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Waste cooking oil has the potential to be a raw material for biodiesel. The use of heterogeneous catalysts and ultrasonicator will optimize the transesterification and environmentally friendly. Transesterification study of waste cooking oil with SrO-KF nano catalyst has been carried out. This researchs were: refinement of waste cooking oil, synthesis of SrO-KF nano-catalyst, and the transesterification. The catalyst applied ratio of 1:1, 1:2, and 1:3 of SrO:KF with concentrations of 2%, 3% and 4% by weight of oil respectively. The results of heterogeneous catalyst using XRD and SEM showed that SrF2, SrO and KF compounds had been formed. The optimum transesterification conditions were obtained on SrO-KF catalyst (1:2), concentration of 4% (w/w) with a yield of 84.4% (w/w). The methyl ester of waste cooking oil has density of 884 kg/m3, acid number of 0.48 mg/g, and viscosity of 4.2 cSt. Methyl esters of waste cooking oil were composed of 25.14% methyl palmitate and 33.65% methyl elaidate, 11.27% methyl linoleate, 10.14% methyl lauric and a mixture of methyl esters from waste cooking oil has the potential to be used as biodiesel.

Research has shown that most chemistry teachers have misconceptions about covalent bonding. This study investigates whether the cognitive conflict interview technique could persuade teachers to revise their possible misconceptions of covalent bonding. Eight chemistry teachers from different schools participated in this study. Two validated instruments, cognitive conflict technique interview guidelines and the open-ended covalent bonding test, were employed for the data collection. The results showed that the cognitive conflict interviews could facilitate respondents to overcome their misconceptions about covalent bonding. Five of the eight respondents experienced a conceptual change from misconceptions to scientific conceptions, and three others experienced a partial conceptual change. Six concepts which previously caused misconceptions were eliminated and turned into a scientific concept instead. Of the 46 cases of misconceptions, 41 cases turned into scientific conceptions. The result of this study serves as an initial perspective for exploring the effectiveness of cognitive conflict interviews more broadly.

Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.

Tourism village is one of the tourism concepts currently being activated and has attracted many people. Many benefits are obtained, such as increasing local government income, helping the community's economy around the tourism area, and empowering local communities for its management. One tourist attraction that has superior potential is Dilem Wilis Edutourism in Dompyong Village, Trenggalek Regency. Dilem Wilis tourist destination offers a reasonably wide natural Dutch Heritage. However, the vastness of the tourist area that is not in line with the management makes some tourist rides unable to be enjoyed as a whole. In this community service activity, efforts to develop Dilem Wilis Edutourism are carried out through several stages. The landscape 3D model was designed with sketchup software then fabricated with synthetic material of 1:300 scale. The results of this development stage are realized in a tangible form. There are the manufacture of 3D model of the landscape and the installation of LED strip lights that are useful for attracting tourists to visit because access to lighting is adequate, and the delivery of regional mapping is well conveyed through the Dilem Willis Eduwisata landscape 3D model.

Problem-solving is one of the abilities that a student must-have in the 21st century. This is because students' ability to solve problems is expected to increase their competence of higher-order thinking skills (HOTS). Problem-solving ability can be improved in several ways for example, the use of a certain instructional model, worksheets, and assessment or assessment based on problem-solving. This study aimed to develop and implement structured problem-solving assessment with the IDEAL model on acid-base materials, salt hydrolysis, buffer solutions, and acid-base titrations to examine students' problem-solving abilities. The instrument development model used adapts the ADDIE model with four steps, namely analysis, planning, development, and implementation. The research sample were 34 high school students in grade 11 in Sidoarjo, East Java. The result is that the problem-solving ability with the lowest percentage are in the acid-base titration material for the Act on strategy indicator at 27.21%, while the highest percentage of skills are found in the buffer solution material for the Explore solution indicator at 89.5%. This study implies that the test instrument for further research is to measure students' ability to solve structured problems with the IDEAL model on acid and base. This study implies that the test instrument for further research measures students' ability to solve structured problems with the IDEAL model on acid-base, salt hydrolysis, buffer solution, and acid titration. So that the problem solving process with the integration of problem solving problems can improve students' critical thinking.

