bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of Geometry Analysis Using Geogebra Scripting in terms of Student Cognitive Capabilities
Authors: Bernard M , Setiawan W
Published: May 2020

Geometry is a part of mathematics related to points, lines, planes, flat buildings, and building spaces. And their thought processes must be discussed by students and mastered for geometry analysis. Students must have good analytical skills dealing with geometric questions based on cognitive abilities, namely understanding, connection, communication, reasoning, critical and creative, each of which has indicators as references using the Geogebra help software by Geogebra Script. The method used is a learning development model, and before using ICT media from 41 students, 85.36% participation in mastering vectors and 78.05% not mastering transformation geometry, and after using the inability of media to connect vectors and convert vectors to 48, 78% and 41.47%. And there was a significant increase before and after using media supported by GeoGebra scripts, namely the average grade from 29.88 to 58.29. Based on these results because there is an increase in the cognitive abilities of students who use Scripting Geogebra, however, there is a need to consider evaluating especially reasoning ability, problem-solving, and critical because the increase is below 50%.
Mathematical abstraction: students’ concept of triangles
Authors: Hutagalung E E , Mulyana E , Pangaribuan T R
Published: May 2020

Mathematical abstraction is a cognitive process when students construct their mathematics knowledge and the result of the process itself. This study explores the mathematical abstraction of students related to the concept and the area of triangles. For this reason, firstly, the researchers developed four questions. This study was conducted in one junior high school in Bandung. Twenty-three students, grade 7 (12-14 years old), were involved in this study. Data were collected through observation of the test results and followed by students interviews. Finally, data were analyzed qualitatively. The researchers found that the low-achievement students tend to understand the triangles which consist of the interior area bounded by three straight lines and the lines themselves; they also tend to understand the area of triangles as the result of the pattern of a base times height divided into two. Besides, there are indications that low-achievement students need help from teachers so that they can achieve a higher level of abstraction.
Association of physical body-kinesthetic (Multiple Intelligences) mobility with learning results biology in SMA negeri 2 bandar lampung
Authors: Pratama Riandy , Handoko Akbar , Anwar Chairul
Published: May 2020

Multiple Intelligences defines intelligence as the ability and skill of resolving problems, creating valuable products in one or more environments, cultures and communities. So that with multiple intelligences can affect the ability of students to learn specifically in learning Biology. This research aims (1) To know the relationship between students who have kinesthetic ability to learn Biology subjects (2) to know the difference in student grades based on kinesthetic indicators. The method used was the correlational method using 1 class as an experimental class as well using product moment formula. This research was held on May 29 until June 10, 2017 sample taken in class XI MIA I with purposive sampling technique. SMAN 2 Bandar Lampung mission is to develop the potential of learners Multiple Intelligences including intelligent motion. Refers to the bookSuharsimi Arikunto consists of 45 statements based on the indicator of kinesthetic ability, consisting of 5 indicators to look for differences in the value of each indicator using a one-way Anova Test. Collection of student value data on the pick up based on final exam results. The significant value between kinesthetic intelligence and the learning outcomes based on the analysis of the two interconnected interpretation is sufficient.
The effect of local primacy-based comic media on students’ conservation attitudes
Authors: Sukri A , Rizka M A , Sakti H G , Harisanti B M , Muti’ah A
Published: May 2020

The purpose of this study was to analyze the influence of the implementation of local primacy-based comic media on students’ conservation attitudes. This research was a quasi-experimental that adopted and modified separate sample pretest-postest designs. Two experimental schools, namely SDN 1 Gili Indah and SDN Teratak, West Nusa Tenggara, Indonesia were taken randomly with a total of 52 students. Data on student conservation attitudes was collected through questionnaires. The data were converted into percentages then analyzed using the paired and independent sample t-test. The results of this research showed that the implementation of local primacy-based comic media can increase students’conservation attitudes (p<0.05) and there was no difference students’conservation attitudes of the two observation schools (p>0.05).
Project-based learning to enhance student’s awareness towards the environment
Authors: Masdiana R , Kusnadi K , Munandar A
Published: May 2020

