Nahadi

This study addresses the need for effective educational tools to facilitate learning of electrochemical ethnoscience concepts in chemistry. It focuses on developing a portable educational kit integrated with various social media platforms to enhance student engagement and understanding. The development process followed the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, with this study covering up to the development phase. Qualitative data included expert feedback, while quantitative data were obtained through validation questionnaires and Likert-scale readability tests. The study analyzed six components: voltaic cell kit, electrolysis cell kit, corresponding guidebooks, and learning videos for both concepts. Results from validation and readability tests indicated that the educational kit is user-friendly, effective, and relevant for teaching ethnoscience-based electrochemistry. The learning media met quality standards in content accuracy, design appeal, and social media integration, suggesting its potential to improve students’ conceptual understanding and motivation in chemistry learning.

Assessment had a significant influence on students’ learning processes. Assessment needed to continuously align with instruction and existing learning objectives. The goal of science education was to help students develop thinking skills to solve problems in everyday life. This study aimed to analyse the need for an integrated assessment of chemical literacy and critical thinking based on a literature review and empirical data. This study employed a qualitative descriptive method, grounded in a systematic literature review and an empirical field study involving chemistry teachers and high school students studying chemistry subject. The results indicated that the development of integrated assessment test could address the demands of 21st century education, teachers generally recognised the importance of chemical literacy and critical thinking in learning, but still had limitations in utilising appropriate assessment test, and many students still struggled to relate chemistry to everyday life, so their critical thinking skills to address chemical problems in real contexts were not practised through existing test items. These findings highlighted the need to develop an integrated assessment of chemical literacy and critical thinking that not only measured students’ understanding of chemistry concepts but also developed analytical skills to analyse and apply chemical knowledge in real-life situations.

The process of generalisation and the formation of knowledge is often debated about the scientific methods of deduction and induction. There is a dualism between the two. A philosopher of falsification theory, Karl Raymond Popper, criticised induction theory and supported deductive theory, while philosopher John Stuart Mill emphasised the importance of induction in scientific reasoning, especially the use of enumerative induction. In this article, the author tries to briefly explain the urgency of John Stuart Mill's thought in science. Using the library research method, using relevant books and journal articles. Through this research shows the relationship between enumerative induction, coherence and generalisation by John Stuart Mill's can be assembled that enumerative induction shows the consistency pattern of individual cases obtained from repeated observations, where these individual cases in addition to being consistent also have coherence with each other so that a coherent belief system pattern is formed and then forms a generalisation or new science. Although this kind of induction assumption has a level of strength of proof that is difficult to refute. There are still limitations to inductive generalisation, namely the possibility that future discoveries will show that our belief in our current conclusions is incorrect.

The purpose of this study was to develop performance assessment instruments and their application to high school practicum for enthalpy change. The instrument used is a validation sheet to see the validity. The instrument that has been analyzed is a performance assessment about students’ laboratory skills in enthalpy change (ΔH) laboratory activity. The method used in the research was development and validation. The instrument was evaluated by 8 teachers and 32 students of year XI from one of senior high school in Bandung. The result shows that there is a similarity of the score given by students and that the teacher. This similarity is supported by the pearson correlation score r=0,89 have been categorized as very good. This result implies that performance skills can be administered by peers using this instrument since it provide the similar result with the teachers.

This study aims to describe the process in developing of reliable and valid assessment to measure students' performance on iodometric titration and the effect of the self and peer assessment on students' performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

This study aims to develop a multiple choice pictorial test as a tool to measure dimension of knowledge in chemical equilibrium subject. The method used is Research and Development and validation that was conducted in the preliminary studies and model development. The product is multiple choice pictorial test. The test was developed by 22 items and tested to 64 high school students in XII grade. The quality of test was determined by value of validity, reliability, difficulty index, discrimination power, and distractor effectiveness. The validity of test was determined by CVR calculation using 8 validators (4 university teachers and 4 high school teachers) with average CVR value 0,89. The reliability of test has very high category with value 0,87. Discrimination power of items with a very good category is 32%, 59% as good category, and 20% as sufficient category. This test has a varying level of difficulty, item with difficult category is 23%, the medium category is 50%, and the easy category is 27%. The distractor effectiveness of items with a very poor category is 1%, poor category is 1%, medium category is 4%, good category is 39%, and very good category is 55%. The dimension of knowledge that was measured consist of factual knowledge, conceptual knowledge, and procedural knowledge. Based on the questionnaire, students responded quite well to the developed test and most of the students like this kind of multiple choice pictorial test that include picture as evaluation tool compared to the naration tests was dominated by text.

The purposes of this study were to develop a performance assessment instrument for assessing the competence of psychomotor high school students on salt hydrolysis concepts. The design used in this study was the Research & Development which consists of three phases: development, testing and application of instruments. Subjects in this study were high school students in class XI science, which amounts to 93 students. In the development phase, seven validators validated 17 tasks instrument. In the test phase, we divided 19 students into three-part different times to conduct performance test in salt hydrolysis lab work and observed by six raters. The first, the second, and the third groups recpectively consist of five, six, and eight students. In the application phase, two raters observed the performance of 74 students in the salt hydrolysis lab work in several times. The results showed that 16 of 17 tasks of performance assessment instrument developed can be stated to be valid with CVR value of 1,00 and 0,714. While, the rest was not valid with CVR value was 0.429, below the critical value (0.622). In the test phase, reliability value of instrument obtained were 0,951 for the five-student group, 0,806 for the six-student group and 0,743 for the eight-student group. From the interviews, teachers strongly agree with the performance instrument developed. They stated that the instrument was feasible to use for maximum number of students were six in a single observation.

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran inkuiri terbimbing terhadap kepercayaan diri siswa.Penelitian ini dilakukan di SMAN 24 Kabupaten Tangerang pada bulan Januari-Juni 2013. Metode penelitian yang digunakan adalah kuasi eksperimen, subyek dalam penelitian ini terdiri dari 77 siswa, dibagi menjadi 2 kelompok: yaitu kelompok eksperimen dan kelompok kontrol. Desain penelitian dalam penelitian ini adalah nonequivalent control group design.Instrumen yang digunakan adalah angket kepercayaan diri siswa. Hasil penelitian ini menunjukkan kepercayaan diri siswa untuk kelompok eksperimen (rata-rata N-Gain = 0,07) lebih rendah daripada kelompok kontrol (rata-rata N-Gain= 0,15). Setelah dilakukan uji Mann-Whitney (pada taraf signifikansi 95%) diperoleh nilai α sebesar 0,212> 0,05. Maka dapat disimpulkan tidak terdapat perbedaan yang signifikan antara rata-rata kepercayaan diri siswa kelompok eksperimen dan kelompok kontrol.Hal ini menunjukkan bahwa penerapan pembelajaran inkuiri terbimbing dapat meningkatkan kepercayaan diri siswa pada konsep asam basa, tetapi tidak signifikan secara statistik.