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The research aims to analyze the correlation between motivation, learning quality, critical thinking skills, industrial work practice quality, and vocational readiness of Industrial Chemistry students at vocational high schools (SMK). The research employs a quantitative approach with a survey method. The research used purposive sampling from industrial chemistry students in Central Java, with a sample consisting of 63 students in grade XI. Data collection is done through questionnaires and tests, then analyzed using Structural Equation Modeling - Partial Least Squares (SEM–PLS). The research results show that vocational readiness is directly influenced by learning quality and industrial work practice quality, while learning quality influences the quality of industrial work practice. The results of indirect influence analysis show that the quality of industrial work practice mediates the influence of learning quality on vocational readiness. In this study, the motivation and critical thinking skills of students are not proven to have an effect on vocational readiness, both directly and indirectly. Schools are advised to optimize the quality of learning and the quality of industrial work practice through industry collaboration and cooperation with higher education institutions (HEIs). The motivation and critical thinking skills of students should also be considered to play a role in their vocational readiness.

Pandemi covid-19 telah membawa perubahan terutama dalam segi pendidikan sehingga diperlukan pembelajaran dengan media yang menarik dalam upaya peningkatan pengetahuan peserta didik. Media yang dapat dipakai adalah LKPD. Penelitian kali ini bertujuan mendesain LKPD dengan model pembelajaran berbasis masalah terintegrasi literasi lingkungan untuk meningkatkan pengetahuan pada materi hidrolisis garam. Metode yang dipakai dalam penelitian ini berupa RD dengan model 4D, Define, Design, Development, dan Disseminate. Subjek penelitian merupakan 33 siswa SMA N 3 Salatiga. Instrumen yang digunakan berupa lembar validasi LKPD, soal pretest posttest dengan soal pilihan ganda berjumlah 20 soal, angket respon peserta didik, dan angket sikap. Teknik analisis data yang digunakan terdiri atas analisis kelayakan melalui hasil validasi dan respon kepraktisan, analisis keefektifan produk melalui uji N-gain, ketuntasan hasil belajar, dan ketercapaian sikap, serta keterkaitan antara LKPD dengan pengetahuan dan sikap melalui uji product moment menggunakan SPSS. Berdasarkan hasil penelitian dinyatakan LKPD yang telah didesain memenuhi beberapa kriteria (1) LKPD sangat valid dengan skor dari validator ahli masing-masing 114/116 dan 112/116 dan praktis terlihat melalui hasil angket respon peserta didik sebesar 91%, (2) efektif dalam meningkatkan pengetahuan dengan nilai N-gain 0,62 pada kategori sedang, ketuntasan belajar siswa 100% dan sikap kepedulian peserta didik terhadap lingkungan sebesar 91,35% pada kategori sangat peduli. Keterkaitan LKPD dengan pengetahuan dalam kategori kuat dengan perolehan pearson correlation 0,787, sedangkan keterkaitan LKPD dengan sikap pada kategori lemah dengan perolehan 0,372. Sehingga dapat dikatakan Lembar Kerja Peserta Didik model Problem Based Learning terintegrasi literasi lingkungan layak dan efektif digunakan dalam pembelajarn hidrolisis garam.

Misunderstanding in drawing conclusions about a concept caused by errors and incomplete thinking is called misconception. The existing misconception can lead to ongoing misconception if it is not immediately corrected. This study aimed to analyze how the level of misconceptions that occured in prospective science teachers. This study was conducted using a mixed-method with an explanatory sequential design. Methods of collecting data were Three Tier Multiple Choice (TTMC) test questions to analyze the misconception and in-depth interview to determine the factors causing misconceptions. The instrument used in this study was TTMC diagnostic test. Technique used for analyzing misconceptions data were descriptive percentages and for analyzing factors causing misconceptions data were in-depth interview. The results show that 60.4% of prospective science teacher students had misconceptions, which means that the misconceptions that occured were in the high category. Factors causing misconceptions were dominated by incompleteness in understanding the material, the influence of previous learning, the references used contain the wrong concept, low interest in deepening the material to find out the correct concept. This study is expected to help teachers and prospective teachers to decide what learning methods can be used to prevent misconceptions. Remediation can be done to find out where the misconceptions occur so that it can be corrected more quickly.

