Analysis of Understanding Chemical Bond Concepts in Students with Three-Tier Multiple Choice

One type of diagnostic test is a three-tier multiple choice, which is a test question in the form of choices consisting of three questions, the first part is about the concept of the topic, the second part is the reason refers to the first question, and the third part is the level of confidence in the two previous questions. Students' understanding of chemical bonding. The method used is descriptive with the research subject of 93 students of chemistry education. Data collection with 14 three-tier multiple choice test questions and analysis of students' level of understanding using the Certainty of Responses Index (CRI) technique. The results showed that the understanding of the concept of chemical bonds was very low at 29.50% and misconceptions at 62.77% in the high category. With high student misconceptions, it means that the concept of chemical bonds that they have is still not in accordance with the truth. Based on these findings, for teachers there needs to be special preparations and strategies to improve students' understanding of concepts, for example carrying out learning using methods that are in accordance with the characteristics of the material presented or by using appropriate learning media

Analysis of Understanding Chemical Bond Concepts in Students with Three-Tier Multiple Choice

One type of diagnostic test is a three-tier multiple choice, which is a test question in the form of choices consisting of three questions, the first part is about the concept of the topic, the second part is the reason refers to the first question, and the third part is the level of confidence in the two previous questions. Students' understanding of chemical bonding. The method used is descriptive with the research subject of 93 students of chemistry education. Data collection with 14 three-tier multiple choice test questions and analysis of students' level of understanding using the Certainty of Responses Index (CRI) technique. The results showed that the understanding of the concept of chemical bonds was very low at 29.50% and misconceptions at 62.77% in the high category. With high student misconceptions, it means that the concept of chemical bonds that they have is still not in accordance with the truth. Based on these findings, for teachers there needs to be special preparations and strategies to improve students' understanding of concepts, for example carrying out learning using methods that are in accordance with the characteristics of the material presented or by using appropriate learning media

IMPLEMENTASI PEMBUATAN BAHAN AJAR POCKET BOOK SEBAGAI UPAYA PENINGKATAN PEMAHAMAN KONSEP DAN KREATIVITAS MAHASISWA

This study aims to explain how creativity and conceptual understanding and their effects on chemistry education students through the assignment of a pocket book project. The method used was an experiment with a one shot case study design. This implementation was carried out for 20 even semester students of the 2018 Malikussaleh University Chemistry Education study program. The instruments used in this study were the student's creativity assessment sheet (conducted by the observer) and the conceptual understanding test questions (the form of an individual essay at the end of the lesson). The data obtained were then analyzed using a percentage formula and interpreted into a value interval. Based on the results obtained, the average student creativity was 81,33 categorized as good and understanding of the concept was 86. Creativity had an effect on students' conceptual understanding, because through the pocket books provided students could explore all their potential to complete the task. So that it can improve understanding of the concept of each student. For advanced researchers who want to do the same, to further expand the aspects assessed for the assessment of student creativity

ANALISIS KESALAHAN MAHASISWA DALAM MENYELESAIKAN SOAL IKATAN KIMIA

Chemical bonding is an important topic in chemistry. The chemistry students have to expert on the topic. Due to the importance of chemical bonding topic, qualitative descriptive research was conducted to analyze the students' errors in solving the chemical bond problems. The participants were 38 students of the third semester of Chemistry Education Department in one of the universities in Aceh, Indonesia. The result showed that the percentage of the students’ errors in solving the chemical bonds problems was high with an average of 69.08%, it means that the students’ ability in understanding chemical bond concepts is still low. This research concludes two things. First, the types of errors in solving chemical bonds problems are the students’ error in understanding the basic concepts of chemical bonds, lack of understanding of the concept how an element has a stable electron configuration, the mechanism of the difference in the forming of ion bonds and covalent bonds, the influence of geometric figures, the resultant molecular dipole moments, the number of electronegativity to molecular pollutants, the writing of a Lewis structure for molecules and polyatomic ions, the determining of the formal contents of each atom of a Lewis molecular structure, and the drawing of the Lewis structure. Second, the causes of students’ errors have forgotten the materials and also pre-requisite materials and inaccurate in reading and solving the problems. These results need to be considered in the learning process in order to improve students’ ability in solving chemical bond problems

