Indonesia Conference Directory

Corresponding Author
Sifa Nurrohmah

Institutions
1Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2SMA BPI 1, Yayasan Badan Perguruan Indonesia, Jl. Burangrang No. 8, Bandung 40262, Indonesia
*sifanurrohmah[at]upi.edu

Abstract
This research is based on the difficulty of students in understanding the concept of abstract electrolyte and non-electrolyte solutions. To aid students understand abstract concepts in electrolyte and non-electrolyte solutions, submicroscopic understanding of the concept is required with the scaffolding of augmented reality (AR) media. The aim of this study is to boost students understanding concepts with the scaffolding of augmented reality (AR) media in the sharing task learning of electrolyte and non-electrolyte solutions. This research was conducted at one of the high schools in Bandung of grade X MIA. Data is obtained through questions understanding the concept of electrolyte and non-electrolyte solutions and student worksheets. Data analysis of research result is done quantitatively and descriptive qualitative. The results define students conceptual understanding from each question indicator obtaining positive results. Concluded the application of scaffolding augmented reality (AR) media in the sharing task learning of electrolyte and non-electrolyte solutions enhances understanding of students concepts.

Keywords
augmented reality media, sharing task, electrolyte and non-electrolyte solutions

Topic
Chemistry Education

Link: https://ifory.id/abstract/Zh98LFvUmpwM

Corresponding Author
Dira Ayu Annisa

Institutions
1Program Studi Magister Pendidikan Kimia, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

*diraayuannisa[at]upi.edu

Abstract
The purpose of this study is to obtain information about the conception of pre-service chemistry teachers related to chemical contents in the context of conductive glass. Descriptive research method was chosen as the method in this study and the analysis was carried out quantitatively and qualitatively with 27 participants in the fourth semester at one of the universities in Bandar Lampung. The instrument used were 11 essay questions covered in 7 different discourses. The results obtained will be used to make didactic design in learning in the context of conductive glass. Based on student answers, it is known that 70,3 % or 19 students still have a low understanding of the concepts of resistivity and semiconductor. The low level of understanding shows that there are still many students who do not understand the chemical contents and become the basic for researcher in making didactic design to teach chemical contents in the context of conductive glass.

Keywords
conception; conductive glass; resistivity; semiconductor; didactic design

Topic
Chemistry Education

Link: https://ifory.id/abstract/K2rEGNf3b68B

Corresponding Author
Febrian Solikhin

Institutions
a) Program Studi Pendidikan Kimia, Universitas Bengkulu, Jl. WR Supratman, Kota Bengkulu 38122, Indonesia
*febrian.solikhin[at]unib.ac.id
b) Jurusan Pendidikan Kimia, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Sleman, Yogyakarta 55281, Indonesia

Abstract
This study aimed to develop a Chemistry Teaching Guide (CTG) on electrolyte solution and redox reactions based on scientific inquiry and to find out its quality through the assessment of high school chemistry teachers. The electrolyte solution and redox reaction were selected because this material easily developed activities based on scientific inquiry. The development model used was a procedural model adapted from the development model of Borg and Gall by simplifying it into 5 stages. The CTG produced was assessed by 5 high school chemistry teachers. The quality of the development results in terms of the 5 components of assessment, namely content, presentation, language, implementation, and appearance. The CTG based on scientific inquiry has been developed. The quality of CTG is in Very Good category in terms of the results of the chemistry teachers assessment. Thus, the CTG is worth to use by the teacher as a guide in the learning of electrolyte solution and redox reactions based on scientific inquiry.

Keywords
Electrolyte, Redox, Teaching Guide

Topic
Chemistry Education

Link: https://ifory.id/abstract/xyKnegCVWLTb

Corresponding Author
Imam Ramdani

Institutions
a)Pendidikan Kimia,Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229 Bandung 40154, Indonesia
*imam.ramdani[at]upi.edu
b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229 Bandung 40154, Indonesia