Studying Chemistry is not about the concept but how to train the students' creativity. The learning outcomes are influenced by several factors, including learning models and materials. Teachers still use the books provided by the school, so teachers should develop learning materials that suit learning objectives and students' conditions. Teachers should analyze the students' cognitive ability and also creativity. Chemo-entrepreneurship-oriented learning materials would help to analyze students' cognitive ability and entrepreneurial creativity. This research used research and development with ADDIE method. Results were the validity of material instrument from three experts gave very valid with the scores of 49, 50, and 48. The learning materials got a very good category from teachers' responses with a score of 34 out of 40 and got a good category from students' responses with a score of 38.53 out of 48. Results from the analysis of students' entrepreneurial creativity showed that students had high entrepreneurial creativity. Students also actively discussed and made creative products. There were aromatherapy candles, banana nuggets, apple donuts, and crispy balado potatoes.

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

The 2013 scientific-based curriculum, teachers must facilitate students to gain knowledge or skills based on the scientific method. The research aims to analyze the effectiveness of teaching materials. This type of research development, teaching materials have valid content and media. Teaching materials are declared effective if there is an increase in students' classical mastery, an increase in the achievement of basic competencies, and students can understand macroscopic, microscopic and symbolic level representations. Quantitative descriptive research method, starting from the analysis of the quality of teaching materials and diagnostic test instruments Two Tier Multiple Choice (TTMC), application of teaching materials, application of questions, data analysis of test results, classical completeness, achievement of basic competencies, and analysis of representational understanding. The research subjects were students of class XI and XII MIPA. The results of the study were obtained from the results of the student's TTMC test on the buffer solution material that had used Teaching Materials. Data analysis was done classically. The results showed that there was an increase in classical completeness by 9%, the achievement of basic competence indicators increased by 8% and concept understanding increased by 6%. So that the teaching materials developed are effective to use.

APPLICATION OF THE RASCH MODEL ON THE TEST INSTRUMENT TO ANALYZE THE PROBLEM-SOLVING ABILITY OF STUDENTS IN ACID-BASE SOLUTIONS MATERIALS Abstract In 21st century education, students are required to have high problem-solving skills. This study aims to reveal the quality of the test instrument with the Rasch model. Descriptive quantitative research is used with total of 38 students of class XI SMAN 2 Semarang became the subjects in this study. The data obtained in this study is from a combination of student response patterns on the product development diagnostic test instrument. The data analysis used was IRT Rasch. Rasch model analysis for summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. The value of person reliability is 0.78(sufficient), and item reliability value is 0.8(good). Cronbach's alpha value is 0.82 (very good). Based on the analysis Rasch model, it was found that there were two students (12P and 37P) whose response patterns were not ideal. The results showed problem-solving ability profile of students in the very high category of 26%, high of 29%, average of 16%, low of 13%, and very low of 16%. The results of this study indicate that the test instrument can be used for further research in measuring student problem solving and the Rasch model contributes to teachers and schools in identifying students' abilities in more detail. Abstrak Pada pendidikan abad-21, siswa dituntut harus memiliki keterampilan problem-solving yang tinggi. Penilaian keterampilan problem-solving dapat dilakukan secara online yang terintegrasi pada soal tes pengetahuan. Penelitian ini bertujuan untuk mengungkap kualitas instrumen tes dengan model Rasch. Penelitian kuantitatif deskriptif digunakan dalam penelitian ini. Total 38 siswa kelas XI SMAN 2 Semarang menjadi subjek dalam penelitian ini. Data yang diperoleh dalam penelitian ini adalah dari kombinasi pola respon jawaban siswa pada instrumen tes diagnostik produk pengembangan. Analisis data yang digunakan menggunakan Item Response Theory (IRT) model Rasch. Analisis model Rasch untuk summary statistics, item-fit, wright-map, item-measure, person-measure, person-fit dan item-DIF. Nilai person reliability didapatkan sebesar 0,78, kriteria cukup, dan nilai item reliability sebesar 0,85, kriteria bagus. Nilai alpha Cronbach sebesar 0,82, kriteria bagus sekali. Berdasarkan hasil analisis Rasch model ditemukan ada dua siswa yang pola responnya tidak ideal yaitu siswa 12P dan 37P. Hasil penelitian menunjukkan profil kemampuan problem-solving siswa dengan kategori sangat tinggi sebesar 26%, tinggi sebesar 29%, rata-rata sebesar 16%, rendah sebesar 13%, dan sangat rendah sebesar 16%. Hasil penelitian ini menunjukkan bahwa instrumen tes dapat digunakan untuk penelitian lanjutan dalam mengukur pemecahan masalah siswa dan model Rasch memberikan kontribusi kepada guru dan sekolah dalam mengidentifikasi kemampuan siswa lebih rinci

