Innovation in the Implementation of the Team Assisted Individualization Learning Model Based on Hands-On-Activity to Improve Students' Motivation and Concept Understanding

The purpose of this study was to determine the application of the TAIbased Hands-on Activity learning model effectively to improve theunderstanding of chemical concepts and the learning motivation of learners ofhydrocarbon combustion material. This study uses a Quasi-ExperimentalDesign with the research subjects being Class XI students of SMA N 1 Kramat.The sample in this study was taken using the Random Sampling Clustertechnique. The instrument in this study was a test instrument in the form of apretest and posttest, while the non-test instrument was a questionnaire. Theresults of the t-test analysis showed that the application of the TAI basedHands-on Activity learning model was effective in increasing the ability tounderstand chemical concepts and learner motivation. The average ability tounderstand the concepts of chemistry in the experimental class and the controlclass was 78.06 and 67.86, respectively. The average learning motivation ofstudents in the experimental class and the successive control class is 75.83 and65.83. The N-gain test for understanding the concept of the experimental classand the control class were 0.467 (medium category) and 0.296 (low category),respectively. N-gain learning motivation of students in the experimental classand control class was 0.42 (medium category) and 0.25 (low category),respectively.

Examining the Content Validity of Android-Based Augmented Reality Media for Chemical Bonding using Rasch Model

21st-century learning presents chemistry teachers with new challenges in teaching abstract chemistry concepts with various technologies that continue to develop. One of the media that can visualize abstract chemical concepts is Augmented Reality (AR). AR media developed in chemistry learning needs to be valid so that it can be used properly. Therefore, this study aims to examine the validity of the Android-based AR media developed. Four education practitioners carried out the validation as experts, and 13 students participated as respondents. The instrument used is a questionnaire with a Likert scale. The data obtained were analyzed quantitatively with the Rasch model using the facet software. The results of the analysis show that the Exact Agreements are 41.10%, and the Expected Agreements are 42.20%. The most challenging aspect to achieve is media design, while profit is the most easily agreed-upon aspect. Based on this assessment, in the development of augmented reality media, it is necessary to pay attention to display aspects and 3D objects suitable for viewing a material so that it is easier for users to understand the material.

Physicochemical and Analytical Implications of GATES/GEB Principles

The fundamental property of electrolytic systems involved with linear combination f12 = 2∙f(O) – f(H) of elemental balances: f1 = f(H) for Y1 = H, and f2 = f(O) for Y2 = O, is presented. The dependency/independency of the f12 on Charge Balance (f0 = ChB) and other elemental and/or core balances fk = f(Yk) (k = 3,…,K) is the general criterion distinguishing between non-redox and redox systems. The f12 related to a redox system is the primary form of a Generalized Electron Balance (GEB), formulated for redox systems within the Generalized Approach to Electrolytic System (GATES) as GATES/GEB ⊂ GATES. The set of K balances f0,f12,f3,…,fK is necessary/ sufficient/needed to solve an electrolytic redox system, while the K-1 balances f0,f3,…,fK are the set applied to solve an electrolytic non-redox system. The identity (0 = 0) procedure of checking the linear independency/ dependency property of f12 within the set f0,f12,f3,…,fK (i) provides the criterion distinguishing between the redox and non-redox systems and (ii) specifies Oxidation Numbers (ONs) of elements in particular components of the system, and in the species formed in the system. Some chemical concepts, such as oxidant, reductant, oxidation number, equivalent mass, stoichiometry, perceived as derivative within GATES, are indicated. All the information is gained on the basis of the titration Ce(SO4)2 (C) + H2SO4 (C1) + CO2 (C2) ⇨ FeSO4 (C0) + H2SO4 (C01) + CO2 (C02), simulated with use of the iterative computer program MATLAB.

