Liliasari Liliasari

Heavy metal pollution in aquatic systems increases the need for sustainable and efficient natural adsorbent materials, and carrageenan extracted from Eucheuma cottonii, which contains O–H, S=O, C–O–S, and 3,6-anhydrogalactose functional groups, offers strong potential for binding metal ions. However, the adsorption efficiency of natural carrageenan for Copper (Cu2+) and Cadmium (Cd2+) ions remains limited, which frames the central problem of this study. In addressing this issue, the method employed involves synthesizing carrageenan hydrogel through alkaline extraction of Eucheuma cottonii and evaluating its adsorption capacity under controlled experimental conditions. The hydrogel was characterized and tested at pH 6–7, with a contact time of 90 minutes, an initial concentration of 200 mg/L, and an adsorbent mass of 6 g, followed by kinetic and isotherm modeling to analyze adsorption behavior. Based on the Findings, ionic exchange interactions between sulfate ester groups of K-carrageenan and metal cations significantly enhance adsorption performance, with the adsorption process following a pseudo-second-order kinetic model and the Freundlich isotherm providing the best fit R2 > 0.90, indicating heterogeneous multilayer adsorption. In the Conclusion, the chemically modified carrageenan hydrogel demonstrates effective adsorption of copper and cadmium ions and presents strong potential as an eco-friendly and efficient biomaterial for heavy metal remediation.

Praktikum di laboratorium berperan penting dalam meningkatkan pemahaman mahasiswa terhadap konsep ilmiah dan keterampilan laboratorium. Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap praktikum pembuatan Dye-Sensitized Solar Cell (DSSC) berbasis makroalga sebagai bioenergi alternatif. Metode penelitian yang digunakan adalah survei dengan pendekatan kuantitatif deskriptif melalui kuesioner yang mengukur persepsi mahasiswa terhadap tiga aspek, yaitu pengetahuan sains, keunggulan dan tantangan praktikum pembuatan DSSC. Semua kuesioner yang digunakan telah divalidasi oleh ahli dan diukur validitas serta keandalan melalui pengujian statistik dengan nilai sig (2-tailed) < 0,05 dan nilai Cronbach alpha sebesar a=0,89, a=0,90 dan a=0,94. Hasil penelitian menunjukkan bahwa persepsi mahasiswa pada praktikum DSSC untuk ketiga aspek dapat meningkatkan pemahaman terhadap konsep dasar sel surya yang mengadopsi reaksi fotosintesis pada tumbuhan dan alga, memiliki keunggulan dalam penguasaan keterampilan laboratorium melalui pengalaman langsung dalam membuat DSSC sampai mengukur efisiensi kinerjanya, serta tantangan yang dapat diatasi dalam praktikum pembuatan DSSC. Penelitian ini memberikan wawasan bagi pengembangan metode pembelajaran berbasis eksperimen yang lebih efektif dalam pendidikan sains.

The main problem in chemistry learning is the lack of student motivation and engagement, which can affect the achievement of optimal learning outcomes. Gamification emerges as a potential approach to overcome this challenge through the implementation of engaging game elements. This study aims to analyze the trends, patterns, and impacts of gamification implementation in chemistry learning using bibliometric analysis to provide in-depth insights into its development. Data were taken from the Scopus database with a time span of 2015 to 2024, focused on articles and conference papers with the keywords "gamification" and "chemistry". The data analysis technique used VOSviewer software to visualize keyword networks, overlays, and densities. The results show that the most publications occurred in 2021 with 21 articles, followed by 2023 and 2022 with 13 and 12 articles, respectively. The United States and Spain are the two countries with the highest contributions in this study. Network visualization reveals the main themes of gamification, students, and motivation, indicating that gamification focuses on increasing student motivation and engagement. In conclusion, gamification in chemistry education is rapidly emerging as a research field with significant potential for enhancing motivation and learning outcomes. These findings have important implications for the development of interactive teaching strategies to enhance student engagement in chemistry learning.

The case method and team-based projects in the mechanics course are designed to help science teacher candidates master the principles of mechanics. This study aims to analyze the readiness and constraints of technological integration in implementing the case method and team-based projects in the mechanics course of the natural science education program. The study was conducted using a survey method with respondents or samples consisting of two lecturers teaching the mechanics course, 64 pre-service science teachers, and an analysis of the mechanics course documents in the Science Education Study Program at a state university in Central Java, Indonesia. Data collection techniques for this study were carried out using a blended approach (online and face-to-face), a Google Forms questionnaire, online interviews (zoom meeting), and document review. Data analysis was carried out using the triangulation method, which combines various predetermined data and sources, including data from the mechanics course lecturers and students and the lecture tool documents. The results indicate that the readiness for implementing the case method and team-based project in the mechanics course is supported by a good understanding from lecturers and students and adequate resources. The student’s understanding of the approaches used by the lecturer obtained concept approach (71.40%), direct instruction model (85.70%), and discussion method (78.60%). In its implementation, the case method follows the theory and expectations in the mechanics lectures in the curriculum documents. Meanwhile, team-based projects still need improvement and development in their application to the mechanics course. The skills trained in the mechanics course are still limited to critical thinking skills, communication, and collaboration. Generic science skills have been trained but have not been specifically labeled, and creative thinking skills have not been technically facilitated to be trained. The carrying capacity of the learning environment is quite good based on ICT. However, it is still dominated by PowerPoint presentations and virtual lab applications, while coding blocks and AR-VR have not yet been developed. The conclusion indicates that while there is strong readiness and adequate resources for implementing the case method and team-based projects in the mechanics course, significant constraints exist in developing creative thinking skills, generic science skills, and consistency in applying learning models. Specific improvements are needed in the practical application of team-based projects and the integration of ICT that can assist mechanics lectures, such as coding blocks and AR-VR technology. It is recommended to enhance comprehension of the case method and team-based projects among lecturers and students and to advance technological integration, especially focusing on AR-VR and coding blocks.

