Bahan ajar perlu dikembangkan dengan didukung aplikasi dan instrumen untuk meningkatkan proses pembelajaran siswa agar lebih aktif dan kreatif. Penelitian ini bertujuan untuk mengetahui: 1) validitas ...bahan ajar digital, 2) hasil respon siswa terhadap bahan ajar digital menggunakan aplikasi Notion berbasis instrument Higher Order Thinking Skill pada siswa kelas XI di SMA. Sampel dalam penelitian ini berjumlah 31 siswa dari kelas XI MIPA 2 SMA Negeri 9 Samarinda Utara. Teknik pengumpulan data ini yaitu validitas dan respon siswa yang berupa angket. Penelitian ini menggunakan metode Research and Development (R & D) dengan model pengembangan yaitu ADDIE (Analysis, Design, Development, Implementation, Evaluation). Hasil penelitian ini menunjukkan: 1) hasil rata-rata persentase bahan ajar digital dengan validitas ahli materi dan media yaitu 86,25 % dengan kriteria penilaian yaitu sangat layak untuk diimplementasikan kepada siswa, 2) hasil respon siswa terhadap bahan ajar digital yaitu 80% dengan kriteria hasil respon siswa yaitu sangat positif, dengan kesimpulan bahwa bahan ajar ini dapat diimplementasikan kepada siswa untuk mendukung proses pembelajaran berdasarkan hasil validasi dan angket respon siswa.
Penelitian ini bertujuan untuk mendeskripsikan keterampilan proses sains mahasiswa program studi pendidikan fisika pada materi hukum termodinamika. Populasi penelitian ini ialah mahasiswa program ...studi pendidikan fisika universitas Jambi angkatan 2017. Teknik pengambilan sampel menggunakan total sampling, jadi sampel penelitian ini yaitu seluruh mahasiswa pendidikan fisika universitas Jambi dengan total 91 mahasiswa di angkatan 2017. Indikator keterampilan proses yang diamati meliputi observasi, klasifikasi, membuat hipotesis, hubungan antar variabel, merencanakan percobaan, mengukur, memperoleh dan memproses data, analisis percobaan, komunikasi, serta kesimpulan. Data keterampilan proses diukur melalui lembar observasi, pada saat praktikan melakukan kegiatan praktikum hukum termodinamika. Data dianalisis menggunakan statistik deskriptif. Hasil dari penelitian ini, keterampilan proses sains mahasiswa fisika bervariasi dari kategori baik seperti observasi42,85%, klasifikasi 36,26%, mengukur 37,36%, analisis percobaan 32,96%, serta merencanakan percobaan 42,85%, kesimpulan 54,94%, membuat hipotesis 51,54%, dan hubungan antar variabel 42,85%. Selanjutnya untuk kategori tidak baik seperti komunikasi 39,56%, serta memperoleh dan memproses data 45,05%, Hasil ini menunjukkan mahasiswa belum menguasai keterampilan proses sains mahasiswa pada beberapa indikator. Oleh karena itu perlu adanya buku panduan pratikum berbasis keterampilan proses untuk meningkatkan keterampilan proses sains mahasiswa melalui kegiatan praktikum.This study aims to describe the science process skills of students in physics education program on the subject matter of thermodynamic law. The population of this study is the students of physics education program at Jambi University in 2017. The sampling technique using total sampling, so the sample of this study is all students of physics education program at Jambi university with a total of 91 students in 2017. The science process skills indicators observed to include observation, classification, hypothesized, relationships between variables, planning experiments, measuring, obtain and process data, experimental analysis, communication, and conclusions. Data science process skills was collected through observation sheets when the practitioner conducts the practicum thermodynamic law. Data was analyzed using descriptive statistics. The results of this study, science process skills of physics students varied from good categories such as observation 42.85%, classification 36.26%, measuring 37.36%, experimental analysis 32.96%, and planning experiments 42.85%, conclusions 54, 94%, hypothesized 51.54%, and the relationship between variables was 42.85%. Furthermore, for the bad category such as communication 39.56%, and obtaining and processing 45.05%. These results indicate that students have not mastered the students' science process skills on several indicators. Therefore, it necessary to have a science process skills based practicum guidebook to improve student science process skills through practicum activities.