The research aimed to enhance student’s awareness toward the environment through project-based learning. In learning process students are expected to solve school environment problems of waste management. The study was conducted on the students of grade X, in one of the Vocational Schools in Indonesia for 3 meetings. Students are given worksheet as a guide for designing waste treatment projects. The researcher used six stages namely: 1) Design purpose; 2) Inquiry field; 3) Solution; 4) Choosing the preferred solutions; 5) Operation step; 6) Evaluation. Indicators of awareness toward the environment used Dunlap and Liere instruments, including: 1) fragility of natural balance in the school environment; 2) ecological crisis in the school environment; 3) the reality of limited natural resources in the school environment; 4) Anti-anthropocentrism of students in the school environment; 5) rejection of exceptionalism. The results showed an increase of awareness towards the school environment with N-gain score category is medium (N gain= 0.41). Students also appreciate and maintain the school environment.
Students’ perception towards field study activity
Authors: Permana A , Saefudin  , Amprasto
Published: May 2020

This preliminary research aims to give description about students’ perception towards field study or about the reasons for students like or dislike field study activity which has been occurred at schools and the potency to conduct field trip learning. This research used quantitative survey research method with deep explanation. The data collection used questionnaire and interview. The statements in the questionnaire were open and close statements, which showed positive and negative perception with 5 point-Likert scales. Index of appreciation of field study were determined using questionnaire information from 19 students in 12thgrade. The result show that out of 19 respondents, most of the express positive perception towards field study with average indices = 57.06 (range 45.45 – 81.82; with standard deviation = 8.48). The students’ positive perception towards field study activity implies can give impact toward field skills acquisition such as identification or classification skills, monitoring or sampling or survey skills, teamwork skill, and problem-solving skills in the field.
Developing biology learning tools based on character education integrated with sustainable local wisdom to enhance 21st-century attitude of students
Authors: Irwansyah M , Ferawati F , Suryani E , Olahairullah O , Ariyansyah A , Nurfathurrahmah N , Rubianti I
Published: May 2020

The study aims to (1) to find out the stages of developing biology learning tools based on character education integrated with sustainable local wisdom, (2) to determine the validity, practicality, and effectiveness of biology learning tools based on character education integrated with sustainable local wisdom, and (3) to find out the effect of biology learning tools based on character education integrated with sustainable local wisdom. The trial of this research product was conducted to 11th-grade students of SMAN 2 Kota Bima in the school year 2018/2019. This research is developing research which is based on the Thiagarajan development model which consists of 4 stages are define, design, develop and disseminate. The instruments of this research are validation sheets, observation sheets, attitude assessment instruments, cognitive tests, and student response questionnaires. The results of this study indicate that developing biology learning tools based on character education integrated with sustainable local wisdom is valid, practical and effective to enhance the 21st-century attitude of students.
Assessment for learning through written feedback to develop 21st-century critical thinking skills on plantae learning
Authors: Nurdini Y , Wulan A R , Diana S
Published: May 2020

The development of 21st-century skills becomes essential life skills in supporting individuals to adapt well to 21st-century life. One of the 21st-century skills that need is critical thinking skills. The development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to research the application of assessment for learning to improve students’ critical thinking skills. This study uses the quasi-experiment method with the pretest-posttest control group design. Assessment for learning through written feedback is applied to the experimental group, while the control group is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The result showed that assessment for learning through written feedback can improve the critical thinking skill of students. This is indicated by the experimental group has higher critical thinking skill improvement than control groups in Pteridophyta and Bryophyta chapter.
Development of web-based three tier multiple choice test to measure student’s tree thinking; try out
Authors: Julaeha S , Hidayat T , Rustaman N Y
Published: May 2020

Development of three tier multiple choice tests were conducted to detect and measure of student’s tree thinking on classification concept. Three tier multiple choice test was developed with web integration of a Google Classroom application for easy feedback. The study involved a number of high school students (n = 29) who had studied the concept of Animal Classification. The research procedure was carried out through stages: literature study, problem analysis, and instrument design. The instrument was validated by expert and analyze using ANATES version 4.0. Tree thinking was measured on the basis of identification of evolutionary characters, phylogenetic relationships, concept of clade, MRCA (Most Recent Common Ancestor), sister groups, tree topologies, number of evolutionary changes, and sequence of evolution in species. The validation results show that the three tier multiple choice test can be used to measure students’ tree thinking. In addition, the results analysis of items with ANATES version 4.0 indicated that the test has high reliability (r = 0.69), very good of differences (D> 0.4) on 12 items, and difficult on 14 items. This study show that 11 test items were directly accepted (60%), 3 items were accepted but with revision (15%), 4 items were rejected (25%). The conclusion obtained from this study was that the web-based three-tier multiple choice test developed was good and can be used to measure of student’s tree thinking.
Virtual laboratory for enhancing students’ understanding on abstract biology concepts and laboratory skills: a systematic review
Authors: Udin W N , Ramli M , Muzzazinah
Published: May 2020