Abstract
Abstract This research is motivated by the low interest in reading students towards concepts that are considered difficult because they are abstract, especially on the concept of hydrocarbons, so that the media needed can help students to understand the context with the help of simple, efficient and interesting tools. This study aims to describe the stages of making AR technology-based learning media on the concept of hydrocarbons, increasing students interest in reading, and analyzing the feasibility of the learning media. Research and development has produced products in the form of AR technology-based learning media on the concept of hydrocarbons. The stages of research are carried out by analyzing hydrocarbon concept development, design, validation, feasibility testing, and limited testing. Due diligence and limited testing are conducted to obtain feedback for improvement and assessment of learning aspects, conceptual substance, visual communication, and software engineering, as well as the feasibility of their use. In general, the test results obtained by the calculation of feasibility = 0.8-1.0 and the reading interest questionnaire indicate that students-reading interest has increased. This shows that the presentation of learning media is appropriate to be used as a learning resource for students to increase students-reading interest in learning.

Keywords
Augmented Reality (AR) Technology, Learning Media, Hydrocarbons

Topic
Chemistry Education

Link: https://ifory.id/abstract/gpvDTUNFEBtm

Corresponding Author
Muhammad Shohibul Ihsan

Institutions
(a) Chemistry Education Study Program, University of Mataram, Indonesia
(b) Master Program of Science Education, University of Mataram, Indonesia
(b) Physics Education Study Program, University of Mataram, Indonesia
(b*) Biology Education Study Program, University of Mataram, Indonesia

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.

Keywords
learning devices, blended learning models, critical thinking skills

Topic
Chemistry Education

Link: https://ifory.id/abstract/4VdEkt3mFZWM

Corresponding Author
Rohazmy Rizki

Institutions
a) Department of Chemistry Education, Graduate Study Program, Universitas Negeri Medan (State University of Medan), Medan, North Sumatera, INDONESIA, 20221, rohazmyrizkipurba[at]gmail.com

b) Department of Chemistry, Universitas Negeri Medan (State University of Medan), Medan, North Sumatera, INDONESIA, 20221, E-mail: msitumorang[at]unimed.ac.id

*) Correspondence: Manihar Situmorang, Jl. Willem Iskandar, Medan, North Sumatra, INDONESIA 20221, Phone: 062-61-6613365, Faximile: 062-61-6613319, E-mail: msitumorang[at]unimed.ac.id

Abstract
The development of innovative learning material with project and multimedia for redox titration is explained in this study. The study is aimed to provide an innovative learning material with project based learning that are integrated with multimedia to be used as learning facility to improve students competence in chemistry. Research procedures are consisted of preparation of complete and standard learning material with mini projects for redox titration topic of Analytical Chemistry, integration of multimedia and hyperlink to the main learning topic, standardization of the developed learning material, and implementation of the innovative learning material in the class. The results has showed that an innovative learning material with project and multimedia for redox titration topic has been developed as required in the competence curriculum of Indonesian National Qualifications Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI). Redox titration topic consisted of 5 sub subjects, they are: Principle of redox titration, Indicator in Redox titration, Preparation of standard solution for redox titration, and Application of redox titration. The learning facilities such as multimedia, video, the hyperlink and help are provided in the the leaning material to make it easy to to use and be able to help the learner. Implementation of the projects with multimedia provide independent and enjoyble learning. Sets of mini projects given in the learning materials are found to be effective to facilitate the learner to learn redox titration topic. The facility available in a learning package adequate to guide the student to learn chemistry independently and students centre learning style was achieved. The developed learning material with project along with the recovery target to be assigned in the sample motivate the students to do project seriously. It has been proved that the developed innovative learning material is able to improve students skills to do titration and students outcomes are improved.

Keywords
Innovative learning, Project based learning, Multimedia, Analytical Chemistry

Topic
Chemistry Education

Link: https://ifory.id/abstract/LpuhPXacVRFW

Corresponding Author
Ferli Septi Irwansyah

Institutions
a) Department of Chemical Education, UIN Sunan Gunung Djati Bandung, Indonesia
*ferli[at]uinsgd.ac.id

Abstract
This study aims to develop students science process skills through the use of practicum devices that can determine the reaction rate quantitatively. Experiments to find out the optimum condition of the practicum for determining the reaction rate based on gas formation are carried out to reduce to a worksheet. Validated worksheets are implemented to students using pre-experimental design in the form of one-shot case study. The research subjects were 38 students of the Chemistry Education, State Islamic University Bandung, who took kinetics and equilibrium courses. The results showed that the optimum conditions for determining the reaction rate were the use of H2O2 concentrations of 1.5%, 3%, 4.5% and 6%, catalysts used is 0.002 mol, and the volume of O2 gas observed is 10 mL. The results of observations on student activities during the practicum show an average value of 98%. The results of the students science process skills analysis on the determination of the reaction rate based on gas formation overall are interpreted very well with an average value of 88. The aspect of collecting data has the highest average value that is explained very well with a value of 100. The element of concluding has the lowest average value that is interpreted well with a value of 76.