Professional Development Programs (PDPs) play a crucial role in enhancing the teaching skills of beginner science teachers, particularly in the area of Innovative Teaching Methods. This research aims to analyze the implementation of a professional development program on innovative teaching methods for beginner teachers based on their age and teaching experience. The research applies a qualitative descriptive method. The research sample consists of science teachers who attend the teacher professional program at one of the state universities in Semarang, Indonesia. Data were collected using questionnaires and tests. The research results show that higher age only sometimes indicates better teaching experience. Longer teaching experience also does not determine better mastery of skills in modifying learning methods at the end of the training. The initial mastery of teaching methods, motivation towards achieving targets, and expectations of the development program have a more significant influence on the achievement of mastery in innovative modification skills of science learning methods. This research contributes to understanding professional development programs by demonstrating that personal factors are more critical in improving beginner teachers' innovative teaching methods than age or teaching experience alone.

This study attempts to examine undergraduate students’ reflective thinking while conducting microbiology lab activities. A collection of particular questions designed to elicit reflective thinking abilities were used in the context of microbiology lab activities to conduct this research utilizing a quantitative descriptive methodology. 32 undergraduate students taking microbiology classes in their fourth semester at a public university in Bandung, Indonesia, served as the study’s subjects. The findings demonstrated that reflective thinking arose in microbiology lab studies at the cognitive presence stage’s resolution phase. Even so, just a small portion (6%) of all the introspective remarks that students have written, had the look of reflection. Students frequently consider the triggering event (49%) and exploration (32%), in that order. The conclusions of this study suggest that microbiological lab activities should be created in a way that promotes the growth of reflective thinking by giving students the chance to perform more challenging laboratory tasks in addition to completing experiments. Keywords: reflective thinking, microbiology, lab experiments

Providing public knowledge about disasters can be done through integrated learning in science. This study aimed to determine the various needs for implementing science edutainment for science prospective science teachers. This study was a qualitative descriptive research. The subjects of the research were two lecturers who teach Disaster Mitigation courses and 67 students prospective science teachers in Banten who received lectures on Disaster Mitigation and BPBD Banten. Data was collected using non-test instruments through document analysis, questionnaires, and interviews, as well as qualitative descriptions for data analysis. With regard to various needs in the implementation of science edutainment disaster, the results showed the implementation of disaster education needs to be developed, especially involving relevant agencies such as BPBD to develop the empirical experience of prospective science teachers. Additionally, it needs to be integrated with practicum using modules by utilizing technology used in socialization and disaster risk management. Development of Disaster Mitigation modules needs to be carried out, especially modules that improve natural disaster literacy critical and creative thinking skills of prospective science teachers. Keywords: Science Edutainment, Prospective, Science Teachers

The ability to think creatively and critically is considered the main cognitive competency. This study aimed to measure the thinking ability of students (n = 33) who participated in a laboratory activity in analytical chemistry. Case study methods were used to collect qualitative data, which supports quantitative data. The student’s creative and critical thinking abilities are measured by correlating the test result with their observations and responses. The results show that the student’s creative and critical thinking abilities are qualified as sufficient. An average of 46.96% of the students could provide correct answers, with the highest percentage on mixture separation tasks (72.7%). The students also showed creative and critical thinking abilities in creating and defining the result after consideration, resolving problems, providing answers with sound reasoning, observing, creating combinations and objects, and detailed ideas regarding the task indicators. The students could also define terms, analyze questions, and adapt their approaches to resolve tasks. The abilities of some students to identify problems from several points of view are still considered low, and they need to be able to identify issues based on given pictures and assess topics from different perspectives. The laboratory activity should create more indicators to think critically and creatively about every aspect. Keywords: creative thinking, critical thinking, abilities of future teachers, analytical chemistry, laboratory activity

Energy is a systematic problem involving many fields and disciplines. Discourse about it requires systems thinking. This research aims to reveal trends and futu

PENINGKATAN KETERAMPILAN BERPIKIR KREATIF SISWA SMA PADA MATERI KOLOID MENGGUNAKAN MODEL PEMBELAJARAN POGIL