The virtual laboratory has been widely used in biology learning at all levels of education, but it remains a challenge for countries with technological shortages. Many biological concepts were abstract and difficult to be understood through simple explanation or even difficult to do in a laboratory. Utilization of virtual labs in biology learning, especially in higher education needs to be reviewed about the characteristics of contents, and function and its efficiency to assess the specific variables. Thus, this systematic review was carried out to analyze research articles published from 2010 to 2018. The articles were selected using the PRISMA. The articles were obtained from Google Scholar, the Science Direct, and the Journal of Science Education, ERIC, and Journal of Biological Education. In total, 199 articles were found. The general analysis was conducted. The results yielded 47 articles to be further analyzed by looking at the content and results of the study. Twenty-three articles were obtained and analyzed. Journal content analysis was focused on the selected topic, the dependent variables, sample size, effect size, research design, data collection techniques, research objectives, and the results. Cell or molecular biology was the most widely used topics in the virtual laboratory. Students’ conceptual understanding was the most studied variable, some studies examine students’ affective and psychomotor skills, but only a few studies examine the learning process. Most biology virtual labs were developed using the Adobe Flash Player application with 3D animation. The results suggested for further research to develop a virtual biology lab that is more inquiry-based, and capable of assessing students’ conceptual change and science process skills which not have been widely studied.
Correlation of the logical thinking with mastery concept of prospective biology reachers
Authors: Juhanda A , Rustaman N Y , Hidayat T , Wulan A R
Published: May 2020

This study aims to determine the description of logical thinking and mastery of concepts, analyzing the relationship between the two owned by a number of prospective biology teachers in the vertebrate zoology practice. The research method was a correlational descriptive method with a sample of one class which includes 26 prospective teachers of the Department of Biology Education, FKIP Universitas Muhammadiyah Sukabumi (UMMI), 2017/2018 semester academic year using a purposive sampling technique. Data collection was conducted using the many as 10 standard Test of Logical Thinking (ToLT) and 20 concept mastery questions. Data analysis was carried out through a correlation test. The results showed that: 1) 35% of students had logical thinking at the transition stage with an average value of 3.0; 2) 31% of students show mastery of concepts with enough categories with an average value of 63; 3) There is a moderate correlation between logical thinking and the mastery of the concept of prospective teachers with a correlation coefficient of 0.541. The understanding of the highest correlation at each indicator of logical reasoning compared to other cognitive aspects.
Biotechnology learning profile biology in FKIP Biology Education Study Program Pasundan University Bandung Indonesia
Authors: Halimah M , Rahmat A , Redjeki S
Published: May 2020

Life in the 21st century requires a variety of skills that must be mastered by everone. Achieving 21st century skills is done by updating the quality of learning, one of which is learning Biotechnology. Biotechnology is one of the subjects taught in the Biology Education Study Program FKIP UNPAS Bandung which is taught to provide students as Biology teacher candidates who have academic abilities that can apply, develop and disseminate science and technology professionally. The purpose of this study was to determine the learning process of biotechnology that took place for students of Biology teacher candidates in the Biology Education Study Program, FKIP Unpas. The method used is descriptive qualitative with a questionnaire consisting of 18 questions which are a mixture of questions in open and closed forms and also interviews. Some 38 students and 2 lecturers were involved in this study. The results of the study show that the learning process in the Biology Education Study Program, FKIP UNPAS, still uses the classical method with a teaching-centered learning system. But the enthusiasm of the teaching staff to develop themselves is very potential to encourage the improvement of the quality of the learning process in the near future. Evidently, although it is still centered on the instructors, lecturers have used a scientific approach, PPA models and power point media equipped with animated videos.
Analysis of technological pedagogical content knowledge (TPACK) of biology teachers in classification of living things learning
Authors: Putri A R A , Hidayat T , Purwianingsih W
Published: May 2020

Technological Pedagogical Content Knowledge (TPACK) is defined as a competence in integrating knowledge of content, pedagogy, and technology into a learning practice that needs to be possessed by teachers to face the era of 21st century education. TPACK competence is inseparable from specific content that is going to be taught, in this case is classification of lving things, a distinctive content on biology learning. This study was aimed at analyzing TPACK competence of biology teachers in classification of living things learning. The study was set as a descriptive study and involved five biology teachers from senior high school level, grade X. The data about teachers’ TPACK was gained from CoReS, and teachers’ prespective on TPACK in classification of living things learning was gained from teachers’ responses toward questionnaires. As the result, analysis of CoRes reveals that all (100%) of biology teachers’ TPACK is on the pre TPACK category. The study eventually shows that biology teachers still face some difficulties in integrating content knowledge, pedagogy, and technology in teaching classification of living things that discusses numerical taxonomy to the students.
The importance of science, technology, engineering, and mathematics (STEM) education to enhance students’ critical thinking skill in facing the industry 4.0
Authors: Hafni R N , Herman T , Nurlaelah E , Mustikasari L
Published: May 2020