Keywords
Science Process Skills; determination of reaction rate; gas formation reaction

Topic
CHEMISTRY EDUCATION

Link: https://ifory.id/abstract/mzAgvuqUfeEG

Corresponding Author
Fahyuddin Fahyuddin

Institutions
(a) Department of Chemistry Education, Halu Oleo University, Kendari
*fahyuddinm[at]yahoo.com
(b)Provincial Department of Education, Southeast Sulawesi

Abstract
There is a large body of research on the effectiveness of Inquiry based learning over traditional methods. Less has been reported in the science education literature of study that investigated the different levels of inquiry on students- achievement. This study compared between guided and structured-inquiry based learning on the development of high school students- critical thinking skills related to buffer concepts. A quasi-experimental design was used in this study. Students from two schools in Kendari city participated (N = 92, grade 11). Two classes in each school were randomly assigned to either the guided-inquiry or the structured-inquiry based learning. The critical thinking skills test was administered to both groups, prior to the intervention, and than after the intervention. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. The results indicated that the level of guided-inquiry learning caused a significantly better acquisition of critical thinking skills related to buffer concept than the structured-inquiry designed. In addition, students- previous logical thinking skills made a significant contribution to the critical thinking skills related to buffer concepts

Keywords
Guided inquiry; Structured inquiry; Critical thinking skills; Buffer concepts; Logical thinking skills

Topic
Chemistry Education

Link: https://ifory.id/abstract/hvQrqBkwV2nF

Corresponding Author
hayuni retno

Institutions
Universitas Negeri Malang

Abstract
This research aimed to identify the profile of Higher Order Thinking Skill (HOTs) instrument in the questions of students- learning outcome assessment in chemistry for Senior High School in Malang City. This study used descriptive qualitative with a content analysis method. The data were collected by documentation. The populations were all Senior High Schools in Malang City. The samples were determined using cluster random sampling technique and were represented by SMAN 3, SMAN 8, and SMAN 9 Malang. The data used in this study were 576 questions of learning outcome assessment in chemistry used in those three schools, including 201 question for class X and 366 question for class XI, respectively. The finding validity was tested based on the analysis results of rater 1 and 2 using interrater and Cohen-Kappa reliability. The research results showed that the HOTs questions had been implemented, and the percentages of HOTs questions used in class X and XI were 9.00% and 13.39%, respectively. The validity test indicated a strong-perfect interpretation with the agreement coefficient value of 0.61-0.86. The research results are expected to be an evaluation in improving the quality of education, especially in the chemistry for Senior High School in Malang City.

Keywords
Learning Outcome Assessment, HOTs, Chemistry

Topic
Chemistry Education

Link: https://ifory.id/abstract/24WqQTzuFJ8y

Corresponding Author
Yusran Khery

Institutions
IKIP Mataram,Jalan Pemuda 59 A, Mataram, Indonesia

Abstract
The aim of this research was to evaluate the influence of Mobile - NOS Model of Learning to Students Understanding of Nature of Science (NOS) and Scientific Literacy on general chemistry course. In form quasi experimental, this was carried out by posttest only control group design at the Faculty of Mathematics and Science Education of IKIP Mataram. The research subjects were 75 students participating in the General Chemistry course for the academic year 2018-2019 that taken by the saturated sampling method. Subject separated on two groups that were experiment group was treated by Mobile - NOS Model of Learning and control group with NOS Oriented Learning. Data were collected by understanding NOS questionnaire and scientific literacy test and observation sheet. Data was analyzed by independent samples t test. Research result showed that there are influence of Mobile - NOS Model of Learning to Students Understanding of Nature of Science (NOS) and Scientific Literacy.

