kappa agreement test which showed that the split-halfted students had a fair agreement (0.6) on the worksheet validity. Finally, the results also showed that the worksheet was effective in promoting the students^ ability to make arguments from pretest (mean score = 34.13) to posttest (mean score = 50.80). The data of standardized N-gain ensured the promoted skills of the students for 46.82%. This finding suggested that this kind of argument-driven worksheet is beneficial to help students improve their ability to make argumentation in science subjects. Keywords: Argument-driven student worksheet, validity, effectiveness, argumentation skills, chemistry Share Link | Plain Format | Corresponding Author (Muhammad Haris Effendi-Hasibuan)

81	Chemistry Education	ABS-222
Chemistry Teacher Responses to Learning in the COVID-19 outbreak: Challenges and Opportunities to Create Innovative Lab-Work Activities A S Shidiq, A Permanasari, Hernani, and S Hendayana Science Education Program, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract The COVID-19 pandemic has forced schools to make a shift in learning mode, from face to face become online remote learning. This is also faced and done by chemistry teachers. The study was conducted to investigate the response of chemistry teachers to online learning in the COVID-19 pandemic. A purposive survey method was used in this study by giving online questionnaires through Google form containing 10 open questions about chemistry learning and practicum conducted by the chemistry teachers in the COVID-19 pandemic. The data were collected for a week at the beginning of June 2020. A total of 55 chemistry teachers from West Java participated as respondents. The result found that chemistry teachers had tried to utilize various technology platforms in conducting learning, such as using google meeting, zoom, cisco-webex, or even WhatsApp group with various of media down loaded from you tube and other resources. Moreover, most of them faced difficulty to arrange the lab-work activities and did nothing. Some teachers try to find lab-work multimedia instead of real activities. However, the multimedia commonly did not make students pertain the processes skills. Since the pandemic could not be predicted when it will finish, this is a kind of challenges and opportunities to think about implementing online chemistry learning from now and then. Keywords: Chemistry learning, Chemistry practicum, COVID-19, Teacher response Share Link | Plain Format | Corresponding Author (Ari Syahidul Shidiq)

82	Chemistry Education	ABS-235
Chemistry student^s virtual laboratory self-efficacy: A scale development Y Romika and S Atun Pendidikan Kimia, Program Pascasarjana, Universitas Negeri Yogyakarta Abstract Self-efficacy is described as an individual^s beliefs about their abilities to complete an action. It is a part of the social cognitive theory in the chemistry learning process. self-efficacy consists of six aspects, namely the choice of activities, effort, perseverance, learning, achievement and strategy orientation. This study was aimed to develop a chemistry student virtual Laboratory self-efficacy (CSVL-SE) instrument used in a virtual laboratory within the chemical equilibrium topic. The method of this study is an applied research and development (RnD) method. The data was obtained through a self-efficacy questionnaire. The expert confirmed the content validity with 26 items that had been administered to 60 students in senior high school. The data were analyzed using a Rasch model that met the criteria of reliability, unidimensionality, item fit, difficulty estimation, and information function. The results of the research model showed that 26 items fit with the rash model and high-reliability person 0,84 and reliability item 0,97. So that this instrument acceptable as a good instrument to collect the data. Keywords: self-efficacy, Virtual Laboratory, Rasch Share Link | Plain Format | Corresponding Author (Yoni Romika)

83	Chemistry Education	ABS-243
Review: An Overview of Three Levels of Chemical Representation until 2019 S D Luviani, S Mulyani, and T Widhiyanti Program Studi Pendidikan Kimia, Universitas Pendidikan Indonesia Abstract Since it was first introduced by Johnstone, 3 levels of chemical representation are still a focus in the field of chemical education. Researchers/instructors who use three levels of chemical representation, must have sufficient knowledge about these three levels so that they are able to apply them properly in the learning or research process. However, 3 levels of representation have been widely adapted and interpreted by many researchers so that it can cause confusion for teachers or researchers who are still unfamiliar with these 3 levels. Therefore, we summarize the term of representation level until 2019 and describe the scope contained within these three levels of representation from various perspectives. The method used in this research is document analysis. We obtained 72 journals that discussed the level of chemical representation. The results obtained were 48.61% of researchers using the term macroscopic, submicroscopic, and symbolic levels which were different from the original ideas of Johnstone. In addition, we found 33 new terms for 3 levels of chemical representation. Based on the analysis of 33 new terms, the scope of macroscopic, submicroscopic, and symbolic levels becomes richer and broader. Keywords: Three levels of chemical representation, macroscopic level, submicroscopic leve, symbolic level Share Link | Plain Format | Corresponding Author (Sisca Dwi Luviani)