Teaching Chemical Disciplines Using Electronic Learning and Distance Education Technologies

Research relevance: in 2020 year, due to COVID-19 conditions, educational institutions of all levels began to be forced to organize the educational process using e-learning and distant learning technologies. This process was not easy for students nor for teachers. It was especially difficult to study natural sciences, for example, chemistry from a distance. Research materials and methods: e-learning is based on distant learning technologies, electronic libraries, scientific materials in electronic format, as well as on use of information and telecommunication networks and many programs for remote communication with students. Research results: organization of learning process with using e-learning and distant learning technologies has some advantages. Conclusions: in distant learning of chemical disciplines, the course consists mainly of same stages as in traditional education: activation of fundamental chemical concepts; explanation of topic, expected results and new material; reflection or generalization, student assessment and homework.

CONTEXTUALIZANDO O ENSINO DE QUÍMICA NA FORMAÇÃO INICIAL DO PROFESSOR: analisando os limites e potencialidades de uma oficina temática sobre cerveja artesanal

CONTEXTUALIZING THE TEACHING OF CHEMISTRY IN THE TEACHER’S INITIAL TRAINING: analyzing the limits and potentials of a thematic workshop on craft beerCONTEXTUALIZANDO LA ENSEÑANZA DE QUÍMICA EN LA FORMACIÓN INICIAL DEL DOCENTE: analizando los límites y las potencialidades de un escritorio temático referente a la cerveza artesanalRESUMOEste estudo baseou-se na elaboração e execução de uma Oficina Temática norteada por meio da temática Cerveja Artesanal, e se propôs a analisar os seus limites e potencialidades para um grupo de alunos de Licenciatura em Química. A pesquisa qualitativa e de campo teve os dados obtidos analisados por meio da Análise de Conteúdo, aliado à triangulação de dados. A partir das discussões, constatou-se que a oficina temática contribuiu para a formação inicial do professor, pois os participantes do estudo destacaram como potencialidades: aprendizados dos conceitos químicos; ampliação dos recursos e estratégias didáticas a serem utilizados em sala de aula; articulação teoria e prática. Contudo, a análise também revelou algumas limitações conceituais dos licenciandos. Esse fato demonstrou que uma intervenção pontual é pouco para o desenvolvimento significativo de um conteúdo tão abrangente como a Química da Cerveja. Apesar disso, a Oficina Temática foi uma possibilidade de explorar a contextualização do referido tema e, quando se agrega à licenciatura, proporciona aos futuros profissionais novas experiências que possibilitam repensar a realidade escolar.Palavras-chave: Contextualização; Formação de professores; Ensino de Química.ABSTRACTThis study was based on the creation and execution of a Thematic Workshop having craft beer as a theme. The proposal was to analyze the limits and potentials of the workshop for a group of undergraduate students in Chemistry. The data obtained from the qualitative and field research were analyzed through Content Analysis, combined with data triangulation. From the discussions, it was found that the thematic workshop contributed to the initial training of the teachers, as the study participants highlighted the following potentialities: learning of chemical concepts; expansion of resources and teaching strategies to be used in the classroom; connection between theory and practice. However, the analysis also revealed some conceptual limitations of the undergraduates. This fact demonstrated that a specific intervention is not enough for the significant development of a content as comprehensive as the chemistry of beer. In spite of this, the Thematic Workshop was a possibility to explore the context of such theme and, when added to the teacher training, it provides future professionals with new experiences that make it possible to rethink the school reality.Keywords: Contextualization; Teacher Training; Chemistry Teaching.RESUMENEste estudio se basó en la elaboración y ejecución de un Escritorio Temático conducido por medio del tema Cerveza Artesanal, el cuál se propuso analizar sus límites y potencialidades para un grupo de alumnos de Licenciatura en Química. La investigación cualitativa y de campo obtuvo los datos examinados por medio del Análisis de Contenido, alineándose a la triangulación de datos. A través de las discusiones, se constató que el Escritorio Temático contribuyó para la formación inicial del docente, puesto que los participantes del estudio destacaron como potencialidades: aprendizajes de los conceptos químicos; ampliación de los recursos y estrategias didácticas para ser utilizados en el aula de clase; articulación teoría y práctica. No obstante el análisis también reveló algunas limitaciones conceptuales de los estudiantes. Este hecho demostró que una intervención puntual es poco para el desenvolvimiento significativo de un contenido tan amplio como la Química de Cerveza. Sin embargo el Escritorio Temático fue una posibilidad de explorar la contextualización del tema tratado, y cuando se añade a la licenciatura, proporciona a los futuros profesionales nuevas experiencias que posibilitan repensar sobre la realidad estudiantil.Palabras clave: Contextualización; Formación de Profesores; Enseñanza de Química.

