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This article examines the efforts that can be made to develop students' critical thinking (CT) skills through chemistry learning. The method used in this study is the systematic literature review method, which consists of three stages: planning, conducting, and reporting. The planning stage is the stage of determining the topic, formulating the problem, and determining the criteria for the article to be used as a reference source. The conducting stage is the implementation stage of the systematic literature review and the reporting stage is the stage of writing systematic literature review articles. Based on the results of studies that have been conducted on 24 articles, it can be concluded that the learning model most widely used to develop students' CT skills in chemistry learning is project-based learning (PjBL). Other efforts made include implementing problem-based learning (PBL) models, guided inquiry, inquiry, predict observe explain (POE), REACT, the local culture-based 7E learning cycle, the ethnoscience-based chemistry learning model (MPKBE), and creative problem solving (CPS). The study's results also found that the characteristics of learning to develop students' CT skills in chemistry learning were using problems in everyday life (contextual) as motivation or stimulus and applying local wisdom-oriented learning.

This study was conducted to analysis properness of thermochemistry teaching material in chemistry school textbook which is used in most SMA/MA in Kota Bandung based on criteria of selection stage of Four Steps Teaching Material Development (4STMD) method. The type of research is evaluative research by content analysis method. There are three criteria in the selection process of 4STMD method. First is conformity with the curriculum, it is known that object of research is not yet fully in accordance with the demands of the Curriculum. In terms of material broadness, there are four concepts required by the curriculum that are not included in the teaching material, so that the teaching material is less broad. In addition, there are six concepts that are not required by the curriculum, but included in the material, so that the material is too broad. Thus, in general, the material broadness is not in accordance with the demands of the Curriculum. Meanwhile, in terms of concepts depth, from 31 concepts demanded by the curriculum, 18 concepts are less deep and three concepts are too deep. Based on second criteria, that is scientific correctness of the concepts, it is known that there are two concepts that are not scientifically correct according to references from international general chemistry textbooks and books published by IUPAC. Based on the third criterion, namely the cultivation of pedagogical context, it is known that the values and skill embedded in the material are religious values, creativity, curiosity, respect for achievement, responsibility, reading-interested, discipline, and environmental care

The teacher is an essential component of learning. Learning that is often focused by the government is learning in urban schools. Even though rural schools also have the same right to consider. Longer distances and access to schools that are more difficult to reach causes a lack of attention in rural areas schools. Learning in rural areas also requires attention to improve the quality of teaching. Knowing learning activities in rural schools is very important because it will understand what learning needs to be improved. The purpose of the research is to find out how teaching science in rural schools. This research uses mixed methods with the Taxonomy Development Model research design. The phase of QUAL is carried out to identify important variables. The development of a taxonomy or classification system, the development of theories that are not yet stable, and supporting it is a test in the phase of QUAN to obtain more thorough study results. The findings of this study illustrate that learning begins with answering questions, so students are enthusiastic. The next learning activity showing films about the reproduction of students was very excited about learning. The obstacle found in learning is the lack of preparation in the learning that is done so that time is wasted to condition the video playback.