84	Chemistry Education	ABS-246
A review for educational game for teaching chemistry R A E N Wulan, W Wiji, and T Widhiyanti Universitas Pendidikan Indonesia Abstract In this paper, we will present a review of the journal in an educational game that is applied or developed to teach chemistry lessons. The process includes several stages, 10 articles were identified based on the title, then followed by identifying them based on a group of chemistry educational game, and compare the group. Finally, the article that focuses on the approval of which educational game group is superior is used. From the analyzed article, there were four groups on chemical education games, namely the digital game group, physical game groups, group games that are played independently, and group games that are played in groups. Based on the results of a comparison of four groups of chemistry educational games obtained a digital group that can be played independently more than is available compared to the printed game and must be played by groups Keywords: Educational game, educational game of chemistry, type of educational game Share Link | Plain Format | Corresponding Author (R A EFLIN NAWANG WULAN)

85	Chemistry Education	ABS-247
Potency to overcome misconceptions by using multiple representations on the concept of chemical equilibrium A E K P Harza, W Wiji and S Mulyani UNIVERSITAS PENDIDIKAN INDONESIA Abstract This study aims to analyze the potential of some representations in overcoming misconceptions about the concept of chemical equilibrium. In this study using research and information gathering, the first stage conducted is related to articles relating to misconceptions that exist on the concept of chemical equilibrium, obtained in chemical equilibrium, then carried out an analysis of 14 articles, which cite misconceptions on chemical equilibrium, from this article a misconception that is often found is that the rate of the forward reaction is not the same as the rate of back reaction. From this collection of articles, 5 general chemistry textbooks were then reviewed, which presented the concept of chemical equilibrium for multiple representations, to overcome the misconceptions associated with the articles that were analyzed previously. The results obtained from general chemistry textbooks with several representations are able to overcome misconceptions derived from article analysis. Keywords: misconceptions, multiple representations, chemical equilibrium Share Link | Plain Format | Corresponding Author (Anggun Engla Kagia Putri Harza)

86	Chemistry Education	ABS-248
Review of learning modules in chemistry education E Yuliani, W Wiji, and S Mulyani Universitas Pendidikan Kimia Abstract This study discusses the use of learning modules in chemistry education. In this study, relevant articles were collected. After being collected, 20 related articles were obtained about the use of learning modules in chemistry education. The articles obtained are identified where there are several points obtained, namely the type of module, the chemical topics discussed in the module, the pedagogical approach used, and the results obtained after using the module. From these points, there are 2 types of modules, namely printed modules, and electronic modules. The topics of chemistry presented are basic chemistry, analytical chemistry, organic chemistry, and environmental chemistry. In use, modules can be used independently and in groups, with the results obtained after application of modules can be in the form of cognitive, affective, and psychomotor. Based on the analysis of the article, the dominant learning module developed is an electronic module in which the constructivist pedagogical approach. The dominant module on basic chemistry topics. The results obtained after the use of modules are the majority of modules that can improve learning outcomes and improve student concepts. Keywords: module, learning module, chemistry education module Share Link | Plain Format | Corresponding Author (Eliza Yuliani)

87	Mathematics Education	ABS-256
Listening to the student voice on emergency remote teaching during the pandemic crisis Yosep Dwi Kristanto (a*), Beni Utomo (a), Niluh Sulistyani(a) Program Studi Pendidikan Matematika, Universitas Sanata Dharma, Yogyakarta, Indonesia Abstract There is a need to evaluate emergency remote teaching (ERT) effort during COVID-19 pandemic to design and plan more effective online distance learning. Students^ voices are valuable input in evaluating ERT practice since the students are the ones most directly affected. This study aims to describe the students^ voice regarding their experiences and expectations while being enrolled in ERT-based courses in a time of COVID-19 pandemic. This study used mixed methods with survey approach in describing the students^ voice. Quantitative data analysis shows that the Revised Community of Inquiry (RCoI) elements, technology use, internet quality, and student perceived satisfaction are related to each other. As from the qualitative data analysis, seven main themes are obtained from students^ responses, namely instructor^s orchestration, assignments and internet constraints, learning process, the flexibility of emergency remote teaching, interaction among course participants, experiences in synchronous learning, as well as self- and co-regulation. The results in this study are expected to provide insightful input for the online instructor, learning designer, and policymaker in designing and planning more effective online distance learning programs. Keywords: student voice, emergency remote teaching, online distance learning, COVID-19 Share Link | Plain Format | Corresponding Author (Yosep Dwi Kristanto)