This study aims to analyze students' self-efficacy using STEM-based Project Based Learning (PjBL) learning models. The research design uses a quasi experiment consisting of two groups, namely the ...experimental group and the control group. The experimental group got the treatment in the form of STEM PjBL learning while the control class used conventional learning. The self-efficacy instruments used in this study were divided into five categories. Quantitative data obtained from the study were analyzed using an independent sample t-test to see whether there were differences in self-efficacy in the two classes. The effectiveness of the treatment given in both classes was analyzed using the average Gain (N-Gain) value obtained by both classes. The results showed that the students' self-efficacy increased after the learning of STEM PjBL was given. In addition, the increase in the average N-Gain score obtained by the experimental group is better than the control group.Abstrak: Penelitian ini bertujuan menganalisis efikasi diri siswa menggunakan model pembelajaran Project Based Learning (PjBL) berbasis STEM. Desain penelitian menggunakan eksperimen kuasi yang terdiri dari dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen mendapatkan treatment berupa pembelajaran PjBL STEM sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Instrumen efikasi diri yang digunakan pada penelitian ini terbagi menjadi lima kategori. Data kuantitatif yang diperoleh dari penelitian dianalisis menggunakan independent sample t – test untuk mengetahui ada tidaknya perbedaan efikasi diri pada kedua kelompok. Efektivitas treatment yang diberikan pada kedua kelompok dianalisis menggunakan nilai Gain (N – Gain) rata – rata yang dicapai kedua kelompok. Berdasarkan analisis yang dilakukan, diperoleh bahwa efikasi diri siswa mengalami kenaikan setelah pembelajaran PjBL STEM diberikan. Selain itu, peningkatan skor rata – rata N-Gain yang diperoleh kelompok eksperimen lebih baik dibandingkan kelompok kontrol.
This study aims to explore students’ conceptual understanding of thermodynamic in ADI for STEM education. The study uses embedded experimental design methods. It involved 29 students of XI grade high ...school in Kupang. Instruments tes consisted of 13 reasoning multiple chooise questions. Wilcoxon test results is P=.000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 2,39. Students’ conceptual understanding of each indicator is also discussed.Abstrak: Tujuan penelitian adalah mengetahui penguasaan konsep siswa pada materi termodinamika dalam pembelajaran Argument Driven Inquiry (ADI) for STEM education. Penelitian menggunakan mixed method desain embedded experimental. Penelitian melibatkan 29 siswa kelas XI SMA di Kupang. Instrumen tes berupa 13 soal penguasaan konsep pilihan ganda. Hasil uji Wilcoxon sebesar p=.000 menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai effect size sebesar 2,39 menunjukkan bahwa pembelajaran ADI for STEM education berpengaruh kuat terhadap penguasaan konsep.
Recent numerical approaches to extracting metal species using carbonaceous materials have de facto stimulated an interest in the field of microextraction, but theoretical observations inspired by ...randomness changes have been elusive. In this contribution, we present the degree of randomness using Cu (II) and Pb (II). Here, activated carbon fibres were employed as the skeleton adsorbent, providing scientific insights via the aqueous phase. Coupled isotherms of Langmuir and Freundlich were represented to unravel the aforementioned thermodynamics. Findings revealed that the Langmuir isotherm best described the equilibrium state and the trend was in accordance with the energy computation. The maximum microextraction performance was 84.75 mg/g and 102.04 mg/g for Cu (II) and Pb (II), respectively. Under all circumstances, there was a high randomness change as the microextraction performance increased.
Fiksacija dušika Raos, Nenad
Kemija u industriji,
03/2021, Volume:
70, Issue:
3-4
Journal Article, Paper
Peer reviewed
Open access
Tehnološki postupci fiksacije dušika, dobivanja dušične kiseline (Birkeland-Eydeov) i amonijaka (Haber-Boschov) iz zraka primjeri su na kojima se može naučiti ne samo o važnosti kemije u svakodnevnom ...životu i njezinu utjecaju na svjetsko gospodarstvo i svjetsku povijest nego mogu poslužiti i za upoznavanje učenika s kemijskom kinetikom i termodinamikom. U oba postupka uspjeh (iskoristivost) ovisi o uspostavljanju ravnoteže pri najboljim uvjetima te ubrzavanju i usporavanju reakcija. U Birkeland-Eydeovom postupku to se postiže promjenom temperature, a u Haber-Boschovom dobrim izborom temperature, tlaka i katalizatora.
Presentation of technological processes for the production of nitric acid (Birkeland-Eyde) and ammonia (Haber-Bosch) by nitrogen fixation points not only to the importance of chemical technology in world economy and politics, but it could also provide a way for the teaching of chemical kinetics and thermodynamics. The success (yield) of both processes depends mostly on establishing chemical equilibrium at the best conditions and with the proper rate of reaction. In Birkeland-Eyde process, a good yield is managed by regulation of temperature, while in Haber-Bosch synthesis, it is obtained by a fine interplay of temperature and pressure along with a good choice of catalyst.