DEVELOPMENT OF TEACHING MATERIALS BASED ON CONCEPTUAL CHANGE TEXT ON REDOX MATERIALS FOR BASIC CHEMICALS ON REDOX CONCEPT Abstract The problem in this study is that there are still many students who have difficulty learning basic chemical concepts and experience misconceptions. One way to overcome student difficulties in understanding the concept of chemistry is to provide quality learning media. This study aims to produce learning media in the form of quality teaching materials. The teaching materials developed are chemical teaching materials based on Conceptual Change Text (CCT). The research data were obtained from the results of validation of teaching materials from experts and the results of a questionnaire distributed to 30 students. This research was conducted using the R&D method with the research subjects being teaching materials and students. Based on the data generated in this study, it was found that the development of CCT-based teaching materials when viewed from the aspects of content feasibility, presentation feasibility, language assessment, multiple chemical representations assessed by some experts, it can be concluded that the teaching materials developed are good and suitable for use in the field with some improvements with an average validation value of 4. Besides, a limited test was also carried out on students of the teaching materials that were being developed and students responded well to the teaching materials because it could help them understand the average value of 85. Abstrak Permasalahan dalam penelitian ini adalah masih banyaknya mahasiswa yang mengalami kesulitan dalam belajar konsep kimia dasar dan mengalami miskonsepsi. Salah satu cara untuk mengatasi kesulitan mahasiswa dalam memahami konsep kimia adalah menyediakan media pembelajaran yang berkualitas. Penelitian ini bertujuan untuk menghasilkan media pembelajaran berupa bahan ajar yang berkualitas. Bahan ajar dikembangkan adalah bahan ajar kimia berbasis Conceptual Change Text ( CCT). Data penelitian diperoleh dari hasil validasi bahan ajar dari para ahli dan hasil angket yang disebarkan kepada 30 orang mahasiswa. Penelitian ini dilakukan dengan metode R&D dengan subjek penelitian adalah bahan ajar dan mahasiswa. Berdasarkan data yang dihasilkan dalam penelitian ini diperoleh hasil bahwa pengembangan bahan ajar berbasis CCT jika dilihat dari aspek kelayakan isi, kelayakan penyajian, penilaian bahasa, penilaian multiple representasi kimia yang dinilai oleh beberapa ahli dapat disimpulkan bahwa bahan ajar yang dikembangkan sudah baik dan layak digunakan di lapangan dengan beberapa perbaikan dengan rata-rata nilai validasi 4. Selain itu juga dilakukan uji terbatas terhadap mahasiswa terhadap bahan ajar yang sedang dikembangkan dan mahasiswa merespon dengan baik bahan ajar tersebut karena bisa membantu mereka dalam memahami dengan rata-rata nilai 85. konsep.

This study aims to reduce COD (Chemical Oxygen Demand) levels in tofu waste using activated sludge. The method used to conduct this experiment is to use the fermentation method by grouping the tofu dregs samples into three groups. Then the tofu dregs sample was added with 1:3 activated sludge and incubated for two days, four days, and six days. The results showed that samples with an incubation period of 2 days had effectiveness in reducing COD levels in tofu waste as much as52.3%; during the incubation period of 4 days can reduce COD levels by 75.5%, and during the incubation period for six days have 79.8% effectiveness in reducing COD levels. A significant increase in the decrease in COD levels on the sixth day indicates that the microbes in activated sludge can multiply optimally to decompose waste and reduce COD levels optimally. In addition, the incubation time on the sixth day of the nutrients required by microbes increased, thereby increasing microbial activity. So it can be concluded that the incubation process of tofu dregs with activated sludge for six days is effective in reducing COD levels and can overcome environmental pollution problems., Moroccan Journal of Chemistry, Vol. 9, No 2 (2021)

MGMP is a community of teachers to always learn (long life learning). Rapid development of the times requires the teacher to participate in the pursuit of knowledge. Lifelong learning is the teacher's obligation to generate knowledge. This is necessary because the teacher is a facilitator of students to gain knowledge. In line with that, teachers are expected to master every change process so students can also face global challenges. These results indicate that the majority of teachers who come to MGMP IPA Bogor District civil servants Teachers. MGMP activities are a place that facilitates teachers' mutual learning together. MGMP members consist of various teachers from different schools. The results show the MGMP majority forum of senior teachers. Senior Teachers are expected to guide junior and mediator teachers to learn from one another. The results of the study concluded that continuing professional development needs to be developed, then content, then creativity, ICT and finally SK and KD to improve teacher competence. The activity steps are arranged to help activate and optimize activities, namely by self-development, scientific publications, and scientific work in the Bogor District MGMP.

Potential energy is stored in water (in falling water) and kinetic energy (in flowing water) so that many studies have used water as alternative energy. This research was conducted to investigate the electric voltage generated by the waterwheel with different water flows and water levels. How to make a waterwheel are: (1) Prepare tools such as a plastic wheel, dynamo type (5V), cables, and lamps. (2) Connect the end of the plastic wheel to the end of the rotating dynamo. (3) Connect the cables to both ends of the dynamo. (4) Connect the two free ends of the cable to the lamp. (5) Test the waterwheel on running water and connect the cable to the multi-tester if you want to measure the voltage and current. The method used in this research is a demonstration experiment. The results of the study indicate that the electric voltage caused by the rotation of the wheel by running water can turn on the light. The greater the flow of water that flows, the greater the voltage generated and the lights get brighter. Furthermore, the experiments in this study can be used for the science learning process to students.