88	Mathematics Education	ABS-259
Mathematical communication of junior high school student based on gender Nenna Nur Islami, Nanang Priatna Universitas Pendidikan Indonesia Abstract Mathematics communication skill is one of the important abilities that students must have. This study aims to explain how mathematical communication abilities female and male students in solving rectangles problem. The subject of this study was 6 students who already studied rectangles in the class. In this research, the researcher used a qualitative method. There were found that male students tend to solve problems by stated it into the sketch. While female students tend to solve problems by restating with their own language. Keywords: Mathematics communication, gender Share Link | Plain Format | Corresponding Author (Nenna Nur Islami)

89	Mathematics Education	ABS-6
Does Reading Comprehension Competence Determine Level of Solving Mathematical Word Problems Competence? Daris Hadianto, Vismaia S. Damaianti, Yeti Mulyati, Andoyo Sastromiharjo Universitas Pendidikan Indonesia Abstract This study aims to investigate the interaction between problem solving skills in mathematical words and reading comprehension. The method used is correlational by linking reading comprehension competence and ability to solve mathematical word problems. Participants were 300 children aged 9-10 (Grades 3 and 4) taken from 3 school clusters of low, medium and high categories from various aspects. Reading comprehension skills in text and childrens mathematical word problem solving performance are tested. Reading comprehension skills are investigated to categorize participants as good or poor readers. The results showed that the ability to read comprehension had a very close relationship with the ability to solve mathematical word problems. The ability to understand the relationship between words and words in a sentence that contains problems is crucial for students to solve mathematical word problems. The school cluster chosen also influences the level of childrens mathematical word problem solving ability and reading comprehension skills. This implies that schools that have different characteristics need different teaching of reading comprehension and arithmetic. From the results of this study, researchers recommend teaching reading and counting in elementary schools be carried out in an integrated manner. Keywords: mathematical word problems- reading comprehension- school cluster- elementary school student. Share Link | Plain Format | Corresponding Author (Daris Hadianto)

90	Mathematics Education	ABS-262
The impact of Problem-Based Learning toward Increasing the ability of mathematical problem Solving and Literacy: Meta-Analysis Study D Juandi, E Nurlaelah, JA Dahlan, M Tamur, Suparman, MFB Paloloang Universitas Pendidikan Indonesia Jl.Dr.Setiabudi 228 Bandung Abstract This study aims to analyze the impact of the application of Problem-Based Learning (PBL) to increasing the ability of mathematical problem solving and literacy. The method used is a meta-analysis of 35 articles published in national proceedings, national and international journals published between 2013 and 2020. Data collection using the Google search engine and manual search. Journal articles reviewed from research results with experimental designs. Data analyzed were the effect sizes (ES) of each PBL trial with inclusion criteria including study years, study levels, and sample sizes. The analysis tool uses the Comprehensive Meta-Analysis (CM A) program, and the effect size index of the Hedges-g equation is obtained based on a random-effects model. The results found the effect-size of the overall results of the experiment, in general, have impact medium quality. Based on the study year, there is no significant difference of opinion on the impact of PBL on the improvement of mathematical problem-solving ability, whereas on increasing the mathematical literacy ability, the results are higher in research conducted in 2011-2014 and 2019-2020. Based on the level of education, a better impact occurs on increasing the ability to mathematical problem-solving if PBL is applied to secondary school students, while on increasing mathematical literacy ability, the impact is higher for the college sample. Based on the sample size of the research, PBL is more effective to improve the problem-solving ability of samples less than 30, while on increasing mathematical literacy ability is more suitable for sample sizes of more than 30. Keywords: Problem-Based Learning, Meta Analisis, Mathematical Problem solving, Mathematical literacy, efect size Share Link | Plain Format | Corresponding Author (Dadang Juandi)

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