This study aims to analyze the profile of students' misconceptions on stoichiometric material and to find out the findings obtained from the misconception analysis. This research method is a mixed method with a sequential explanatory design. Quantitative data collection methods using test and questionnaire methods. Qualitative data method with interview method. The total misconception profile on stoichiometric material was 44.6%. The profile of misconceptions based on the achievement of the highest concept understanding indicator was 65%. The concepts that cause chemical misconceptions of stoichiometric competence in students include the basic laws of chemistry, molar mass, molar volume, number of particles, limiting reagents and empirical formulas. Factors that can cause misconceptions in students found by researchers are situations that are less conducive, lack of student interest in learning chemistry, learning methods that are not correct, lack of courage to ask questions, low student motivation.

Graduates from undergraduate education contributed 6.31% to the unemployment rate. The Higher Education is expected to develop curriculum and learning not only scientifically oriented, but also facilitate life skills for its graduates. This study aims to analyze the profile of students about microbiology learning based on bioentrepreneurship. The research method is descriptive exploratory. The research subjects were 60 students who had taken microbiology courses in the Biology Education Study Program at FPMIPATI, Universitas PGRI Semarang, which consisted of semesters 7, 9, and 11. The instrument was a closed questionnaire with a choice of answers using the Guttman scale. A questionnaire on student perceptions of microbiology learning based on bioentrepreneurship was developed referring to perceptual indicators, namely knowledge and interest in entrepreneurship, knowledge of microbiology, relevance of microbiology concepts, bioentrepreneurship. Indicators developed in 25 questions and validated by experts and valid. The results showed that overall, the average score was 2.17. From each element, the highest average score is the Innovation element (3,4) and the lowest score from organizational creation and growth (1). Based on the data, the bioentrpreneurship profile is still low. Therefore, it is necessary to recommend the development of a learning program oriented towards bioentreprenurship in microbiology lectures.

This research aimed to investigate science learning in Tanfidz Boarding School. The focus of this research are: (1) Factors affecting students of a religious boarding school toward science learning, (2) Islamic boarding school students' perception and attitude toward science learning (value of science learning to religious boarding school students), (3) students' perception toward pleasant science learning. This was qualitative research. Method used in this research was phenomenology. Data collecting technique was an interview. Data analysis techniques applied were: collecting data, presenting data, and drawing conclusions. The results of this study were the school's vision and mission, parents, science teachers and religion teachers caused students to like or dislike science. Students assessed science as important because it was a provision to continue higher education, it was useful for carrying out daily activities, and it had historical considerations to restore the glory of Islam through science. Pleasant learning, creative packaging, being able to motivate, to connect science and religion, investigative activities, being humorous, being able to connect science with everyday life and to explain well were students' perceptions of a good teacher. The reasons students selected Tahfidz boarding school were the attitudes of science teachers, religion teachers, its school vision and mission, and attitudes of parents. Pleasant learning by a professional teacher was conducted by presenting creative learning, and having good emotional control. The implication of the results of this research is that the management of science learning in religious-based Islamic boarding schools needs to pay attention to the desires and needs of students in learning.

Electronic Task Based Learning (e-TBL) is learning by giving assignments to students assisted by electronic media so that students are more active. In SMPIT Izzatul Islam (SMPIT Izzis) Getasan e-TBL is not yet available to analyze critical thinking skills and problem solving on learning substance and characteristics. This study aims to develop a valid and reliable e-TBL to analyze critical thinking skills and problem solving in learning substance and characteristics and to find out the responses of users after using e-TBL as a result of development. Type of this research is the research and development of the 4D model. The subjects of this study were students of grade 8 SMPIT Izzis. A limited test was conducted to determine the readability of e-TBL, the feasibility of e-TBL, and user responses to e-TBL conducted with a questionnaire sheet that tested its validity and reliability. The data analysis technique used in this study was quantitative descriptive. Based on research results, the development of e-TBL is feasible to use because it is valid and reliable. Responses from users also show that the development of e-TBL is feasible to be used to analyze critical thinking skills and problem solving on learning substance and characteristics.