Analysis of Student Environmental Literacy: PjBL-Based Learning that is Integrated STEM

This study aims to analyze student environmental literacy from the aspect of physical and ecological systems, social, cultural, and political systems, environmental Issues, multiple solutions to environmental issues, and citizen participation and action strategies. The research subjects were 70 students of chemistry education and physics education at Malikussaleh University which is taught by learning Project Based Learning (PjBL) integrated with STEM. Research results in the overall average environmental literacy ability of students are 74 by category good, there are 14 students with very good environmental literacy skills, 50 students in the good category, and 6 students in the sufficient category. If viewed from environmental literacy indicators obtain the average value of students who answer correctly different questions, namely physical and ecological systems by 80%, social, cultural, and political systems by 70%, environmental issues by 68.1%, multiple solutions to environmental issues of 58.58%, and citizen participation and action strategies namely 86.1%

PELATIHAN PENGEMBANGAN SOAL MATEMATIKA DAN SAINS BERBASIS NUMERASI PADA GURU UNTUK MENUNJANG ASESMEN NASIONAL

ABSTRAKKegiatan PKM yang dilaksanakan untuk guru SMP di kabupaten Aceh Utara ini bertujuan untuk meningkatkan kompetensi pedagogik guru dalam menyusun dan mengembangkan soal matematika dan sains berbasis numerasi, sebagai persiapan guru dalam membimbing siswa  menghadapi Asesmen Nasional (AN). AN mulai diterapkan sebagai sistem evaluasi di Indonesia pada tahun 2021 yang bertujuan untuk memperbaiki kualitas pembelajaran. Kegiatan ini didasari oleh permasalahan mitra yaitu:(1) Belum adanya pelatihan khusus untuk penyusunan dan pengembangan soal matematika dan sains berbasis numerasi. (2) Minimnya pemahaman guru dan keterbatasan ide dalam penyusunan soal berbasis numerasi. (3) Guru belum menggunakan soal matematika dan sains berbasis numerasi dalam proses pembelajaran. Kegiatan pelatihan dilakukan dalam tiga tahap, pertama analisis pemahaman awal guru terkait tujuan dan instrumen yang digunakan dalam AN. Tahap kedua pemaparan materi mengenai strategi penyusunan soal matematika dan sains berbasis numerasi serta penerapan di sekolah. Selanjutnya, tahap ketiga penyusunan soal matematika dan sains berbasis numerasi. Soal-soal yang sudah disusun oleh peserta, kemudian dievaluasi dan dianalisis berdasarkan kriteria soal numerasi. Di akhir kegiatan pelatihan, peserta mengisi angket respon untuk mengetahui efektifitas dan keberhasilan kegiatan pelatihan ini. Hasil yang diperoleh yaitu pelaksanaan kegiatan pelatihan ini sangat bermanfaat, dapat meningkatkan motivasi, sesuai dengan kebutuhan guru, pemateri sangat responsive terhadap pertanyaan peserta, dapat meningkatkan pemahaman dan kemampuan peserta dalam menyusun dan mengembangkan soal berbasis numerasi, serta perserta bersedia untuk ikut berpartisipasi jika kegiatan ini diselenggarakan kembali.                                                                               Kata kunci: pengembangan soal; sains; numerasi;asesmen nasional ABSTRACTThe PKM activity which was carried out for junior high school teachers in Aceh Utara district was aimed at increasing the pedagogic competence of teachers in compiling and developing numeracy-based math and science questions, as a preparation for teachers in guiding students to face the National Assessment (AN). AN will be implemented as an evaluation system in Indonesia in 2021 which aims to improve the quality of learning. This activity is based on partner problems, namely: (1) There is no special training for the preparation and development of numeracy-based math and science questions. (2) The teacher's lack of understanding and limited ideas in the preparation of numeration-based questions. (3) Teachers have not used numeration-based math and science questions in the learning process. The training activities are carried out in three stages, firstly an analysis of the teacher's initial understanding of the objectives and instruments used in the National Assessment. The second stage is the presentation of material on strategies for formulating numeracy-based math and science questions and their application in schools. Next, the third stage is the preparation of numeration-based math and science questions. The questions that have been prepared by the participants are then evaluated and analyzed based on the criteria for numeracy questions. At the end of the training activity, participants filled out a response questionnaire to determine the effectiveness and success of this training activity. The results obtained are that the implementation of this training activity is very useful, can increase motivation, according to the needs of the teacher, the presenters are very responsive to participant questions, can increase the understanding and ability of participants in compiling and developing numeration-based questions, and participants are willing to participate if this activity reorganized. Keywords: question development; science; numeracy; national assessmen

