International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER <p><strong>International Journal of Chemistry Education Research</strong><em> </em><strong>(IJCER) </strong>is a peer-reviewed journal which covers all aspect of education, including chemistry education, physic education, biology education, and science education. The journal publishes original research papers, short communications, dissemination, and discussion of research, experience, and perspective across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The IJCER journal is published every October and Apri in a year (semi-annual). IJCER journal is fully open access for scholarly readers.</p> en-US <p>The Authors submitting a manuscript do so on the understanding that if accepted for publication, the copyright for publishing (publishing right) of the article shall be assigned/transferred to Publisher of Indonesian Journal of Chemistry Education Research (IJCER), Universitas Islam Indonesia. Upon acceptance of an article, authors will be asked to complete a '<a title="Copyright transfer agreement" href="https://drive.google.com/file/d/1fHDoJxM1EYAIz9X1rkgmFM9C9e95rggV/view?usp=sharing" target="_blank" rel="noopener"><strong>Copyright Transfer Agreement for Publishing (CTAP)</strong></a>'. An e-mail will be sent to the Corresponding Author confirming receipt of the manuscript together with a '<em>Copyright Transfer Agreement for Publishing</em>' form by the online version of this agreement.</p> <p>This agreement deals with the transfer or license of the copyright of publishing to IJCER, while <strong>Authors still retain significant rights to use and share their own published articles, </strong>and all open access articles are distributed under the terms of the Creative Commons Attribution license, which permits unrestricted use, distribution and reproduction in any medium, provided that the original work is properly cited.</p> riyantokimuii@gmail.com (Riyanto) sahroni4imam@gmail.com (Imam Sahroni) Tue, 05 Apr 2022 03:14:13 +0000 OJS 3.3.0.10 http://blogs.law.harvard.edu/tech/rss 60 Implementation of Make a Match (MaM) Learning Model to the Nomenclature of Common Chemical Compounds on Motivation and Learning Activities of Class X SMA Negeri 1 Turi Academic Year 2019/2020 https://journal.uii.ac.id/IJCER/article/view/23213 <p>The aim of this study is to find out: 1) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning motivation, 2) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning activities. This research was experimental research design with Posttest Only Nonequivalent Control Group Design. The population of this study was all class X students of SMA Negeri 1 Turi in the academic year 2019/2020, with a two-class research sample, namely class X MIPA 1 and X MIPA 2. Data of concept for activity variables and learning motivation taken by non-test methods in the form of questionnaires and observation. Data analysis techniques used the Mann Whitney type non-parametric statistical test for learning motivation variables and the Two Independent Sample T-Test type parametric statistical test for learning activity variables on nomenclature of common chemical compounds. Based on the results of the study, it can be concluded: 1) There was no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on motivation learning of class x SMA Negeri 1 Turi academic year 2019/2020; 2) There were no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on activities learning of class x SMA Negeri 1 Turi academic year 2019/2020.</p> <p><strong>Keywords</strong>: make a match, learning motivation, learning activities</p> Mutmainnah, Widinda Normalia Arlianty, Muhaimin Muhaimin, Beta Wulan Febriana Copyright (c) 2022 International Journal of Chemistry Education Research https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/IJCER/article/view/23213 Wed, 29 Jun 2022 00:00:00 +0000 Effect of Concept Mapping Teaching Strategy on Students’ Misconceptions about Chemical Bonding in Rivers State https://journal.uii.ac.id/IJCER/article/view/22361 <p>This study examined the effect of concept mapping teaching strategy on Senior Secondary Students’ misconceptions about chemical bonding in Rivers State. Mixed method design, specifically, exploratory mixed method design was adopted. The sample comprised 174 SS2 Students. The instruments were Chemical Bonding Misconceptions Diagnostic Test and Interview Schedule validated by two Science Education Lecturers. The reliability coefficient of 0.87 for the Chemical Bonding Misconceptions Diagnostic Test was determined by test-retest method using Pearson Product Moment Correlation Coefficient formula. Careful piloting of the interview schedule was carried out, and the use of scientific terms as well as discussions were avoided to ensure reliability