Peningkatan kualitas pembelajaran dapat dilakukan dari berbagai variabel pembelajaran, salah satunya berupa modul sebagai variabel bahan ajar. Pengembangan modul berbantuan android application mobile berorientasi Problem Based Learning diharapkan dapat meningkatkan aktivitas dan hasil belajar. Penelitian pengembangan ini bertujuan untuk mengetahui validitas modul berorientasi Problem Based Learning dan untuk mendapatkan respon dari pengguna. Desain penelitian yang digunakan yaitu four-D Models yang dimodifikasi. Pengumpulan data menggunakan lembar validasi dan metode angket. Kelayakan awal bahan ajar ditentukan oleh ahli materi dan ahli media menggunakan teknik deskriptif persentase. Kelayakan akhir bahan ajar ditentukan berdasarkan hasil pengujian. Data hasil penelitian dianalisis menggunakan metode analisis deskriptif kuantitatif. Secara kuantitatif, data hasil penelitian dianalisis dengan cara menghitung rerata skor dan menentukan kriteria pada interval kelas tertentu. Uji validitas modul memperoleh nilai rata-rata sebesar 3,196, dengan persentase skor rata-rata 79,905%. Data skor perolehan angket tanggapan siswa sebesar 3,21, dan angket tanggapan guru sebesar 3,40, sehingga modul ini terbukti memenuhi kriteria layak yang didukung dengan respon baik dari pengguna. Berdasarkan hasil analisis data dapat disimpulkan bahwa modul ini dinyatakan valid dan mendapat respon baik dari pengguna sehingga dapat digunakan sebagai sumber belajar.Improving the quality of learning can be done from a variety of learning variables, one of them is a variable module as teaching materials. Module development with android application oriented Problem Based Learning is expected to increase activity and learning outcomes. This development study aims to determine the validity of the module oriented problem based learning and getting response from users. The study design used is four-D Models were modified. Data collection is using validation sheet and questionnaires. Preliminar feasibility of teaching materials is determined by the material experts and media experts by using descriptive techniques percentage. Final feasibility of teaching materials is determined based on the results of the test. The data were analyzed by using quantitative descriptive analysis method. In quantitative terms, the data were analyzed by calculating the mean of score and determine the criteria at the intervals of a certain class. Module validity test obtained an average value of 3,196, with an average percentage score of 79.905%. Data score from response questionnaire of student obtained 3,21, and the response questionnaire of teachers obtained 3,40, so the module is worthy criteria supported by good response from the users. Based on the results of data analysis can be concluded that this module is declared valid and got a good response from users so that it can be used as a learning resource.

The purpose of this research is to determine the achievement of students' knowledge competence on the salt hydrolysis subject matter through learning POE models. The research method used is a qualitative descriptive method. The qualitative descriptive method is a research conducted to explain systematically factual and accurate about the facts and nature of a particular population. The research procedure starts by designing instructional tools, performing expert validation, instrument testing, giving POE learning treatment and doing posttest. Subjects in this research were students of class XI IPA 1 and XI IPA 3 SMA Negeri 1 Demak taken on the advice of the teacher or purposive sampling technique. The research design used is a quasi-experimental design. Collecting data using the methods of testing, and documentation. The results showed that students obtain a percentage of classical completeness in class XI IPA 1 and XI IPA 3 which reached 76,32% and 78,95%. Students who complete knowledge competence in class XI IPA 1 as many as 29 students and class XI IPA 3 as many as 30 students. Based on the results of the research can be concluded that with the model POE, students are able to achieve knowledge competence.

Materi larutan penyangga banyak mengandung konsep abstrak dan berkaitan erat dengan kehidupan sehari-hari sehingga memerlukan penjelasan dalam berbagai bentuk representasi yang dapat memvisualisasikan materi larutan penyangga sehingga diharapkan siswa dapat mengamati gejala-gejala yang terjadi dan menganalisis serta menarik kesimpulan yang lebih komprehensif. Pembelajaran yang dapat menunjang pembelajaran tersebut adalah pembelajaran multiple representasi. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan tingkat kemampuan pemahaman konsep siswa pada materi larutan penyangga di kelas XI MIPA SMA Negeri 12 Semarang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif dan subyek penelitian kelas XI MIPA SMA Negeri 12 Semarang sebanyak 76 siswa. Data penelitian diperoleh dari tes pemahaman konsep berbentuk three-tier multiple choice yang telah divalidasi. Berdasarkan hasil penelitian diperoleh bahwa pemahaman konsep siswa pada materi larutan penyangga menunjukkan indikator pemahaman konsep belum semua terpenuhi secara maksimal oleh seluruh siswa. Hal tersebut karena indikator penelitian mengklasifikasikan masih tergolong kriteria sedang pada materi larutan penyangga yaitu sebesar 45,53% paham, 31,05% kurang paham, 12,96% miskonsepsi, dan 10,46% tidak paham.