The industry 4.0 marks the fast-growing technology in many fields in order to achieve process efficiency in all of aspect of the industries, including education. The efficiency is derived from a big data, a real-time dataset collected from a vast amount of data from many instruments. Big data processing is used to predict market trends, discover new problem-solving and many more. Critical thinking, statistics, computing and the ability to understand how the world works are among important factors that has to be needed in big data processing. Among those abilities, critical thinking is an essential ability influencing directly the big data processing because this ability can aid students to decide the best alternative solutions in solving a problem. Nevertheless, the lack of good educational platform to host such important skills in the current Indonesian education makes it harder to cultivate good human resources that are able to comprehend big data processing. Science, technology, engineering, and mathematics (STEM) is known to be the holistic educational approach that combines various disciplines into one set of educational approach to help students gain more skills and sharpen their knowledge in regards of the fast-growing industry 4.0 in Indonesia.
Variable that influence achievement of indonesian students in the program international student assessment (PISA) 2015 using structural equation modelling (SEM)
Authors: Eminita V , Notodiputro K A , Sartono B
Published: May 2020

The Program for International Student Assessment (PISA) is an examination system that evaluates the education system every 3 years to 15-year-old students randomly selected. Indonesia ranking was generally still below the average of the Organisation for Economic Cooperation and Development (OECD). In addition, the results of the PISA study are not only interpreted as ranking, but also important to carry out follow-up based on diagnoses produced from the PISA diagnostic survey to determine the weaknesses and strengths of Indonesian students and evaluate the education system in Indonesia. It is important to consider the use of the right and simple model to see the relationship between the diagnostic results of the performance of students’ PISA achievements in 2015. The purpose of this study was to select variables that significantly influence PISA achievement in 2015 using the SEM regularization model using The Least Absolute Shrinkage and Selection Operator (LASSO) method. The results of the analysis show that the variables that significantly effects students’ PISA results are the students’ insight into the environmental, the students’ perceptions of science truth, and the students’ participation in The International Standard Classification of Education level 0 (ISCED 0).
Enhancing learning experience of turbine engineering using finite element method software
Authors: Dewantoro A N , Widiastuti I , Pambudi N A
Published: May 2020

The call for providing practical learning opportunities to students is prominent in engineering education. To address this requirement, an experiential learning approach was applied in a turbine engineering course emphasizing on practice-based learning. It is expected that after completing this course, the students will capable to undertake design calculation of specified turbine for assessing and predicting its performance. In this research, the Finite Element Method (FEM), a numeric procedure for analysing a wide variety of engineering problems was incorporated within the Kolb’s experiential learning cycle to give visualization of physical behaviour of a turbine. The ADDIE method consists of a series of activities (analysis, design, develop, and evaluation) was employed in this study to develop a lesson plan of turbine engineering. This research is to supposed to establish a new learning options for turbine engineering courses which increases student understanding of basic turbine engineering concept as well as provides opportunities for students to have experience in designing a wind turbine with FEM. After completing the development stage, it was found that the instructor responses positively to implement the learning module for turbine engineering.
Enhanching physics students’ creative thinking skills using CBL model implemented in STEM in vocational school
Authors: Putri N , Rusdiana D , Suwarma I R
Published: May 2020

The main goal of this study is to present examples and results of the implementation of the Challenge Based Learning (CBL) model implemented STEM education in Indonesia. This study integrates the steps of the CBL model and the dimensions of STEM education. The research method used in this study is a quantitative method with a type of quasi-experimental research design. The research subjects consisted of 23 first-grade students’ in vocational schools. The instrument used in this study is an essay test consisting of 4 questions creative thinking skills with indicators according to Torrance namely fluency, flexibility and originality. Data was analyzed using normalized gain values, Shapiro-Wilk Test, non-parametric and Cohen tests with SPSS 20.00 at a significant level of 0.05. As a result of the study, it was found that there were differences in students’ creative thinking skills after being treated by the CBL model which was implemented with STEM education. The level of achievement of students’ creative thinking skills in the post-test is higher than the pre-test. This research shows that the application of the CBL model implemented STEM education is effective in enhancing creative thinking skills and in the most significant order in improving indicators of flexibility, fluency and originality.
MOOCs phenomenon and role in STEM-related education and EFA movement
Authors: Majid N W A , Sumiyati T , Putri H E , Prasetio A P
Published: May 2020