This research aims to develop and validate chemical literacy test instruments on competency and knowledge aspects and to measure the chemical literacy of first-year science education students. Instrument development involved expert consultation, expert judgment, and testing of 114 first-year students majoring in chemistry for the analysis of item validity and instrument reliability. The instrument was developed using the Research& Development model by Borg and Gall (1989). The developed instrument consisted of 30 valid item items with Cronbach's Alpha reliability coefficient of 0.718. The analysis was carried out on 28 first-year students of the Jember State University Science Education Study Program who had studied carbon chemistry. Data analysis showed that the average score of students' chemical literacy was 59.7 in the moderate category. References Adawiyah, R., & Wisudawati, A. (2017). Pengembangan instrumen tes berbasis literasi sains. 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Quality is a determining indicator of the existence of Islamic higher education institutions in the future. Higher education with quality will be in demand by the community. Therefore, quality must be a priority indicator in the implementation of Islamic-based higher education. In order for the quality to continue to increase, universities should implement the concept of Total Quality Management (TQM) in all areas of university administration. Integrated quality management requires the existence of an Internal Quality Assurance System (SPMI) which aims to ensure the implementation of ducation according to standards. In order for the Internal Quality Assurance System (SPMI) to run well, it is necessary to have a quality culture that is well understood and implemented by stakeholders. The quality culture contains several aspects, namely: 1) focus on customers, 2) obsession with quality, 3) scientific approach, 4) long-term commitment, 5) teamwork, 6) continuous improvement of the system, 7) education and training, 8) controlled freedom, 9) respect for everyone, 10) unity of purpose, 11) involvement and empowerment of employees. Efforts that can be made in developing and maintaining the quality of Islamic higher education include: 1) Strategic Plan as a basis for implementing education, 2) building a higher education brand image, 3) consistency in implementing the internal quality assurance system.

This study aimed to develop and validate Scientific Argumentation Skills Test (SAST) and investigate the 11th-grade students' performance in scientific argumentation skills on acid-base chemistry. The research design used was research and development, followed by descriptive research. Research and development were carried out to obtain an instrument of SAST, and descriptive research was used to describe students' argumentation skills in acid-base chemistry. Participants in this study were 328 11th-grade students of state high schools in East Java, Indonesia. The research and development of SAST consisted of five steps, namely literature review, items development, expert judgment, pilot project, and finalization of instruments. Expert judgment involved three chemistry education experts, while the pilot project involved 151 students, and the identification of students' scientific argumentation skills involved 177 students. Data about expert assessments, student responses to the pilot project, and student answers to the application of SAST were analyzed descriptively. The SAST produced in the research and development steps consisted of parts A (10 items) and part B (7 items), with Cronbach's alpha reliability coefficients of 0.888 and 0.758. The students' performance in scientific argumentation skills showed that the average score of students' performance to determine the argument's components was 80.53% (excellent category). The average score of students' performance to write an argument was 55.42% (moderate category). The implication of the study that the students' scientific argumentation skills must be explicitly trained in learning.

Conceptual understanding of the subject matter is crucial for teachers in conducting instruction. The covalent bond is one of the essential knowledge of chemistry. This knowledge underlies most of the chemistry body knowledge. The purpose of this study is to investigate the chemistry teachers' conceptual understanding of covalent bonds. This study applied a descriptive qualitative research design. The research subjects were eight chemistry teachers from different schools. Data collection was carried out using a diagnostic interview technique guided by the semi-structured interview protocol. Data analysis was performed using phenomenography techniques. The results show that 25.00% of the interviewees well understood the covalent bond concepts, 22.75% do not understand, and 52.25% have misconceptions. Chemistry teachers have misconceptions about the concepts of intents of atom forming bonds, coordination bonds, types of atoms that form covalent bonds, polar and nonpolar covalent bonds, the level of covalent bonds polarity, Lewis structure writing, and covalent bond length.

Hidrolisis garam termasuk materi pelajaran kimia yang kompleks yang sulit dipahami oleh sebagian siswa. Penelitian ini dilakukan untuk mengetahui letak kesulitan siswa dalam menyelesaian soal-soal hidrolisis garam. Penelitian ini menggunakan rancangan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah 72 siswa kelas XI SMAN 9 Malang yang telah belajar hidrolisis garam. Instrumen penelitian ini adalah tes algoritmik terbuka yang terdiri atas 10 butir soal yang valid dengan Cronbach's Alpha reliability coefficient sebesar 0,713. Hasil analisis menunjukkan bahwa tingkat kesulitan siswa dalam menyelesaikan soal-soal tes hidrolisis garam adalah 26,80% dengan kategori rendah.