of the interview schedule. Research questions were answered using percentage and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Findings of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on the use of concept mapping strategy while negligible reduction was found with lecture teaching method. Also, statistically significant difference in the misconceptions of students taught with concept mapping strategy and those with lecture method was found. This suggests that students’ misconceptions about chemical bonding were corrected on application of concept mapping strategy. There was gender related difference in misconceptions of students taught chemical bonding using concept mapping strategy. It was recommended among others that; teachers should embrace the use of conceptual change strategies such as concept mapping in teaching chemical bonding and other abstract concepts in chemistry. Also, students’ misconceptions should be identified at the beginning of the lesson to facilitate correction.</p> <p><strong>Keywords</strong><strong>:</strong> misconceptions, concept mapping, chemical bonding, and teaching strategy</p> Inibehe Sunday Etokeren, ABOSEDE, Olufunso Olumide Copyright (c) 2022 International Journal of Chemistry Education Research https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/IJCER/article/view/22361 Mon, 18 Apr 2022 00:00:00 +0000 The Effectiveness of Virtual Learning Process on Environmental Chemistry Laboratory Course https://journal.uii.ac.id/IJCER/article/view/21490 <p>The impact of advanced technology is perceived in every sector, including education. As the Ministry of Education and Culture program, distance learning has become applied in Indonesia, especially with this pandemic COVID-19. The learning model used in the course will affect student understanding in this situation, especially for an experimental study that aims to enhance student skills in the laboratory. The virtual laboratory practice is an additional learning model used in Environmental Chemistry Laboratory Course. Before, the Environmental Laboratory Course used only video to deliver learning materials. This research is experimental research that aims to evaluate the additional virtual laboratory practice's impact on student grades compared to the previous method. The research result was obtained by comparing the practical course's assessment results in 2019/2020 to 2020/2021. A questionnaire was also used to collect student opinions about the new learning method. The number of samples in this research was 395 students. The results show that the average students' grades using explanatory video only is 89, then with additional virtual laboratory practice are 88. From the questionnaire, 46% of the respondent said the application increased their understanding of the learning materials, and they also enjoyed using the application. It could be concluded that the virtual laboratory practice did not improve the assessment result of the course but enhanced the student interest.</p> <p><strong>Keywords</strong><strong>:</strong> Distance learning, Laboratory course, virtual laboratory practice</p> Lutfia Isna Ardhayanti, Adelia Anju Asmara, Noviani Ima Wantoputri, Elita Nurfitriyani Sulistyo, Nelly Marlina Copyright (c) 2022 International Journal of Chemistry Education Research https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/IJCER/article/view/21490 Mon, 25 Apr 2022 00:00:00 +0000 The Effect of Online Learning on Interest in Studying Chemistry Courses https://journal.uii.ac.id/IJCER/article/view/21107 The Covid-19 virus in 2020 had a tremendous impact on almost all fields, one of which was in the field of education. Online learning is a solution for teaching and learning activities during the Covid-19 pandemic. This study aims to determine the effect of online learning on interest in learning in chemistry courses during the Covid-19 pandemic. Respondents taken were students of the Faculty of Industrial Technology, University of Nahdlatul Ulama Al Ghazali, Cilacap. The research design used linear regression analysis, with the data collection method in the form of a questionnaire. The results of the analysis for the normality test show a sig value of 0.200 more than 0.05 which means the data is normally distributed and the results of the linearity test show a sig value of 0.393 more than 0.05 which means that the correlation between online learning variables and interest in learning is linear. Based on the results of the linear regression test, the regression coefficient of 0.779 is positive, so it can be said that the direction of the influence of the variable x on y is positive. Based on the significance value: the table coefficients obtained a significance value of 0.001 &lt;0.05, so it can be concluded that the online learning