Education is a major aspect of national development. Quality education is a component of the UNESCO Sustainable Development Goals (SDGs). One of the improvements in the aspect of quality education is the equal distribution of education through the Education for All (EFA) movement. Good infrastructure must support this motion, particularly the application of technology in teaching. Education is part of the educational equity system because most individuals are acquainted with technology, particularly smartphones. Massive Open Online Courses (MOOCs) are one of the e-learning models that evolve in a huge community and can be accessed by everyone. The EFA movement can be carried out well through MOOCs, although there are still multiple types of barriers encountered. The present article was a systematic review of the literature with the goal of defining relevant elements of the application of the trend of MOOCs to STEM-related learning. The methodological process was a systematic search of an article that identified, selected, evaluated and analyzed the texts relating to the object of the study.
Enhancement of STEM literacy on knowledge aspect after implementing science, technology, engineering and mathematics (STEM)-based instructional module
Authors: Utami A , Rochintaniawati D , Suwarma I R
Published: May 2020

The scenario of 21st century relies heavily on the computer and digital system. Many scholars argued that the implementation of integrated science, technology, engineering and mathematics (STEM) in school system will have direct advantages for students, teachers and educational institutions. Therefore, this study is aimed to examine the enhancement of student’s STEM literacy on knowledge aspect after implementing STEM based module on earth’s structure and its dynamics topic. The method of this study was weak experiment pretest-posttest one group only. The subject of this research was one class of 7th grade students that consist of 32 students in one junior high school in Bandung, Indonesia. Developed STEM based module on earth’s structure and its dynamics topic was delivered to students. To measure students’ knowledge enhancement of STEM literacy, a pre-test and a post-test were given to students which consist of 20 multiple choice questions. Specifically, there are 11 questions of science literacy, four questions of technology-engineering literacy and five questions of mathematics literacy. Student’s pre-test and post-test result was analysed by calculating normalized gain and its effect size. The results of this research showed that students’ science literacy enhanced satisfactory (n-gain = 0.35) with 1.10 of effect size (strong effect), technology-engineering literacy shows the highest enhancement of (n-gain = 0.56) means that it also enhanced satisfactory with effect size score is 1.24 (strong effect), and mathematics literacy is the lowest enhancement of (n-gain = 0.32) and is categorized as satisfactory enhancement with effect size of 1.13 (strong effect). To sum up, student’s STEM literacy enhanced satisfactory with strong effect size after the implementation of STEM based module in their learning activity.
Development of NgeXTEA: a web based learning tool for cryptography algorithm
Authors: Syamsuddin Irfan , Daude Alimin
Published: May 2020

One of the issues in teaching information security in particular cryptography is lack of tools to facilitate students’ understanding of related topics. The study specifically discusses the development of a web based learning tool for teaching symmetric cryptography in Indonesian language. The module is called NgeXTEA which contains a guide to the process of encryption and decryption in stages using Extended Tiny Encryption Algorithm (XTEA). The development of NgeXTEA including its features is presented. Based on several evaluations with various combinations of characters, it is finally concluded that NgeXTEA module works well as expected.
The influence of PjBL model with stem approach on global warming topic to students’ creative thinking and communication skills
Authors: Mukaromah S H , Wusqo I U
Published: May 2020

This research intends to find out the influence of PjBL with the STEM approach to students’ creative thinking and communication skills along with its effect size. It is an experimental study with a quasi-experimental research design. The research data were obtained from the pretest-posttest scores and the observational results of communication skills. The results showed that the value of the correlation coefficient was r = 0.61 having a contribution of Basic Competency = 37.21%. The results of the data analysis observation sheet on the students’ communication skills showed that the value of the correlation coefficient r = 0.81 having the contribution of Basic Competency = 65.61%. The results of the study concluded that the PjBL model with the STEM approach affected the students’ creative thinking and communication skills.
Identification of student’s collaborative skills through learning sharing and jumping task on the topic of redox reactions
Authors: Hidayat R Y , Hendayana S , Supriatna A , Setiaji B
Published: May 2020

