Chemistry Teachers' Ability to Design Classroom Action Research in Hybrid Learning Program

This research examines chemistry teachers' understanding on Classroom Action Research (CAR) and their ability to design CAR in hybrid learning-based self-development program. The research employed one group pretest posttest design. Fifteen high school chemistry teachers in Sleman were involved. The program was carried out through course work and training following In-On-In format (face to face, practice, and face to face meetings). It was supported by the use of Tinular website (http://dikkitinular.wix.com/titinular). The research findings show that the increase of chemistry teachers' understanding on CAR can be categorized as ‘medium'. Their ability to design a CAR can be categorized as ‘good'. The appropriateness of the action and data collection instrument constitute the ability with the lowest score. Continuous implementation of the program, appropriate supervision and scaffolding from the tutor significantly enhance teachers' self-development. KEMAMPUAN MERANCANG PENELITIAN TINDAKAN KELAS GURU KIMIA DALAM PROGRAM BERBASIS HYBRID LEARNIN

Survei terhadap Terjadinya Kekerasan dalam Rumah Tangga (Kdrt) Wanita Karier di Daerah Istimewa YOGYAKARTA

Penelitian ini bertujuan untuk mengetahui persentase wanita karier di wilayah DIY yang mengalami KDRT ditinjau dari keempat jenis KDRT yang ada dan persentase wanita karier di wilayah DIY yang mengalami KDRT ditinjau dari usia perkawinan. Penelitian ini didesain sebagai pe- nelitian deskriptif dengan metode survei terhadap wanita karier yang ada di wilayah DIY. Variabel penelitian adalah KDRT pada wanita karier yang berprofesi sebagai pendidik (guru/dosen) dari lima Kabupaten yang ada di DIY. Populasi penelitian adalah seluruh pendidik (guru/ dosen) yang berasal dari lima Kabupaten di DIY, yaitu Kota, Bantul, Sleman, Kulon Progo, dan Gunung Kidul. Sampel penelitian sebanyak 40 wanita karier per Kabupaten yang diambil secara area purpossive sampling. Instru- men penelitian berupa angket yang dijabarkan berdasarkan keempat bentuk KDRT sesuai dengan UU Penghapusan KDRT No. 23 Tahun 2004, yaitu kekerasan fisik, psikis, seksual, dan ekonomi, sehingga memenuhi validitas logis. Hasil penelitian menunjuk- kan bahwa persentase wanita karier di wilayah DIY yang mengalami KDRT ditinjau dari kekerasan fisik, psikis, seksual, dan ekonomi berturut-turut sebesar 20,462%, 21,415%, 21,127%, dan 21,283%. Secara keselu-ruhan persentase rata-rata untuk semua jenis KDRT sebesar 21,072% dengan kriteria/kategori rendah. Persentase wanita karier di wilayah DIY yang mengalami KDRT mulai dari usia perkawinan 1 – 5 tahun, 5,1 – 10 tahun, 10,1 – 15 tahun, dan > 15 tahun berturut-turut sebesar 21,544%, 20,828%, 21,435%, dan 21,223%, semua dalam kriteria/kategori rendah. Data menunjukkan bahwa terdapat sebagian kecil wanita karier yang berprofesi pendidik (guru/dosen) yang mengalami KDR

Collaborative Learning to Improve Preservice Teachers' Knowledge About Chemistry Content in the Automotive Vocational Context

This study was aimed to examine the effectiveness of collaborative problem-solving-based learning to improve knowledge about chemistry content in the automotive vocational context. The study design used was one-group pretest-posttest design and applied to Vocational Chemistry subjects. Data analysis was performed by using the normalized gain-test formula and t-test using SPSS software version 21. The findings showed that collaborative learning is effective to improve pre-service teachers' knowledge about chemistry content of petroleum and polymer chemistry. The mastery level of basic knowledge about the petroleum and polymers is fairly good. However, the knowledge of the content of petroleum and polymer applications in the automotive field is not satisfactory. Although the application content knowledge increased with the moderate criterion for the application of petroleum and with the low criterion for polymer applications, the mastery level of pre-service teachers at the end of the course was still low. Factors that allegedly become the causes of the low mastery of application content knowledge are the characteristic factor of the content, conceptual learning difficulties and the experience factor