variable (x) has an effect on the learning interest variable (y). Based on the t-count value of 3.607&gt; t-table 2.0484, it can be concluded that the online learning variable (x) affects the learning interest variable (y) Norma Eralita, Siti Khuzaimah Copyright (c) 2022 International Journal of Chemistry Education Research https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/IJCER/article/view/21107 Wed, 20 Apr 2022 00:00:00 +0000 The Impact of Using Understanding by Design (UbD) Model on Class 10 Student’s Achievement in Chemistry https://journal.uii.ac.id/IJCER/article/view/20866 <p>The purpose of this action research was to examine the impacts of Understanding by Design (UbD) Model on class ten student's achievement in chemistry. The study population comprises students of class 10 of Mendrelgang Central School. A sample of 62 students: 22 boys and 40 girls, was drawn using the purposive sampling technique. The participants were divided into two groups, the control and the experimental group. The pretest-posttest control group experimental design is used for this study. This study focuses on investigating the effectiveness of the Understanding by Design model in improving class ten students' achievement in chemistry. The result shows a non-significant difference between the control and experimental group's mean score on the Academic Achievement of Chemistry Test (AACT) for class ten before applying UbD Model (pre-test), a significant difference between the control and experimental group's mean score of the Academic Achievement of Chemistry Test (AACT) for class ten after applying UbD Model (post-test) and significant difference between boys and girls mean score of the Academic Achievement of Chemistry Test (AACT) for class ten before applying UbD Model.</p> <p><strong>Keywords</strong><strong>:</strong> Understanding by Design (UbD) Model, Student's Achievement, Class 10 Students, Achievement in Chemistry</p> Sonam Tshering Copyright (c) 2022 International Journal of Chemistry Education Research https://creativecommons.org/licenses/by-sa/4.0 https://journal.uii.ac.id/IJCER/article/view/20866 Wed, 20 Apr 2022 00:00:00 +0000 Improving Teacher Competence in Questions on Google Forms Through In House Training (IHT) in the Era of the COVID-19 Pandemic at Candirejo State Elementary School, Kalibawang, Kulon Progo Regency https://journal.uii.ac.id/IJCER/article/view/20305 The purpose of this study is to improve the ability of teachers in preparing questions on google forms. Building teachers' practical ways of thinking in solving problems related to the preparation of HOTS questions, as well as increasing the professionalism of school principals in organizing In House Training (IHT) and increasing the motivation and competence of school principals during the COVID-19 pandemic. This research method is descriptive qualitative through school action research which further deepens the teacher development process related to writing HOTS questions on the google form. The data of this study are qualitative data, while the research subjects are Candirejo State Elementary School teachers, totaling 8 teachers consisting of 6 classroom teachers and 2 study teachers. The results showed that the teacher's ability to write written test questions was initially only 2 people (20%), after the research was carried out with the first cycle of activities from 2 teachers to 8 teachers (100%), while the research activities at the end the implementation of the second cycle of activities with an average score of 69.00 and an average score of 3.80, while based on presentation it reached 94.91%. As for the stage of the second cycle of meeting 1 the teacher's ability in preparing questions through In House Training (IHT) on Google Form there was an increase of 2.14% and at the second meeting of cycle II it rose to 91.79% in the "Very Good" category. And the average score increased in the second cycle of meeting 2 to 64.25 from 61.38. While the activities of IHT participants at the second meeting of the second cycle reached 22.50, the average value of the second cycle of the second meeting reached 3.75 while the percentage-based score reached 93.75% in the "Very Good" category. So that the research can be ended at the stage of cycle II for the second meeting. Paryati Paryati Copyright (c) 2021 International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER/article/view/20305 Sun, 17 Oct 2021 00:00:00 +0000 Implementation Of Individual Guidance Through Whatsapp Group To Increase Achievement And Learning Motivation Of Students Of Class VII SMP Negeri 3 Ngaglik Sleman 2020/2021 https://journal.uii.ac.id/IJCER/article/view/20253 This study aims to increase the learning motivation of seventh-grade students of SMP Negeri 3 Ngaglik Sleman through "WhatsApp Group" in