bluuebunny/crossref_metadata_2025_split huggingface dataset:
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

Abstract
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

AbstractThe 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

Abstract
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

Abstract
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

Abstract
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

Abstract
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.
Profile of students’ argumentations ability on the topic of environmental pollution
Authors: Ambarawati D S H E , Muslim  , Hernani  
Published: May 2020

AbstractThe purpose of this research was identified argumentation ability profile of middle school students on the topic of environmental pollution. This research was used descriptive quantitative method. The sample used in this research was 29 students of class VII.G in one of junior high school. The research instrument used was 6 items essay questions that have been validated by experts and then analysed using TAP (Toulmin’s Argument Pattern) which consist of some components of argument such as data, claim, warrant, and backing. The results showed that 93.10% of students made claims correctly, 54.02% of students presented data, 48.85% of students wrote warrant, and 45.40% of students completed it with backing. Based on the percentage of students’ argumentation ability, it can be concluded that most students have been able to made claims but some of them have difficulty in expressing data, warrant, and backing. It can be used as a reference for teachers so that in the future they can determine design or learning activities that are not only focused on understanding concepts but also can develop students’ ability in argumentation.
Teacher’s perception on the implementation of education for sustainable development-based learning in senior high school
Authors: Perkasa M , Irwansyah M , Annafi N , Khairunnisa  , Jaharudin  
Published: May 2020

Abstract
This study aims to describe teacher’s perception of the implementation of sustainable development-based learning in chemistry, physics and biology subjects. This research is a qualitative descriptive research. The subjects of the research are the chemistry, physics and biology teachers in nine provinces. The data was collected by using interview sheets, questionnaire and observation sheets. According to the analysis data, the result shows that the term sustainable development is still considered foreign by 77,7% of the teachers, the implementation of sustainable development-based learning can be carried out in very good category by 44,44% of the teachers and in good category by 33,33% of the teachers, and 22.22% of teachers have difficulties in implementing sustainable development-based learning. Other results also show that the concept of sustainable development allows it to be applied in all three subjects with the characteristics of the material relating to the environment. This research can be a recommendation for sustainable science learning.
Self-regulated learning (SRL) design to enhance student achievement in the environmental science course facilitating by e-learning
Authors: Mentari N W T , Subchan W , Supeno  
Published: May 2020

Abstract
This research is based on the characteristics of dependently the second semester students in college who do not have the readiness to learn independently as needed. The purpose of this study is to develop self-regulated learning (SRL) design for environmental science course facilitating by e-learning. This development research was adapted from the 4D Thiagaradjan development model. The results showed that: (1) SRL design consist of seven stages which do in class and online through e-learning; (2) the validation of the learning design concept is 97% and instrument validation is 87.5%, it is concluded that the design good and feasible to be used in the class; (2) there are differences in student learning outcomes, the results of pretest 62 and posttest 75.4, n-gain results are 0.35 or medium category, which means the design is effective to enhance student achievement.