LITERASI SAINS DALAM PEMBELAJARAN SAINS SISWA SMP

Abstrak: Penelitian ini bertujuan untuk mengukur kemampuan literasi sains siswa dalam pembelajaran sains pada aspek pengetahuan konten, prosedural dan epistemik. Penelitian ini menggunakan metode deskriptif kuantitatif. Sampel penelitian adalah 55 orang siswa kela VII SMPN 2 Kota Lhokseumawe tahun ajaran 2022/2023. Instrumen penelitian yang digunakan adalah soal tes literasi sains yang terdiri dari aspek pengetahuan konten, prosedural dan epistemik dengan kompetensi menjelaskan fenomena secara ilmiah, menafsirka data dan fakta secara ilmiah, menyusun inkuiri ilmiah, menjelaskan fenomena secara ilmiah dan evaluasi inkuiri ilmiah. Hasil penelitian menunjukkan bahwa kemampuan literasi sains siswa kriteria sedang dengan persentase 49,65%. Pada pengetahuan konten menjelaskan fenomena secara ilmiah dan menafsirkan data dan fakta secara ilmiah dengan persentase masing-masing 56,4% dan 51,2 % dalam kategori “sedang”. Pada pengetahuan prosedural persentase menjelaskan fenomena secara ilmiah adalah 45,6% dalam kategori “sedang” dan kompetensi paling rendah adalah menyusun inkuiri ilmiah dan mengevaluasi inkuiri ilmiah dengan persentase masing-masing 25,6% dan 26,2%. Persentase tertinggi pada pengetahuan epistemik kompetensi menjelaskan fenomena ilmiah yaitu 60,1% kategori “tinggi” untuk menafsirkan data dan fakta secara ilmiah serta evaluasi inkuiri ilmiah dengan persentase masing-masing 52,7% dan 53,2% dengan kategori “sedang”. Peningkatan literasi sains siswa dapat dilakukan dengan membiasakan menggunakan soal-soal tes berbasis literasi.Abstract:  This study aims to measure students' scientific literacy skills in learning science in the aspects of content, procedural and epistemic knowledge. This study uses a quantitative descriptive method. The research sample was 55 seventh-grade students of SMPN 2 Lhokseumawe city in the 2022/2023 academic year. The research instrument used is a scientific literacy test question which consists of aspects of content, procedural and epistemic knowledge with the competence to explain phenomena scientifically, interpret data and facts scientifically, compile scientific inquiries, explain phenomena scientifically and evaluate scientific inquiry. The results showed that the students' scientific literacy ability was moderate with a percentage of 49.65%. Content knowledge explains phenomena scientifically and interprets data and facts scientifically with a percentage of 56.4% and 51.2%, respectively, in the "medium" category. In procedural knowledge, the percentage of scientifically explaining phenomena is 45.6% in the “moderate” category and the lowest competence is compiling scientific inquiries and evaluating scientific inquiries with percentages of 25.6% and 26.2%, respectively. The highest percentage of epistemic knowledge of competence to explain scientific phenomena is 60.1% in the "high" category to interpret data and facts scientifically and scientific inquiry evaluations with 52.7% and 53.2% respectively in the "medium" category. Improving students' scientific literacy can be done by getting used to using literacy-based test questions