PERSEPSI MAHASISWA TEKNIK TERHADAP PENGGUNAAN MEDIA ANIMASI FLASH DALAM PERKULIAHAN KIMIA DASAR

Learning media is a support for teaching activities to be effective. The rapid development of technology today has prompted many applications to emerge that can be used as a learning media, one of which is Macromedia Flash. The reality in the field shows that the average score of basic chemistry final semester FT Unes classically is still low, namely 65 with the percentage of students who pass 42.85% and those who do not pass 57.15%. As a solution to this problem, research was carried out using Macromedia Flash as a learning media. The purpose of this study was to describe the perceptions of engineering students towards the use of animation media in basic chemistry lectures. This type of research is descriptive quantitative with the research sample being students at level I of the Faculty of Engineering and Planning, Ekasakti University in the basic chemistry lectures in the odd semester of 2020/2021 totaling 80 people who were selected by simple random sampling technique. The data collection technique used was a non-test technique in the form of a questionnaire. Based on the research results, it was found that engineering students who agreed that flash animation media could accelerate understanding of basic chemistry by 56.25% while 43.75% disagreed, engineering students who agreed that flash animation media could lead to solving problems based on basic chemical concepts were 60 % while 40% disagreed, engineering students who agreed that flash animation media was interesting to use in basic chemistry lectures were 75% while 25% disagreed, engineering students who agreed that flash animation media could facilitate understanding of abstract concepts in basic chemistry lectures were as much as 68.75% while 31.25% disagree, and engineering students who agree that flash animation media can increase motivation for basic chemistry lectures by 62.50% while 37.50% disagree. It is hoped that the use of flash animation in learning activities will be more effective in the future.

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

Virtual and concrete models have been of interest in chemistry teaching to improve students’ understanding of a three-dimensional representation of chemical concepts such as symmetry. This study aims to determine the effectiveness of using concrete and virtual models on students’ understanding of symmetry. Students’ understanding was also explored in light of their spatial ability. The study was conducted using a quasi-experimental design with 62 students as participants. Two different instruments, spatial ability and understanding of symmetry tests, were employed for data collection. Data analysis was performed using the Pearson product-moment correlation and two-way variance analysis test. The results showed the virtual model’s contribution to improving students’ understanding of symmetry is higher than that of the concrete model for both students with high spatial ability (HSA) and low spatial ability (LSA). Also, the better students’ spatial ability, the better their understanding of molecular symmetry.

Two Design Principles for the Design of Demonstrations to Enhance Structure–Property Reasoning

Structure–property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure–property reasoning difficult. This study assessed two design principles for the development of structure–property reasoning in the context of demonstrations: (1) use of a POE task (predict–observe–explain) and (2) use of the domain-specific particle perspective, both to increase student engagement and to scaffold micro-level modeling. The aim of the demonstration series was to teach structure–property reasoning more explicitly to pre-university students (aged 15–16). Demonstrations pertained to the properties of metals, salts and molecular compounds. The SPR instrument was used as a pretest and posttest in order to gain insight into the effects on structure–property reasoning. In addition, one student (Sally) was followed closely to see how her structure–property reasoning evolved throughout the demonstrations. Results show that after the demonstrations students were more aware of the structure models at the micro-level. The students also knew and understood more chemical concepts needed for structure–property reasoning. Sally’s qualitative data additionally showed how she made interesting progress in modeling micro-level chemical structures. As we used conventional demonstrations as a starting point for design, this could well serve as a practical tool for teachers to redesign their existing demonstrations.