Penelitian ini menggunakan metode Research and Development yang bertujuan untuk mengetahui karakteristik, kelayakan, kepraktisan, tanggapan positif, dan keefektifan media pada materi buffer dan hidrolisis. Model pengembangan yang digunakan 4-D (four D) terdiri atas define, design, develop, dan disseminate. Pengumpulan data dilakukan dengan menggunakan metode dokumentasi, tes, dan angket. Data yang diperoleh pada penelitian ini adalah hasil validasi pakar, tanggapan siswa, hasil pretest dan posttest siswa pada uji skala kecil, skala besar, dan implementasi. Peta konsep yang dikembangkan memiliki karakteristik terintegrasi multi representasi. Hasil validasi kelayakan tampilan dan isi berturut-turut mendapat rerata skor 26/30 kategori sangat layak dan 29/35 kategori layak. Ketuntasan klasikal siswa dari skala kecil, skala besar, dan implementasi berturut-turut siswa yang tuntas sebanyak 16/33 atau 48,48%; 55/67 atau 82,09%; 50/66 atau 75,76%. Media ajar yang dikembangkan dapat memberikan tanggapan positif dengan rerata skor yang didapatkan dari skala kecil, skala besar, dan implementasi berturut-turut 41,52; 41,49; 42,65 dengan kriteria baik. Berdasarkan hasil penelitian, media ajar terintegrasi peta konsep multi representasi yang dikembangkan terbukti layak, praktis, mendapatkan tanggapan positif, dan efektif untuk digunakan pada materi buffer dan hidrolisis.

Upaya peningkatan kualitas pendidikan dilakukan dengan menekankan pada pengembangan kemampuan siswa dalam tiga kompetensi, yaitu sikap, keterampilan, dan pengetahuan. Kemampuan siswa dapat diukur dengan menggunakan penilaian. Hasil observasi di suatu SMA Negeri di Weleri menemukan bahwa instrumen penilaian yang digunakan hanya terfokus pada pengetahuan siswa. Penelitian ini bertujuan untuk mengembangkan instrumen penilaian proses, serta memperoleh instrumen penilaian proses yang valid, reliabel, efektif dalam mengukur keterampilan laboratorium siswa, dan efektif dalam mengukur aktivitas siswa di kelas. Penelitian ini dilakukan dengan metode RD (Research and Development) melalui beberapa langkah, yaitu: (1) potensi dan masalah, (2) mengumpulkan informasi, (3) desain produk, (4) validasi desain, (5) perbaikan desain, (6) uji coba produk skala kecil, (7) perbaikan desain, (8) uji coba skala besar, (9) analisis data dan perbaikan, dan (10) implementasi. Hasil penelitian ini menunjukkan bahwa instrumen penilaian proses mencapai kategori sangat baik, dinyatakan layak, valid, dan reliabel, serta efektif dalam mengukur keterampilan laboratorium siswa dan aktivitas siswa karena proporsi siswa yang mencapai kategori minimal tinggi lebih dari 75% nya. Simpulan yang diperoleh adalah instrumen penilaian proses yang dikembangkan berada pada kriteria sangat baik, layak, valid dan reliabel, dan efektif.