Mental model plays an important role in giving reasons, describing, explaining, predicting, testing new ideas, and solving problems. Research on the mental model still needs to be done, especially regarding acid-base which is revealed by using Interview About Event (IAE). The purpose of this study was to analyze the students' mental models on the Arrhenius acid-base concept, the concept of Brӧnsted-Lowry acid base, and acid-base strength. The study was conducted on six students of class XII IPA in one high school in Bandung by using interviews that ask students to explain the given phenomenon. The answers of each student are mapped so as to derive their mental model profile. Based on the pattern obtained, there is found misconception experienced by students that all substances having atom H or OH group on chemical formula is Arrhenius acid or base, proton transfer on acid-base reaction Brӧnsted-Lowry occurs from acid to its conjugate base or from base to conjugate acid , The arrow of the reaction both in the perfect ionisation reaction and the partial ionization reaction is the same ie the arrow one (), the solute particles present in the solution in the ionizing agent are only partially ions (in the absence of molecules). Findings are useful for developing learning strategies, textbooks, media and other learning tools by linking the different levels of chemical representation to build meaning so that students' understanding is better. Keywords: acid basa, Interview About Event (IAE), misconception, mental model. Abstrak Model mental berperan penting dalam memberikan alasan, menggambarkan, menjelaskan, memprediksi, menguji ide-ide baru, dan memecahkan masalah. Penelitian mengenai model mental masih perlu dilakukan, khususnya mengenai asam-basa yang diungkap dengan menggunakan Interview About Event (IAE). Tujuan dari penelitian ini adalah untuk menganalisis model mental siswa pada konsep asam basa Arrhenius, konsep asam basa Brӧnsted-Lowry, dan kekuatan asam basa. Penelitian dilakukan terhadap enam siswa kelas XII IPA di salah satu SMA di Kota Bandung dengan menggunakan wawancara yang meminta siswa untuk menjelaskan fenomena yang diberikan. Jawaban setiap siswa dipetakan sehingga diperoleh profil model mental mereka. Berdasarkan pola yang diperoleh, ditemukan miskonsepsi yang dialami siswa yaitu semua zat yang memiliki atom H atau gugus OH pada rumus kimianya merupakan asam atau basa Arrhenius, transfer proton pada reaksi asam basa Brӧnsted-Lowry terjadi dari asam ke basa konjugatnya atau dari basa ke asam konjugatnya, tanda panah reaksi baik pada reaksi ionisasi sempurna maupun reaksi ionisasi sebagian adalah sama yaitu tanda panah satu (), partikel zat terlarut yang ada dalam larutan pada zat yang mengalami reaksi ionisasi sebagian hanya ion-ionnya saja (tanpa adanya molekul). Temuan bermanfaat untuk mengembangkan strategi pembelajaran, buku ajar, media dan perangkat pembelajaran lainnya dengan mempertautkan antar level representasi kimia untuk membangun makna sehingga pemahaman siswa menjadi lebih baik.

Tujuan artikel ini mendeskripsikan langkah pengemabangan profesionalisme guru di SMP BPI Bandung. Peningkatan profesionalisme guru IPA yaitu kemampuan berpikir kritis, kolaboratif, kreatifitas dan komunikasi. Hal tersebut menarik untuk dikaji ulang dan dibentuk menjadi kecakapan guru dalam pembelajaran. Hal tersebut sangat penting karena guru merupakan agen perubahan generasi penerus yang akan datang. Kebermutuan anak-anak sekarang dan masa yang akan datang tergantung pada keberhasilan pendidikan yang dilakukan. Pembelajaran yang dengan guru yang professional akan menghasilkan pembelajaran yang bermutu. Metode yang digunakan merupakan diskeptif kualitatif. Hasil Penelitian memperoleh dengan adanya kegiatan perencanaan yang baik maka akan menghasilkan pengimplementasian pembelajaran berjalan dengan lebih baik dan bermutu. Kesimpulannya pengembangan profesionalisme guru IPA SMP BPI di Bandung yang cocok diterapkan yaitu pengembangan komunitas belajar guru melalui metode lesson study, adanya peningkatan keprofesionalisasime guru, kesiapan, percayadiri dan mau menerima kritikan. Perencanaan pembelajaran yang dilakukan menyesuaikan siswa supaya dapat belajar. Lesson desain tersusun pada tahap perencanaan yang tersusun simple dan sistematis. Selanjutnya pengimplementasian lesson desain dalam pembelajaran yang memfasilitasi siswa belajar, guru lebih percaya diri dan siap dalam pembelajaran. Tahap terakhir refleksi bersama untuk memperbaiki dan belajar bersama melalui pembelajaran yang dilakukan.