Keywords
Mobile - NOS Model of Learning, Understanding Nature of Science (NOS), Scientific Literacy

Topic
CHEMISTRY EDUCATION

Link: https://ifory.id/abstract/p6cLHUC8NQaE

Corresponding Author
Nova Kurnia

Institutions
a) Department of Chemistry Education of IKIP Mataram, Jalan Pemuda No 59A, Mataram 83125, Indonesia.
*novakimia88[at]yahoo.com
b)Science Education Program, School of Postgraduate Studies, Indonesia University of Education, Jalan Dr.Setiabudhi No 229, Bandung 40154, Indonesia.
c) Department of Food Science and Technology of IPB University, Jalan Raya Dramaga, Bogor 16002, Indonesia

Abstract
Food was likely to be contaminated by hazards during processing steps. On the other side, food safety was the main prerequisite for consumption. Nowadays, the hazard analysis critical control point (HACCP) has been implemented as food safety assurance system. This research aimed to know the students ability in reviewing traditional food HACCP through project-based learning in food chemistry course. This research employed a descriptive method as research design. Subjects of the research were 16 students eight semester of chemistry education program at one of the colleges in Mataram City. To collect data, the instrument of performance assessment rubrics and questionnaire were used. To conclude, the data indicated that students were able to review traditional food HACCP in terms of raw material and processing step through project-based learning. They were very enthusiastic toward the project activities due to it was related to their daily culture.

Keywords
traditional food, HACCP, project-based learning, food chemistry

Topic
Chemistry Education

Link: https://ifory.id/abstract/XJ63YBacteDd

Corresponding Author
Citra Oktasari

Institutions
a) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*citraoktasari[at]upi.edu

Abstract
This study aims to determine the extent to which the use of chemistry teaching materials developed with 4S TMD with hydrocarbon material can be applied to class XI students. This research was conducted at Senior High Schools number 14 in Palembang with 4 science teachers and 38 students in class XI. Development of this teaching material uses the 4S TMD method which consists of 4 stages, namely selection, structurization, characterization, and didactic reduction. In the study carried out characterization tests and understanding tests by students as well as due diligence by the teacher. The first study used a characterization instrument and the second used an instrument of understanding. The characterization results show that there are several texts included in difficult texts, texts that are difficult to do the didactic reduction. After the didactic reduction, the second test was carried out using an instrument of understanding. And if the results of the comprehension test of students have been categorized well then the feasibility test of teaching materials is carried out by the teacher. The results of this study are the use of chemical teaching materials developed by 4S TMD on hydrocarbons that can be used by class XI students at Senior High School number 14 in Palembang to support chemistry education in schools.

Keywords
Chemistry Education; Hydrocarbon; 4S TMD Models; Teaching Material

Topic
Chemistry Education

Link: https://ifory.id/abstract/QmHgjp2XBMNY

Corresponding Author
Utiya Azizah

Institutions
Chemistry Department
Universitas Negeri Surabaya
Surabaya, Indonesia

Abstract
The learning process must be based on the aim to facilitate the formation of college students metacognitive skills so that the learning process for conceptual change can occur. The aim of the study was describing the validation of Problem-Solving based teaching materials for the exploration of conceptual change and metacognitive skills theoretically and empirically. Research and Development (R & D) design was utilized in the research method. This study involved three experts for theoretical validation and 31 college students for empirical validation. The instrument used for this study was the validation sheet and questionnaire of college students- perception of problem-solving based teaching materials. The research obtained findings: (a) Theoretical validity from the expert has met the valid and very valid include the construct validities categories and the content validities as well as reliable, (b) empirical validity of the college students perception of the teaching materials based problem-solving includes the construct validities and content validities, all of them have valid and very valid categories. From this study, it can be concluded that the Problem-Solving based teaching materials were feasible and suitable for use on the exploration of conceptual change and metacognitive skills.