Scientific Approach atau pendekatan ilmiah merupakan pembelajaran berbasis pada fakta atau fenomena yang dapat dijelaskan dengan logika atau penalaran tertentu. Pendekatan tersebut diharapkan dapat digunakan untuk memperbaiki pemahaman siswa pada proses pembelajaran. Tujuan penelitian ini adalah untuk meningkatkan ketercapaian kompetensi reaksi redoks siswa kelas X. Penelitian ini dilakukan di suatu SMA di Ungaran. Desain yang digunakan dalam penelitian ini pretest-posttest desain. Penentuan sampel dilakukan dengan teknik purposive sampling. Kelas X-3 sebagai kelas eksperimen dan kelas X-1 sebagai kelas kontrol. Instrumen penelitian meliputi silabus, rencana pelaksanaan pembelajaran, bahan ajar, lembar penilaian kognitif, lembar penilaian psikomotorik, lembar penilaian afektif dan angket respon siswa. Mula-mula pretest pada kelas eksperimen memperoleh rata-rata 25,40 sedangkan pada kelas kontrol memperoleh rata-rata 26,11. Rata-rata kedua kelas belum mencapai Kriteria Ketuntasan Minimal (KKM). Setelah diterapkan pembelajaran berbasis Scientific Approach dengan Mind Mapping, hasil posttest kelas eksperimen memperoleh nilai rata-rata sebesar 77,5 dengan proporsi ketuntasan 0,88 sedangkan pada kelas kontrol tanpa Scientific Approach memperoleh nilai rata-rata posttest sebesar 74,70 dengan proporsi ketuntasan 0,85. Nilai ketuntasan kelas eksperimen mengalami peningkatan sebesar 52,1 sedangkan kelas kontrol mengalami peningkatan sebesar 48,59. Simpulan yang diperoleh yaitu model pembelajaran berbasis Scientific Approach dengan Mind Mapping dapat meningkatkan ketercapaian redoks siswa kelas X.

Abstrak ___________________________________________________________________ Penelitian ini bertujuan mendesain instrumen tes diagnostik pendeteksi miskonsepsi, untuk menganalisis pemahaman konsep dasar kimia mahasiswa calon guru. Instrumen tes ini sangat dibutuhkan oleh mahasiswa untuk mengetahui, menganalisis sejauh mana pemahaman konsep-konsep dasar kimia yang telah diberikan dalam perkuliahan. Pemahaman konsep dasar kimia saat ini harus diupayakan secara maksimal, untuk menghasilkan outcome sesuai profil lulusan mahasiswa prodi Pendidikan Kimia, untuk menjadi Pendidik, fasilisator pembelajaran yang kreatif, inovatif, dan sebagai peneliti dibidang kependidikan. Metode Penelitian didesain sedemikian rupa dengan langkah-langkah mulai dari pemilihan materi yang sulit dipahami, menyusun kisi-kisi soal, desain instrumen tes pendeteksi miskonsepsi model three tier multiple choice, untuk multi level sampai mikroskopis, ujicoba, analisis data uji coba, dan penyempurnaan desain. Hasil penelitian menunjukkan bahwa berdasarkan data uji coba instrument tes valid dan reliabel. Hasil analisis pemahaman konsep dasar kimia mahasiswa calon guru pada ujian akhir semester dengan instrument tes yang sudah disempurnakan menunjukkan 25 dari 50 mahasiswa (50%) paham konsep dasar kimia, 20 dari 50 mahasiswa (40%) mis konsepsi, dan 5 dari 50 mahasiswa (10%) tidak paham konsep dasar kimia. Saran diperlukan penyempurnaan desain tes diagnostic pendeteksi miskonsepsi, dan perluasan cakupan materi dasar kimia. Abstract ___________________________________________________________________ This research aims to design a diagnostic test instrument detection of misconceptions, to analyze the understanding of the basic concepts of chemistry student teachers. This test instrument is needed by the students to identify, analyze the extent to which understanding of the basic concepts of chemistry that has been given in lectures. Understanding of the basic concepts of chemistry at this time should be pursued to the fullest, to produce outcomes fit the profile of graduate student education department of Chemistry, to be educator, facilitator of learning in a creative, innovative, and as a researcher in the field of education. Methods are designed with steps ranging from selecting the materials that are difficult to understand, prepare grille matter, the instrument design detector test misconceptions model of a three tier multiple choice, to a multi-level to the microscopic, testing, analysis of test data, and design improvements , The results showed that based on trial data are valid and reliable test instrument. The results of the analysis of understanding of the basic concepts of chemistry student teachers on the semester final exam with test instrument that has been perfected showed 25 out of 50 students (50%) understand the basic concepts of chemistry, 20 of 50 students (40%) mis conception, and 5 out of 50 students ( 10%) do not understand the basic concepts of chemistry. Suggestions necessary design improvements misconceptions detection diagnostic tests, and expanded coverage of basic materials chemistry.