individual guidance. The population in this study was 369 students. The sample in this study was class VII SMP Negeri 3 Ngaglik Sleman totaling 128 which was divided into 3. The research method used in this study was Action research Guidance Counseling with the model developed by Kemmis and Mc. Taggart goes through four stages, namely planning, action, observation, and reflection. The research flow is carried out in two cycles. The results showed that the application of individual guidance through WhatsApp Group to the learning outcomes of Class VII students of SMP Negeri Ngaglik Sleman could increase. The average student evaluation results have exceeded the minimum value for each subject. As for the results after the students carried out mentoring activities for 3 cycles, as many as 5 students were in the very good category, and as many as 25 students were in a good category, and in the sufficient category as many as 2 students. Overall, the development of learning outcomes before being given action (pre-action) and after being given action for 3 cycles increased by 93.75%. Based on the results of the study showed that as much as 85% in the process of applying individual guidance through "WhatsApp group" on learning motivation can be used as an alternative in an effort to improve the process and learning outcomes of students. Suratmi Suratmi Copyright (c) 2021 International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER/article/view/20253 Sun, 17 Oct 2021 00:00:00 +0000 IMPROVING TEACHERS' ABILITY IN USING WHATSHAPP VOICE NOTE FACILITIES AS A MEDIA FOR DISTANCE LEARNING THROUGH INTEGRATED GUIDANCE ACTIVITIES AT SD BOROSUCI KAPANEWON KALIBAWANG KABUPATENKULON PROGO ACADEMIC YEAR 2020/2021 https://journal.uii.ac.id/IJCER/article/view/20238 <p><strong> </strong></p><strong>ABSTRACT: </strong>This study aims to determine and describe the teacher's ability to use the WhatsApp Voice Note application program in the distance learning process through integrated mentoring. The sample in this study was 9 teachers consisting of 6 classroom teachers and 3 subject teachers who were selected based on criteria using the WhatsApp Voice Note application program. This research was conducted in 2 cycles. Each cycle consists of 2 meetings and research procedures include; planning, implementation, observation and reflection. Meanwhile, to find out the teacher's activities at work, the researchers completed measuring instruments with observation instruments based on their ability to use the WhatsApp Voice Note application. The next aspect observed was the implementation of mentoring activities for researchers (principals). The results of the first cycle of research on the teacher's ability to use WhatsApp Voice Notes in Distance Learning obtained the lowest average score of the first cycle of 70.86%, the conversion value of 3, the "Good" category the highest average score of 77.55%, the conversion value; 3, category “Good”. The lowest average score in cycle II; 86.86%, value conversion; 4, “Very Good” category, the highest average score; 91.30%, value conversion; 4, “Very Good” category. As for the increase in the results of the first cycle to the second cycle; 13.75%. Furthermore, the results of the research cycle I the average score based on the percentage obtained the lowest average score of 82.04%, the conversion value was 3, the category "Satisfactory" while the highest average score reached 87.89%, the conversion value was 4, the category "Very Satisfactory" cycle II obtained the lowest average score of 89.72%, conversion value of 4, category "Very Satisfactory" the highest average score of 94.63%, conversion value of 4, category "Very Satisfactory". The results of the research cycle I and II there was an increase of 6.74%. The results of interviews with participants and researchers related to the implementation of the guidance program are contained in the interview transcript table for the WhatsApp Voice Note application program material considering that during the pandemic it was not only SD Negeri Borosuci Kalibawang that experienced difficulties, but every elementary school in the Kulon Progo Regency area. Research through integrative guidance is very helpful for teachers to add new knowledge about the WhatsApp Voice Note application. Furthermore, the principal also feels that it provides new experiences and is helped by all teachers who have a passion for learning to do distance learning in the era of the covid-19 pandemic. Suprihatin Suprihatin Copyright (c) 2021 International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER/article/view/20238 Sun, 17 Oct 2021 00:00:00 +0000 INCREASING TEACHERS' ABILITY USING ZOOM MEETING APPLICATIONS IN THE DISTANCE LEARNING PROCESS THROUGH COLLABORATIVE ASSISTANCE IN SD NEGERI BENDO KAPANEWON