Collaborative skills are skills that must be possessed by each student in accordance with the demands of the 2013 curriculum. The purpose of this research is to identify students’ collaborative skills through learning sharing and jumping task on the topic of redox reactions. This research used descriptive analysis method. The data were obtained through recording and observating. Transcript Based Lesson Analysis (TBLA) was used to analyze the transcripts. The results show that there were seven indicators of collaborative skills observed, including listening to others well, being able to speak and argue, respecting the others’ opinions, working together to solve problems, sharing the tasks with group members, showing care of friends having trouble, being able to guide the others to achieve goals, showing good appearance. Moreover, it was observed that the first indicator is the most frequently identified indicator, while the fifth indicatos is the identified indicator, which is lower than the other indicators.
Evaluation of chemical literacy assessment instruments in solution materials
Authors: Muchtar H K , Nahadi  , Hernani
Published: May 2020

The purpose of this study was to produce information about assessment instruments quality to assess chemical literacy of high school students in solution material developed by researcher. Research method used was descriptive with quality parameters tested were empirical validity, reliability, readability, distinguishing power, difficulty level and distractors function. Research participants were 26 high school students class XI in Bandung. Chemical literacy assessment instrument that were tested consisted of 49 multiple choice items, 12 essay items and 26 attitude scale statements. Study results showed that empirical validity values of multiple choice items, essays and attitude scale respectively in range 0.11-0.87, 0.4-0.8, 0.1-0.74. Reliability values for multiple choice items, essays and attitude scales were 0.93, 0.87, and 0.94, respectively. Readability test scores for multiple choice items, essays and attitude scales were respectively 97%, 99%, 100%. The results of distinguishing power test for multiple choice and essays items were in range of 0.07-0.85 and 0.3-0.8. Difficulty level test results for multiple choice items were 16% difficult category, 61% moderate category, and 23% easy category while for essay items were 9% difficult category, 75% moderate category, and 16% easy category. Distractor function test results for multiple choice items were 37 items which the distractor was still required to be improved.
Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics
Authors: Rahmawati Y , Ridwan A , Mardiah A , Afrizal
Published: May 2020

The aim of this study was to develop students’ chemical literacy through the STEAM learning approach integrated with dilemmas stories on acid and base topics. The study was conducted in the 2018/2019 academic year and involved the thirty-six students of year 11. The research employed qualitative method to explore students’ chemical literacy through classroom observation, reflective journals, student interviews, researcher notes, and chemical literacy tests. This study used four chemical literacy components according to Shwartz et. al., namely scientific and chemical content knowledge, chemistry in context, high order learning skills, and affective aspect. The STEAM (science, technology, engineering art, and mathematics) integrated with dilemmas stories implemented through five stages, namely value reflection, problem solving, project development, monitoring and evaluation, and transformation. The overall results of the study showed that students were 8.33% at very good levels, 86.11% at good levels, 5.56% at fair levels, and there were no more students who were at poor level and very poor level. The challenges faced in this study are time management, engaging student, and public issues related to chemistry that in accordance with the topic of learning. STEAM integrated with dilemmas stories provides opportunities for students to develop chemical literacy through value reflection, problem solving, and STEAM project.
Pedagogical reasoning ability: is it necessary for preservice chemistry teachers?
Authors: Hartati Y
Published: May 2020

Teachers need to develop their teaching competencies, such as content knowledge, general pedagogical knowledge, and basic teaching skills. An alternative approach for improving the ability of preservice chemistry teachers to teach is by developing their pedagogical reasoning ability. This research using a mixed method methodology. Preservice chemistry teachers initially demonstrated limited pedagogical reasoning ability, especially in transformation stage. The results show that the profile of preservice chemistry teachers’ pedagogical reasoning development continues to increase in the course of research.
Review on education for sustainable development: system thinking for sustainable chemistry education curriculum
Authors: Shidiq A S , Permanasari A , Hernani
Published: May 2020

Education must be able to connect technology advances, the industry and learning in the classroom. These include advances in the fields of chemistry and chemical education to teach students to be able to contribute to solving problems and sustainable development in the future. Chemical education has the main role in education for sustainable development. For this reason, we need a concept in a chemical education curriculum that can support sustainability. System thinking in chemistry education is relevant to sustainability. Through system thinking, students are challenged to holistically understand the scientific process. This study aims to review the literature on systems thinking and sustainability in chemical education. A total of 9 articles from reputed international journals were the main sources for review. The results of the literature study conducted were the implementation of the system thinking in a chemical education curriculum was a potential thing. The relationship between sustainability and systems thinking were discussed.
Development of chemistry experimental module based on inventory research results on the use of secondary metabolites
Authors: Hasby  , Elfrida  , Nurhafidhah  , Sari R P
Published: May 2020