Meningkatkan pencapaian kompetensi yang menjadi indikator dalam kajian mutu pendidikan di Indonesia dapat dilakukan melalui pengadaan bahan ajar kimia yang bemutu dan inovatif. Penelitian ini bertujuan untuk mengembangkan Chemistry Handout berstrategi Problem Based Solving (PBS) bervisi SETS sebagai bahan ajar inovatif dan mengetahui kriteria validitasnya. Pengembangan dilakukan dengan metode penelitian Research and Development model 4D yang dimodifikasi menjadi 3D. Validitas Chemistry Handout diperoleh dari hasil validasi menggunakan lembar validasi ahli materi dan ahli media. Hasil penelitian menunjukkan bahwa validitas isi Chemistry Handout mendapatkan nilai 93,33 dengan kriteria sangat valid. Chemistry Handout memiliki kesesuaian untuk digunakan pada pembelajaran berstrategi PBS dan mendukung pembelajaran bervisi SETS. Validitas Chemistry Handout dari aspek media mencapai nilai validitas 95 dengan kriteria sangat valid. Chemistry Handout disusun sesuai dengan tujuan pembelajaran dan karakter peserta dinilai dapat mendorong peserta didik untuk aktif menggali pengetahuan, melakukan pemecahan masalah dan bekerjasama dalam kelompok. Desain Chemistry Handout memasukan aspek–aspek yang memberikan kesempatan peserta didik melakukan pemecahkan masalah yang dihubungkan dengan unsur SETS dinilai mampu mendorong peserta didik belajar. Chemistry Handout berstrategi PBS bervisi SETS berhasil dikembangkan dengan kriteria validitas sangat valid diharapkan menjadi bahan ajar bermutu dan inovatif untuk membantu meningkatkan ketercapaian kompetensi dasar stoikiometri.Increasing the competence accomplishment as the indicator of education quality in Indonesia can be hold by developing an inovative and qualified instructional material. This researh had purpose to develop and validate the Chemistry Handout with Problem Based Solving (PBS) strategy and SETS vision as the inovative instructional material.This research was constucted with the Research and Development (R & D) method which modified 4D model to 3D model of development. The Content and media validaty of Chemistry Handout were collected from result validation through expert assesment used the content and media validation sheets. Results showed that the content validity of Chemistry Handout reach 93,33 value which had very valid criteria. Chemistry Handout was stated suitable to used as an instructional material to support the Problem Based Solving Learning and SETS visson learning. The media validity of Chemistry Handout reach 95 value which stated very valid criteria. Chemistry Handout had be arranged suitable to learning purpose and student characteristic so it had potent to motivated student be actively involve learners, active role of practitioners (problem solvers) conronted with ill-structured problem wich refleted the real world and create a collaborative learning environment. The design of Chemistry Handout containt apects which gave student the opportunity to solve the real life problem that integrated to the SETS element, so it was potential to increase the student’s motivation learning. The Chemistry Handout with Problem Based Learning strategy and SETS vision is a valid instructional material can be used in the Stiochiometry learning to increasing the competence accomplishment.

Penelitian ini merupakan penelitian Research and Development (R&D). Tahapan rancangan pengembangan media flash ini menggunakan langkah prosedural oleh Borg and Gall. Tujuan penelitian ini adalah untuk mengetahui keefektifan pada ranah kognitif, afektif dan psikomotorik dalam penggunaan media flash berbasis pembelajaran inkuiri. Pengumpulan data pada penelitian ini menggunakan metode observasi, tes, angket dan dokumentasi. Data hasil penelitian dianalisis menggunakan metode analisis deskriptif kuantitatif. Produk pengembangan dinyatakan valid dan layak apabila telah memenuhi kriteria baik atau sangat baik dari validator. Produk pengembangan teruji untuk meningkatkan hasil belajar siswa yaitu diuji berdasarkan penggunaan media flash pada proses pembelajaran. Hasil pengembangan produk media flash berbasis pembelajaran inkuiri dinyatakan valid dengan kategori baik dan layak diterapkan berdasarkan uji kelayakan oleh ahli media dan ahli materi dengan skor rata-rata ahli media 73.5 dan ahli materi 37. Media flash dinyatakan efektif karena 36 siswa mencapai nilai KKM pada hasil tes, dengan nilai n-gain 0,71 dan pada aspek afektif dan psikomotorik termasuk dalam kategori baik, serta mendapat respon positif dari penggunanya dilihat dari angket tanggapan siswa, sehingga media flash efektif meningkatkan hasil belajar siswa. The research include in Research and Development (R&D). This step of flash media development uses procedural step by Borg and Gall. The purpose of this research is to know the effectiveness in the cognitive, afective, and psychomotoric domain in using flash media based on inquiry learning. Data accumulation in this research uses observation, test, questionaire and documentation methods. The result data of this research is analyzed by using quantitative descriptive analysis method. Development product is called valid and proper if it has fullfilled good or very good criteria from the validator. The development product proved to improve the learning outcome that is proved base on the using of flash media in learning process. The development result of flash media product based inquiry learning is called valid with good and proper category is implemented base on properness test by media and matery expert with average score of media expert is 73,5 and matery expert is 37. The flash media is called effective because 36 students gain minimum campetence criteria (KKM) score in test result, with n-gain score is 0,71 and afective and psychomotoric aspect include in good category, and also get a positive respond from user that can be seen by the students responds questionare, so flash media is effective to improve the students learning outcome.