In line with the Industrial Revolution Era 4.0, teachers must also try to improve competencies by the demands of the times. The Science Teacher Community is a very relevant vehicle for building the profession of science education. Descriptive research has been carried out to observe the profile of activity in the Science Teacher Community, from excellence to limitations. The results of the observations can recommend solutions to improve the quality of Science Teacher Community activities to be able to accelerate the achievement of teacher competencies. The study was conducted by distributing open questionnaires to 38 science teachers in the urban area of the Regency. Content questions related to Science Teacher Community activities needed. The results of the study show some weaknesses in Science Teacher Community activities. Most respondents stated that there were time and distance constraints when participating in Science Teacher Community activities. Respondents were able to review their weaknesses in content (about physics), management and pedagogical practices of related content in developing 21st-century skills. They also showed weaknesses in IT usage. The recommended recommendation is to manage the practice of Science Teacher Community activities based on blended learning, focusing on efforts to overcome weaknesses in content and pedagogy content knowledge (PCK).

This study aims to develop a knowledge building environment (KBE)-based colloidal system learning material to develop students’ environmental literacy. To realize this, the problem questions raised in this study are: “1) What are the product characteristics of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? 2) What is the understanding aspect of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? and 3) How is the feasibility of colloidal system teaching materials based on knowledge building environment to develop student environmental literacy which is developed with the 4STMD method? The research method used is Development Research (DR) with a book development model using 4STMD. The results of the study show: 1) Characteristics of teaching materials developed are very in accordance with the following criteria: curriculum, scientific correctness, containing KBE values and environmental literacy, equipped with concept maps, structured and systematic; 2) Understanding of teaching materials by students is high (88.21%); and 3) The feasibility of teaching materials amounting to 96.81% (very feasible) fulfilling the criteria for the assessment of lesson text books based on BSNP standards means that they are worthy of use.

Pelatihan merupakan kegiatan penting bagi guru untuk selalu mengenerasi ilmu pengetahuannya, tidak hanya peserta didik yang diharapkan mengembangkan ilmu pengetahuan namun pendidik juga berkewajiban untuk menguatkan kompetensi bidang. Pelatihan yang sering diadakan belum menyeluruh dan masih tergolong langka untuk sekolah-sekolah tertentu. Oleh sebab itu, gambaran yang sederhana dari beberapa guru tentang kegiatan pembelajaran yang dilakukan dan perolehan pelatihan dalam kurun waktu mengajar masih tergolong minim. Selain itu, kurikulum 2013 merekomendasikan beberapa model pembelajaran salah satunya adalah project based learning . Kenyataan dari beberapa guru yang diwawancarai ternyata penerapannya masih jarang. Project based learning penting diterapkan karena dapat memfasilitasi peserta didik untuk belajar melalui prosenya. Metode penelitian ini menggunakan pendekatan kualitatif deskreftif. Subjek penelitian adalah guru-guru dari berbagai sekolah yang berbeda. Hasil menunjukkan bahwa guru masih jarang memperoleh pelatihan dan penerapan model pembelajaran project based learning masih jarang dilakukan. Kesimpulannya perlu adanya pelatihan yang menyeluruh yang tidak terbatas oleh kalangan dan contoh nyata penerapan model project based learning .

This study wishes to conclude the gender differences in conceptions about the discontinuous nature of the material in potential elementary school teacher candidates. Exhausting descriptive-qualitative research method, the data were composed of the third-grade school teacher candidates of Sumedang Regional State University, with 84 participants (20-21-year-old). Instruments used in the usage of multiple-choice four-tier, questionnaires, and interview. The upshots of the tests are then treated by evaluating the school teacher candidate answers for each item and gathered by four-tier categories combined with the questionnaire and the interview. The upshots of this study indicate that the highest average percentage of school teacher candidate answers, be it female or male school teacher candidates experiencing 'misconception'. Consequently, it can be supposed that the conception of the discontinuous nature of the material on the third-grade school teacher candidates is still very low. As a final point, countless school teacher candidates are incapable to understand the material well.