Problem solving skills are one of the goals of physics learning. A certain strategy is needed to help students improve problem-solving skills. The conceptual problem solving approach is a ...problem-solving approach where students are guided through problem solving using appropriate physical principles. The purpose of this study is to know the improvement student’s problem solving skill through conceptual problem solving approach on the thermodynamic topic. The method of this study is one group pretest-posttest design. The subjects of this study 32 students of class XI MIPA high school in Kediri. This results that conceptual problem solving approach can improve student's problem solving skills on thermodynamic topic with the value of N-Gain 0,36 and effect size 2,6. Abstrak: Kemampuan pemecahan masalah merupakan salah satu tujuan pada pembelajaran fisika. Diperlukan strategi tertentu untuk membimbing siswa meningkatkan kemampuan pemecahan masalah. Pendekatan conceptual problem solving merupakan pendekatan pembelajaran dimana siswa dibimbing menyelesaikan masalah menggunakan prinsip fisika yang tepat. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah siswa melalui pendekatan conceptual problem solving pada topik termodinamika. Metode penelitian yang digunakan one group pretest-posttest design. Subjek penelitian adalah 32 siswa kelas XI MIPA salah satu SMA di kota Kediri. Hasil penelitian menunjukkan bahwa pendekatan conceptual problem solving dapat meningkatkan kemampuan pemecahan masalah siswa dengan N-Gain sebesar 0,36 dan effect size sebesar 2,6.
Penelitian ini bertujuan untuk mengembangkan instrumen tes multi representasi pada termodinamika untuk mengidentifikasi kemampuan representasi siswa. Penelitian ini dilakukan di MA Al Musthofa Nusa ...Tunggal. Penelitian ini berlangsung pada semester dua tahun ajaran 2022/2023. Model penelitian yang digunakan adalah model penelitian pengembangan Akker et.al. Tahap penelitian ini terdiri dari 4 tahap, yaitu Penelitian Pendahuluan, Tahap Prototipe, Evaluasi Sumatif, dan Refleksi Sistematik dan Dokumentasi. Pada uji coba pada skala terbatas, diperoleh hasil kemampuan representasi siswa pada tipe soal verbal – verbal 80%, gambar-verbal 75%, verbal-matematis 68%, verbal-gambar 76%, gambar-matematis 54%. Kepraktisan instrumen yang diuji pada skala terbatas menghasilkan presentase rata-rata 88% dan berada pada kategori baik. Pada uji coba skala luas, diperoleh hasil kemampuan representasi siswa pada tipe soal verbal – verbal 85%, gambar-verbal 78%, verbal-matematis 55%, verbal-gambar 76%, gambar-matematis 50%. Kepraktisan instrumen pada uji coba skala luas diperoleh sebesar 83% dan berada pada kategori baik. Berdasarkan penelitian yang dilakukan, dapat disimpulkan bahwa instrumen tes yang dikembangkan valid dan praktis.
Ovaj dokument definira nazive povezane sa svojstvima pojedinačnih makromolekula, makromolekulskih nakupina, polimernih otopina i amorfnih polimernih tvari. U odjeljku o polimernim otopinama i ...amorfnim polimernim tvarima razmatraju se opće i termodinamičko nazivlje, razrijeđene otopine, fazno ponašanje, transportna svojstva, metode raspršenja svjetlosti i separacijske metode. Preporuke su revizija i proširenje nazivlja IUPAC-a objavljenog 1989., koje se ticalo pojedinačnih makromolekula, makromolekulskih nakupina i razrijeđenih polimernih otopina. Uvedeni su novi nazivi koji pokrivaju glavna teorijska i eksperimentalna saznanja do kojih se u međuvremenu došlo. Polielektroliti nisu uključeni.
Ovaj dokument definira nazive povezane sa svojstvima pojedinačnih makromolekula, makromolekulskih nakupina, polimernih otopina i amorfnih polimernih tvari. U odjeljku o polimernim otopinama i ...amorfnim polimernim tvarima razmatraju se opće i termodinamičko nazivlje, razrijeđene otopine, fazno ponašanje, transportna svojstva, metode raspršenja svjetlosti i separacijske metode. Preporuke su revizija i proširenje nazivlja IUPAC-a objavljenog 1989., koje se ticalo pojedinačnih makromolekula, makromolekulskih nakupina i razrijeđenih polimernih otopina. Uvedeni su novi nazivi koji pokrivaju glavna teorijska i eksperimentalna saznanja do kojih se u međuvremenu došlo. Polielektroliti nisu uključeni.
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