This study aims to (1) develop and validate a multiple choice chemical literacy test instrument (MC-CLTI) on chemical kinetics and (2) conduct a small survey on chemical literacy of first year chemistry students. The development of the instrument involved expert consultation and judgment, validation and two times pilot studies. The first pilot study involved 119 first year chemistry students while the second pilot study involved 197 second year chemistry students. The final form of MC-CLTI consists of 30 valid and reliable items (Cronbach's Alpha coefficient = 0.744). The survey showed that the average score of respondents' chemical literacy was 63.24. This score is in the range of the average scores reported by several previous studies.

Metakognisi adalah kemampuan berpikir seseorang di mana objek berpikirnya adalah dirinya sendiri. Tujuan penelitian ini adalah mengetahui keterampilan metakognisi, hasil belajar Konsep Mol, dan hubungan antara keterampilan metakognisi dengan hasil belajar Konsep Mol peserta didik peserta didik SMA Negeri 2 Mejayan Madiun. Penelitian ini merupakan penelitian korelasional. Instrumen yang digunakan dalam penelitian ini adalah soal subjektif tes hasil belajar Konsep Mol dan Metacognitive Awareness Inventory (MCI). Hasil penelitian menunjukkan bahwa 1) skor rata-rata keterampilan metakognisi peserta didik adalah 73,68; 2) Skor rata-rata hasil belajar Konsep Mol peserta didik adalah 58,87; dan 3) terdapat hubungan yang kuat antara keterampilan metakognisi dengan hasil belajar Konsep Mol peserta didik dengan koefisien korelasi 0,609.

Abstract: Chemical equilibrium knowledge has many abstract concepts that often lead to alternative conceptions and misconceptions. One way that can be used to find out students’ conceptions is to identify their mental models.The purpose of this study was to investigate students’ mental models in understanding knowledge of chemical equilibrium. This study applied a survey research design. The subjects were 12thgrade high school students consisting of 181 students distributed into 5 classes. Da-ta was collected through a written test using the Mental Models Test on Chemical Equilibrium (M2T-CE) consisting of 18 two-tier multiple choice items. Data analysis was performed by categorizing stu-dent’ mental models into initial, synthetic and scientific mental models. The results showed that 51.60% of respondents had a scientific mental model, 23.52% of them had a synthetic mental model, and 24.88% of others had an initial mental model. Whereas the respondents’ average score of chemical equilibrium mental models was 63.36 from a maximum score of 100. This score belongs to the good category. Key Words: initial mental models, synthetic mental models, scientific mental models, chemical equilibrium Abstrak: Pengetahuan kesetimbangan kimia memiliki banyak konsep abstrak yang sering mengarah pada konsepsi alternative dan kesalahpahaman. Salah satu cara yang dapat digunakan untuk mengetahui konsepsi siswa adalah untuk mengidentifikasi model mental mereka. Tujuan penelitian ini adalah untuk menyelidiki model mental siswa dalam memahami pengetahuan tentang kesetimbangan kimia. Penelitian menggunakan desain penelitian survei. Subjek penelitian adalah siswa SMA kelas 12 yang terdiri dari 181 siswa yang didistribusikan ke dalam 5 kelas. Data dikumpulkan melalui tes tertulis menggunakan Tes Model Mental pada Kesetimbangan Kimia (M2T-CE) yang terdiri dari 18 item pilihan ganda dua tingkat. Analisis data dilakukan dengan mengelompokkan model mental siswa ke dalam model mental awal, sintetis dan ilmiah. Hasil penelitian menunjukkan bahwa 51,60% responden memiliki model mental ilmiah, 23,52% dari mereka memiliki model mental sintetik, dan 24,88% lainnya memiliki model mental awal. Sedangkan skor rata-rata responden dari model mental kesetimbangan kimia adalah 63,36 dari skor maksimum 100. Skor ini termasuk dalam kategori baik. Kata kunci: model mental awal, model mental sintetik, model mental ilmiah, kesetimbangan kimia