This research aims to produce innovation of performance assessment rubric on practicum salt hydrolysis material. The rubric was being consulted and validated by experts, then it was being revised and tested. The trial result was being analyzed and revised, then usage test was given. The research was conducted at SMA in Semarang using purposive sampling technique. A small scale was given to ten students and large scales were given to the students in class XI IPA 3 and XI IPA 4. The results showed that the validity of innovation of performance assessment rubric by experts was 86.46%. Implementation innovation of performance assessment rubric on practicum salt hydrolysis "test salt solution in water", the agreement has been reached between the observer and the student with the value of generalizability coefficient are 0.711 and 0.744. The impact of the use of performance assessment rubric is that the cognitive learning outcomes of the students can achieve mastery learning. In class XI IPA 3, there are 33 students from 38 students achieve KKM and in class XI IPA 4 there are 33 students from 37 students achieve values KKM. Student’s characters can also be developed during lab activities, such as discipline, honesty, independence, curiosity, responsibility, and cooperation. Based on the results, innovation of performance assessment research practicum salt hydrolysis "test salt solution in water" could be used as a guide to the performance assessment (psychomotor) of the students and increase understanding of the concept and fosters student’s character. Keywords : Innovation, Performance Assessment Rubric, Salt Hydrolisis

In order to achieve the national education goals, students are required to have critical thinking skills, especially on abstract lesson such as chemistry. Preliminary research conducted at one of high school in Ambarawa found that the assessment instruments used have not been oriented toward critical thinking skills. The purpose of this study is to investigate the process of developing critical thinking skills assessment instruments, to obtain the innovation critical thinking skills assessment instruments that can measure students' critical thinking skills, and acquire critical thinking skills assessment instruments that meet criteria for valid and reliable. The research is a Research and Development. The procedures are the preliminary stages of research and development stages. Preliminary stages are divided into two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) develop the type of instrument, 2) validation by expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The results of this study indicate that the type of instrument used in schools have cognitive taxonomic level C1 to C2 and sometimes C3. Assessment instruments developed was essay test analysis, student activity sheets, and testoriented problem solving students' critical thinking skills. Assessment instruments that have been developed in this study is valid and reliable and positive effect on students' cognitive learning outcomes. Keywords: Assessment Instruments, Critical Thinking Skills, Acid-Base Materials

Berdasarkan hasil observasi dan wawancara yang telah dilakukan dengan guru, ternyata hasil belajar kimia siswa kelas X SMA Ibu Kartini Semarang masih rendah. Hal ini disebabkan karena pembelajaran didominasi dengan metode ceramah yang berpusat pada guru. Penggunaan pendekatan game simulation, diharapkan dapat meningkatkan kecakapan hidup (life skill) dan hasil belajar siswa pada pokok bahasan hidrokarbon. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Tiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan, dan refl eksi. Fokus yang diteliti dalam penelitian ini adalah kecakapan hidup siswa dan hasil belajar siswa. Data yang diperoleh kemudian dianalisis dengan menggunakan metode deskriptif untuk mengetahui peningkatan hasil belajar siswa. Indikator keberhasilan penelitian ini dilihat hasil belajar siswa yaitu secara klasikal 85% siswa mencapai ketuntasan belajar individual minimal 65%. Berdasarkan analisa data hasil penelitian, rata-rata kecakapan hidup (life skill) siswa meningkat dari pada siklus I(86%), siklus II (71.52%), dan siklus III (75.02%). Sedangkan hasil belajar siswa juga mengalami peningkatan dengan nilai rata-rata 71.05 (siklus I), 75.27 (siklus II), dan 82.24 (siklus III). Kata Kunci: game simulation, life skill