SAMIGALUH KULON PROGO ACADEMIC YEAR 2020/2021 https://journal.uii.ac.id/IJCER/article/view/20234 This research was motivated by the regulation of the Ministry of Education and culture regarding the implementation of education during the Covid-19 pandemic which required distance learning using online learning media. Online learning is a learning method that aims to improve the ability of teachers to use the Zoom Meeting application program at SD Negeri Bendo Kapanewon, Samigaluh Kulon Progo during the Covid-19 pandemic. This research is a school action research to improve the ability of school principals in managing learning leadership through collaborative mentoring. The subjects in this study were SD Negeri Bendo teachers, totaling 8 teachers consisting of 6 classroom teachers and 2 subject teachers. The purpose of this study was to improve the ability of teachers in implementing distance learning by using the Zoom Meeting application for Bendo Elementary School teachers through collaborative mentoring activities. The results of preliminary observations show that the ability of teachers at SD Bendo Kapenewon, Samigaluh, Kulon Progo, using the Zoom Meeting application is still in the "Not Good" category with a percentage reaching 87.50%. The ability of teachers in the first cycle of research results obtained by research data based on the average number based on the presentation of the first cycle, the highest score was 83.72%, the conversion value reached 3, the "Good" category, while in the second cycle the average number based on the highest score percentage was 92, 43%, conversion value reached 4, the category “Very Good”. Through collaborative assistance, the principal can improve the ability of the principal in delivering the Zoom meeting application program. Collaborative mentoring cycle I observations based on the assessment of participants the average number of classes based on the presentation of the highest score of 89.58%, when converted into a score it reached 4, with the "Very Good" category, while in the second cycle the average number was obtained based on the percentage the highest score is 92.71% when converted into a value of 4, the category "Very Good", the results of the study show that there is an increase of 3.13% in the implementation of collaborative mentoring can improve the competence of the principal in delivering the Zoom meeting application program Francisca Saminem Copyright (c) 2021 International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER/article/view/20234 Sun, 17 Oct 2021 00:00:00 +0000 INCREASING TEACHERS' CAPABILITIES IN DISTANCE LEARNING USING THE GOOGLE CLASSROOM APPLICATION THROUGH PERSONAL ASSISTANCE OF TEACHERS IN KEMPONG KALIBAWANG, KULON PROGO DISTRICT, 2020/2021 https://journal.uii.ac.id/IJCER/article/view/20195 This research is motivated by teachers who are still not ready to face distance learning during the Covid-19 pandemic. To overcome this problem researchers take corrective actions through school action research which aims to improve the ability of teachers and researchers to provide personal assistance using the Google Classroom application program for learning. distance and improve school performance in order to be able to compete in the field of graduation. The research design uses a qualitative design, while the data collection technique uses the method of documentation and observation. The data analysis technique was carried out through a qualitative descriptive model consisting of data reduction, data presentation, and drawing conclusions. The results of this study can be seen from the increase in the results of the ability of the participants in personal assistance and the implementation of activities by resource persons from before the action in cycles I and II. In the pre-cycle of participants who got an average score of 3.52, the percentage was 88.04% with the "Very Good" category, there was 1 person while the average score was 3.12, the percentage was 78.12%, the conversion value reached 3, the next 6 participants got a score of 2, the category "Quite Good". Based on the teacher's ability in the first cycle it reached 74.65% if converted the value obtained 3, with the "Good" category while in the second cycle it reached 87.49%, if the conversion value obtained a value of 4, with the "Very Good" category. Based on the implementation of mentoring by the resource persons in the first cycle, it reached 87.46%, if converted the value obtained 4, with the "Very Satisfactory" category while in the second cycle it reached 91.22% if converted the value obtained 4, with the "Very Satisfactory" category Dwi Wahyuni Copyright (c) 2021 International Journal of Chemistry Education Research https://journal.uii.ac.id/IJCER/article/view/20195 Sun, 17 Oct 2021 00:00:00 +0000