The purpose of this study is (1) to conduct an inventory of research results using secondary metabolites that have been carried out by researchers, and (2) to develop a chemistry chemical experimental module based on the inventory results. The research uses research and development (R&D) and survey methods. The research data was obtained through experiments, documentary studies, questionnaires. The analysis was carried out by the process of data reduction, presentation, conclusion, and data verification. The results showed that there are 30 references of the results research on the utilization of secondary metabolites used in the study. Those are used in some consideration, namely the results can be applied on a practicum scale, the tools and materials are cheap and easy to find, and most of the materials are local-natural resources. The percentage of the content and material design validation results in the modules are 80.2% and 86.2%, respectively, which are valid and feasible. Meanwhile, the results of the module practicality test on a small scale on 10 students as module users obtained a percentage of 80.8% and included in the good category.
The development of chemistry learning devices based blended learning model to promote students’ critical thinking skills
Authors: Hadisaputra S , Ihsan M S , Gunawan  , Ramdani A
Published: May 2020

The research aims to produce a valid, practical and effective chemistry learning devices based on a blended learning model to improve student critical thinking skills. The 4D development model was applied in this study. Testing of learning devices and tests of critical thinking skills are carried out on the tenth-grade students at high schools in the city of Mataram, West Nusa Tenggara, Indonesia. The one group pretest-posttest design was applied as a research design. The results showed that the validity of the developed chemical learning devices based on the blended learning model had an average value of syllabus, lesson plan, teaching materials, and critical thinking instruments were 82%, 86%, 72% and 70%, respectively. The practicality of the learning devices is tested through a blended learning processes. The chemistry learning devices have a practical criteria with a scoring percentage of 78%. Furthermore, the chemistry learning devices are effective in promoting critical thinking skills. The inprovement of students’ critical thinking can be seen from the increasing of their score from 55.3 to 82.2. In conclusion, the developed chemistry learning devices based on the blended learning model are valid, practical and effective criteria, and its applicable to promote students’ critical thinking skills.
Implementation of e-module flip PDF professional to improve students’ critical thinking skills through problem based learning
Authors: Seruni R , Munawaroh S , Kurniadewi F , Nurjayadi M
Published: May 2020

Critical thinking is one of the skills that must be possessed in the 21st century. These skills can be improved by using the right media in learning. This study aims to examine the effectiveness of lipid metabolism’s Flip PDF Professional’s electronic module (e-module) in problem-based learning to improve students’ critical thinking skills. The e-module used in this study was previously made by researchers and published. The research data process used non-parametric Wilcoxon match pair test with research instruments test critical thinking skills in the form of pre-test and post-test. Instrument tests are made based on the achievement of subject learning and critical thinking indicators that have been tested for content validation by expert. The subjects in this study were third-level students in Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta. After the Wilcoxon match pair test with SPPS was obtained value Asymp. Sig. (2-tailed) is worth 0.000 < 0.05. This means that there is an increase in students’ critical thinking skills in pre-test to post-test after learning with method Problem Based Learning with the lipid metabolism e-module media.
Ionic liquids in chemistry education: an experiment IPMC potentially to develop VNOST of pre-service chemistry teachers’
Authors: Hernani  , Ulum Luthfi Lulul , Mudzakir Ahmad
Published: May 2020

This study aims to introduce IPMC based-ionic liquid as a technology related to school chemistry content and is expected to develop VNOST of pre-service teachers with demonstration method. This demonstration IPMC based on ionic liquid has the potential to introduce four main aspects of VNOST, such as (1) the characteristics of science and technology, (2) the aim of science and scientific research, (3) the characteristics of scientific knowledge and scientific theories, and (4) the relationship between science and technology. The research method used is descriptive qualitative. Like the main purpose of VNOST, the introduction of this IPMC based on ionic liquid is not only introducing technology, but introducing the link between technology and science, especially chemistry content. Context-related chemistry content that is at the stage of making chitosan sulfonate membrane involves chemistry contents in the form of solution ph, Lewis base acid theory, sulfonation reaction, substitution reaction, and conductivity. In addition, the stages of the membrane actuation mechanism involve chemistry contents in the form of electrostatic forces, electrolytes, and the relationship of the melting point with the molecular weight. This research is expected to be developed in order to know that the prototype developed can develop VNOST Pre-service teachers’.
Formative assessment with understanding by design to improve students’habits of mind
Authors: Gloria R Y , Sudarmin  , Wiyanto  , Indriyanti D R
Published: May 2020