Two clathrates between the 2,2‘-bis(9-hydroxy-9-fluorenyl)biphenyl host and chloroform guest, having 1:2 (α-phase) and 1:1 (β-phase) stoichiometries, have been obtained in the same vial by fast evaporation of a supersaturated solution in chloroform. The structures of the pseudodimorphs were determined by single-crystal X-ray diffraction. Their thermal properties were studied by using combined thermogravimetry-differential scanning calorimetry (TG-DSC), variable temperature X-ray powder diffraction in the temperature interval 20−250 °C, and DSC in the low-temperature interval from −140 to 20 °C. The thermal decomposition behavior of the α- and β-phase pseudodimorphs, a difference in the desolvation onset temperatures, as well as an occurrence of endothermic peaks in the low-temperature DSC curves (order−disorder transition of the guest component) have been explained on the basis of the structural data.

This research aims to develop oxidation-reduction reactions (redox) teaching material used the Four Steps Teaching Material Development (4S TMD) method consists of four steps: selection, structuring, characterization and didactical reduction. This paper is the first part of the development of teaching material that includes selection and structuring steps. At the selection step, the development of teaching material begins with the development concept of redox based on curriculum demands, then the development of fundamental concepts sourced from the international textbook, and last is the development of values or skills can be integrated with redox concepts. The results of this selection step are the subject matter of the redox concept and values can be integrated with it. In the structuring step was developed concept map that provide on the relationship between redox concepts; Macro structure that guide systematic on the writing of teaching material; And multiple representations which are the development of teaching material that connection between macroscopic, submicroscopic, and symbolic level representations. The result of the two steps in this first part of the study produced a draft of teaching material. Evaluation of the draft of teaching material is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching material.

Generic science skills (GSS) are required to develop student conception in learning binary system. The aim of this research was to know the improvement of students GSS through the binary system labotoratory activities based on their mental model using hypothetical-deductive learning cycle. It was a mixed methods embedded experimental model research design. This research involved 15 students of a university in Papua, Indonesia. Essay test of 7 items was used to analyze the improvement of students GSS. Each items was designed to interconnect macroscopic, sub-microscopic and symbolic levels. Students worksheet was used to explore students mental model during investigation in laboratory. The increase of students GSS could be seen in their N-Gain of each GSS indicators. The results were then analyzed descriptively. Students mental model and GSS have been improved from this study. They were interconnect macroscopic and symbolic levels to explain binary systems phenomena. Furthermore, they reconstructed their mental model with interconnecting the three levels of representation in Physical Chemistry. It necessary to integrate the Physical Chemistry Laboratory into a Physical Chemistry course for effectiveness and efficiency.

Teaching materials used in Indonesia generally just emphasize remembering skill so that the students' science literacy is low. Innovation is needed to transform traditional teaching materials so that it can stimulate students' science literacy, one of which is by context-based approach. This study focused on the construction of context-based module for high school using Organic Light-Emitting Diode (OLED) topics. OLED was chosen because it is an up-to-date topic and relevant to real life. This study used Model of Educational Reconstruction (MER) to reconstruct science content structure about OLED through combining scientist's perspectives with student's preconceptions and national curriculum. Literature review of OLED includes its definition, components, characteristics and working principle. Student's preconceptions about OLED are obtained through interviews. The result shows that student's preconceptions have not been fully similar with the scientist's perspective. One of the reasons is that some of the related Chemistry concepts are too complicated. Through curriculum analysis, Chemistry about OLED that are appropriate for high school are Bohr's atomic theory, redox and organic chemistry including polymers and aromatics. The OLED context and its Chemistry concept were developed into context-based module by adapting science literacy-based learning. This module is expected to increase students' science literacy performance.

The 2,2′-bis(9-hydroxy-9-fluorenyl)biphenyl host compound (1) was found to form various crystalline inclusion compounds with acetone depending on the crystallization conditions or on the method of preparation (inclusion of acetone vapour, co-crystallization from solution). In order to understand and control the formation of these pseudopolymorphic phases regarding potential uses, single crystals of the existing phases (two 1:2 and one 1:1 compound) were prepared, their structures were solved by single-crystal x-ray diffraction (XRD) analysis and the desolvation and phase transformations were studied using simultaneous thermogravimetry–differential scanning calorimetry (TG–DSC) and variable-temperature powder XRD. The results explain the inclusion and desolvation behaviour and also clarify the observed, apparently accidental formation of a 1:1 or 1:2 inclusion compound at ambient temperature. Copyright © 2001 John Wiley & Sons, Ltd.