Keywords
validity, teaching materials, problem-solving exploration conceptual change, metacognitive skills

Topic
Chemistry Education

Link: https://ifory.id/abstract/qzQvMCdjuThD

Corresponding Author
Usman Usman

Institutions
1 Lecturer in Master Chemistry Education Study Program FKIP Mulawarman University Samarinda
2 Lecturer in Chemistry Department at FMIPA Islamic University Makassar
email: sainusman[at]ymail.com

Abstract
Abstract The purpose of this study was to isolate secondary metabolites compound, determine toxicity and antimicrobial activity from several extracts and isolate of compound from the bark of M. umbellate. The process of extraction, isolation, and purification of secondary metabolites compound from the stem bark of M. umbellate was carried out by maceration, chromatographic techniques, and crystallization and recrystallization. Toxicity test with BSLT method using Artemia salina, while antibacterial and antifungal tests with agar diffusion method (Kirby-Bauer diffusion). Based on the analysis of spectroscopic data; FTIR, UV-Vis, NMR (1D and 2D NMR), the compound isolates were identified as acid 3β-acetyl-olean-12-en-28-oat. Then the results of the toxicity test showed 3β-acetyl-olean-12-en-28-oat acid compounds, methanol extract, hexane, chloroform, and ethyl acetate extract, were toxic to A. salina, but methanol extract had the highest toxicity to A. salina with LC50 169.863 ppm. Ethyl acetate extract and 3β-acetyl-olean-12-en-28-oat compounds, at a concentration of 1000 ppm, were able to inhibit the growth of Staphylococcus aureus with a inhibition zone >14 mm. Methanol extract also has a inhibitory effect on the growth of Candida albicans fungi with a diameter inhibition zona10, 48 mm. Whereas chloroform and hexane extracts showed a weak inhibition of bacteria and test fungi with a inhibition zone < 10.00 mm.

Keywords
Tritepenoid Compounds, Melochia umbellate, Bioactivity

Topic
Chemistry Education

Link: https://ifory.id/abstract/VMjWxeDmTQrc

Corresponding Author
Yosi Gumala

Institutions
1Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia
3Departemen Pendidikan Guru Sekolah Dasar, Universitas Bhayangkara Jakarta Raya, Jl. Darmawangsa 1 No 1 Jakarta 12140, Indonesia

Abstract
We studied how the follows of Read-Answer-Discuss-Explain and Create (RADEC) sustained pre service teachers as a conception tool for knowledge integration in their science approaches courses. In this examining study, pre service elementary illustrated models of the process of teaching and learning, including what happened before, during, and subsequently teaching. Data sources included initial and final models, details of initial and final models, and pre- and post-interviews. We used the data integration framework to discover how the RADEC models of the process of teaching and learning changed conception supposed the value of modeling the process of teaching and learning. Results showed that developing models supported the pre service elementary teachers in participating lesson design into their conceptions of teaching, as the planning progression was previously an invisible component of teaching. Finally, across the pre service elementary teacher, we found they were able to identify weaknesses in their primary models and saw their individual growing in teacher knowledge. Overall, the RADEC valued the modeling activity and saw their models as a conception tool that facilitated them make sense of their methods assignments. Implications for teacher educators are given.

Keywords
Radec, Conception Change, Pre Service Elementary Teachers- , Discontinued Material

Topic
Chemistry Education

Link: https://ifory.id/abstract/Rd38NfUnumkp

Corresponding Author
Eda Lolo Allo

Institutions
a) Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
b) Program Studi Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
c) Program Studi Pendidikan Kimia, Universitas Negeri Makassar, Jl. Malangkeri, Makassar 90221, Indonesia
*eda.lolo.allo[at]unm.ac.id

Abstract
Self-efficacy has an important role for the development of the competency of prospective teacher students and basically already exists in every student. To find out the initial description of this self-efficacy, instruments need to be developed that can measure aspects related to the self-efficacy. The instrument used to measure student self-efficacy was in the form of a questionnaire developed based on the framework model of Riggs & Knochs (1990) and Bleicher (2004). The instrument validation process was carried out through qualitative and quantitative analysis. Qualitative analysis of items was carried out through a study by two linguists. Furthermore, item analysis was carried out quantitatively to determine the level of validity and reliability of the item. The results of the study showed that all items in the self-efficacy questionnaire were valid and reliable so that it can be concluded that the self-efficacy instruments are valid and feasible.

Keywords
Self-efficacy, chemistry prospective teacher, questionnaire

Topic
CHEMISTRY EDUCATION

Link: https://ifory.id/abstract/hB79EbagZDrP