Pengaruh Strategi Process Oriented Guided Inquiry Learning (POGIL) Terhadap Kemampuan Proses Sains dan Literasi Kimia

Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian quasy eksperiment desain dan menggunakan rancangan nonequivalent control group design. Populasi penelitian ini siswa kelas X SMA Negeri 3 Putra Bangsa dan sampel penelitian terdiri dari dua kelas yaitu X IPA 1 sebagai kelas eksperimen dengan jumlah 25 siswa dan kelas X IPA 2 sebanyak 25 siswa sebagai kelas kontrol. Teknik pengambilan sampel dengan menggunakan purposive sampling yaitu teknik pengambilan sampel dengan pertimbangan tertentu. Instrumen penelitian yang digunakan untuk menilai kemampuan literasi kimia menggunakan soal tes yang sudah diuji validitas, reliabilitas, tingkat kesukaran dan daya pembeda, sedangkan untuk menilai keterampilan proses sains digunakan lembar observasi. Data hasil penelitian dianalisis menggunakan bantuan program komputer SPSS. Hasil pengujian menggunakan independent sample t test diperoleh nilai sig. (2-tailed) sebesar 0,000 < 0,05. Berdasarkan hasil pengujian tersebut dapat disimpulkan bahwa terdapat pengaruh strategi POGIL terhadap literasi kimia dan kemampuan proses sains siswa pada materi ikatan kimia di SMA Negeri 3 Putra Bangsa Lhoksukon. Hasil analisis menunjukkan adanya pengaruh posistif strategi POGIL terhadap literasi kimia dan kemampuan proses sains siswa

The Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

This study aims to determine how the influence of the POGIL model on the ability of the science process and scientific literacy of students, in addition to knowing how the MFI model affects science process skills and scientific literacy of students and the comparison of POGIL and MFI models on science process skills and scientific literacy of Lhokseumawe City Junior High School students. This research uses an approach to quantitative research. The population of this research is the seventh-grade students of SMP in Lhokseumawe city. The research sample taken is SMPN students Arun, SMPN 1 Lhokseumawe, and SMPN 2 Lhokseumawe every 3 schools that consist of 2 experimental classes (POGIL and MFI models) and 1 control class (conventional) with a total of 9 classes. The research instrument used is a test question for knowing students' literacy skills, practicum guide sheets, and observation sheets to determine students' science process skills. In the class with the POGIL model, the average value of scientific literacy ability is 32.27, and science process skills are 81.32. In class with the MFI model, the average value of science literacy skills is 26.84, and process skills science 88.71. While the control class has an average value of scientific literacy ability of 12.77 and science process skills of 68.54. Based on Test Test output Statistics data of students' scientific literacy and science process skills are known as the value of asymp. Sig. (2-tailed) of 0.00 &lt; 0.05, it can be concluded that the POGIL model has a significant effect on students' scientific literacy and science process skills.  The results for the MFI class scores of students' scientific literacy skills and science process skills, because of the Asymp value. Sig. (0.000) &lt; (0.05) so that learning with the MFI model affects the scientific literacy ability and science process skills of students. Classes taught with POGIL and MFI models with Asymp grades. Sig. (0.099 &gt; (0.05) means that there is no significant difference in students' scientific literacy skills between students who are taught with the POGIL model and students who are taught with the MFI model but there is a significant difference in science process skills of students with POGIL and MFI models, where the MFI model students' science process skills higher than the POGIL mode