The high competition in the globalization era makes students often faced with various complicated problems. Therefore, teaching process that facilitate students to have smart thingking habits and strong understanding is needed. One way to train and develop students’ habits of mind is through the implementation of formative assessments. This study aims to know the effect of formative assessment with understanding by design (UbD) in improving students’ habits of mind and understanding. The method used is quantitative method with one-group pre-test post-test design. The result of the research shows that there is a significant increase both in student’s habits of mind and student’s understanding. The student’s habits of mind increases by 43,9%, while students’ understanding increases by 45%.
Technological Pedagogical and Content Knowledge (TPACK) design in learning sound wave to foster students’ creativity
Authors: Septiandari W , Riandi  , Muslim
Published: May 2020

One of the purposes of science education is to create a better future generation who is able to face and solve globalization’s problems in order to improve their quality of life. Being creative is one of the efforts to achieve that purpose which creativity is one of 21st century skill that should to develop. As a science teacher is needed to have responsibility provide students with an excellent education in the 21st century. There is framework for teacher and prospective teacher called TPACK. Therefore the aim of this study is to analyze TPACK teacher to foster students’ creativity. This study was conducted in one of junior high schools in Bandung. The subject of this study was 45 students. The learning approach to foster students’ creativity used by teachers was STEM. Students asked to make solution with creating product that will solve the problem given. Creative product made by students measured by using rubric based on Bessemer and O’Quin. The result of the study show for novelty aspect A class gain 81% and B class gain 75%, effective aspect gain 75% for A class and 76% gain 75% and whole aspect both of class gain 87%. The process of fostering students’ creativity has been facilitated well it can be seen from the learning process experienced by students, through suitable implementation of strategies and approaches in the classroom.
Cognitive level analysis of science item tests on secondary school assessment
Authors: Prihastuti I , Widodo A , Liliasari
Published: May 2020

This case study aims to obtain an overview of cognitive levels in science items tests used in the secondary school assessments in Banten Province. Cognitive level analysis was carried out on 3 types of science assessment documents (1) national examination (UN) from year 2017 and 2018; (2) national standardized school examination (USBN) used in eight districts from year 2018, and (3) summative tests taken from 8 secondary schools in each district of Banten Province. Determination of cognitive level was using Bloom taxonomy revision. In addition, data collection was conducted through questionnaires to capture information about teacher professional development on designing science items test. The questionnaire was responded by 30 science teachers from representatives of 4 districts in Banten province. Interview was conducted for 5 selected teachers to get deeper information about professional development programs. The results showed that there were no higher-level questions which made by teachers in USBN and summative test documents. The teacher’s professional development programs related to assessment and test item development were still lacked of direct practices especially for developing higher level questions. Intensive teacher professional development programs are really needed to improve teachers’ skills in developing higher level items test.
The effect of science writing heuristic approach with multiple representation in improving students’critical thinking skills
Authors: Mulyadi  , Sinaga P , Rahman T
Published: May 2020

This study aims at investigating the effect of the integration of multiple auditory representation into heuristic approach on students’ critical thinking skills. A quasi-experimental method with Pretest-Posttest Control Group design which involved in 24 participants in the experimental and control classes was applied to answer the research problem. An essay test was used to collect the data, while the paired sample T test was carried out to evaluate the impact of the implemented approach on students’ thinking skills. Significant improvement of critical thinking skills was observed for students who have applied a heuristic approach with multiple representative hearing than those students who have experienced a heuristic approach without multiple representations. The large category of effect size (1.1), suggesting that the learning process in the experimental group was more effective compared to those Learning in the control class. The current results show that the fusion of multiple auditory representation into heuristic approach provide an alternative learning approach for enhancing students’ critical thinking skills.
Implementation of STEM (science, technology, engineering, and mathematics) learning by using toy project
Authors: Hendri M , Syarkowi A , Rasmi D P
Published: May 2020

The purposes of this study were to describe the implementation of STEM learning by using toy projects and describing students’ perceptions of these learning. This study used a mixed research method. In the process of describing the learning process, the qualitative method was used and followed by quantitative methods to describe students’ perceptions. The instruments used were observation sheets and video recorder. For the quantitative, a questionnaire was used. These were perception questionnaires consisting of 7 indicators. The results of this study showed the process of implementing learning was well-acceptable. However, the teacher was very constrained in carrying out to assess the learning process. Meanwhile, from the results of quantitative data, the data analysis proved students agree that this learning was easy, interesting, focused, did not contain many theories, fitted to them, and also well-achieved or able-followed the learning process. On the other side, students could not determine whether this learning had varied content or not. This is indicated by the average student choosing neutral for this indicator.