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511	ABS-247	3. Physics Education
Reconstruction of Collaborative Problem Solving Based Learning in Thermodynamics with the Aid of Interactive Simulation and Derivative Games A R Sinensis1*,H Firman2,I Hamidah3, and Muslim4 1,2,3,4 Program Studi Pendidikan IPA,Sekolah pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 1Program Studi Pendidikan Fisika,STKIP Nurul Huda Oku Timur Jl. Kotabaru Sukaraja, Buay Madang, OKU Timur, Sumatera Selatan 32161, Indonesia Abstract Abstract. The reconstruction of thermodynamic learning aims to develop and innovate more active and student-centered learning, in addition to providing skills such as problem-solving and reflective thinking skills through collaborative problem-solving (CPS). Development of students ability to solve problems, effectively carried out in groups in which they are encouraged to exchange arguments, combine knowledge and skills in finding solutions. The reconstruction of thermodynamic learning is developed with the help of interactive simulations with the aim of understanding abstract concepts, cycles and graphs and derivatives games with the objective of assisting in the understanding of thermodynamic mathematics. Method used in this research was design and development research (DDR). DDR stages that had been done in this research were the design and development model which was the design of CPS based thermodynamic learning model and the development of learning tools including: syllabus, semester learning plan, learning activity, and learning experience. Keywords: thermodynamic learning,collaborative problem-solving (CPS),interactive simulations, derivatives games PermaLink | Plain Format | Corresponding Author (Arini Rosa Sinensis)

512	ABS-760	3. Physics Education
Pre-Class Tutorial: An Instructional Strategy to Improve Student Understanding in P-V-T-S Diagrams in Thermodynamic Course D Saepuzaman*, S P Sriyansyah, I M Sari, S Karim Universitas Pendidikan Indonesia Abstract The PreClass Tutorial have been used to successfully improve deep conceptual undertanding and skills to draw and interpret the PVT diagrams in Thermodynamic Courses. This study was motivated by the previous research findings that students encounter the lack of conceptual understanding to draw and interpret the PVT diagrams to describes thermal process and Cycles. The analysis of the academic responses at written test shows that some of the students conceptual difficulties as follows. First, the biggest difficulty in each PV, PT, and VT diagram is to draw an adiabatic proces. Second, The percentage of students who answer the PV diagram correctly is higher than those who answer the PT and VT diagram. Third, Students prefer understanding thermal processes with their unique characteristic, such as isobaric with constant pressure, isotherm with constant temperature, and isochoric with volume constant. Finally, lack on understanding the concept of PVT diagram also impacts students understanding on various thermal cycles. Based on these findings, we developed pre-class tutorial that facilitate students either to construct their own concepts to draw and interpret the PVT diagram. The descriptive method was used to involve 34 third-years students of Physics Education Department The increased conceptual understanding was identified from the average of students achievement score on the instrument test. The findings showed that the use of preclass tutorial effectively improves students conceptual understanding in draw and interpret the PVT diagrams to describes thermal process and Cycles Keywords: pre-class tutorial, P-V-T-S diagrams, thermodynamics PermaLink | Plain Format | Corresponding Author (Duden Saepuzaman)

513	ABS-249	3. Physics Education
Development of Learning Tools Physics Problem Based Learning Model with PhET Assistance to Improve the Ability of Critical Thinking of Junior High School Students Noky Rendi Kapelle (a), Budi Jatmiko (b), Munasir (c) (a) Student of Science Education Study Program Post Graduate Program of Surabaya State University (b) Lecture of Science Education Study Program Post Graduate Program of Surabaya State University (c) Lecture of Science Education Study Program Post Graduate Program of Surabaya State University Abstract The purpose of this research is to produce physic learning device regarding to the material of dynamic electricity by using problem based learning (PBL) assisted by PhET in guiding critical thinking skill of junior high school students. The objective details are generating the validity of learning tools developed through PBL model as well as teaching materials for students and student activity sheets, resulting the practice of instructional tools developed through PBL model, analyzing and describing the effectiveness of learning tools developed through PBL assisted by PhET reviewed by students critical thinking skill after the application of PBL model assisted by PhET to strengthen students critical thinking skill. Research and Development is a type of research used with 4D as the model and one group pretest posttest design. Data collection in this research is by using validation, questionnaire, test, and observation while the technique of data analysis is using quantitative descriptive analysis. The instruments developed are lesson plans, student worksheets, critical thinking skills tests and PhET simulation media for experiments. The final result in this result is to bring on a valid, practical and effective learning instrument in order to drill students critical thinking skill on the subject of dynamic electricity. Keywords: Critical Thinking Skill, Problem Based Learning PermaLink | Plain Format | Corresponding Author (Noky Rendi Kapelle)

514	ABS-761	3. Physics Education
The Effect of Structured Individual Responsibility on Students Achievement in Cooperative Learning Science Class Firman Nugraha, Parsaoran Siahaan, Didi Teguh Chandra Universitas Pendidikan Indonesia Abstract Generally student group projects can be problematic due to the lack of structured individual responsibility leading to the uprising of the social loafing phenomenon among the students. The aim of the present research was to compare types of cooperative learning models which is least structured individual responsibility (STAD type) and more structured individual responsibility (jigsaw type) with two groups of junior high school students (14-15 years old). The research design was quasi-experimental with crossover-repeated measurements design within two sessions. The sample consist of 61 students of a junior high school studying he topic of magnet in Bandung (Indonesia). The results of a pre-test and a post-test for each session were compared for the two groups. The working hypotheses were the group who is given more structured individual responsibility (jigsaw) perform better in learning the topic of magnet. With respect to Hypothesis., the results appeared to show a better improvement in learning in the jigsaw group compared to the STAD group, as it is shown both in the statistical test and comparation between the n-gain value. Keywords: Individual Responsibility, Students Achievement, Cooperative Learning, STAD, Jigsaw, n-gain value PermaLink | Plain Format | Corresponding Author (Firman Nugraha)

515	ABS-250	3. Physics Education
The Use of Inquiry Cycle Learning to Enhance Students Cognitive Abilities on Simple Harmonic Motion D. Hadianti, I. Kaniawati, I. Hamidah Universitas Pendidikan Indonesia Abstract The aim of this study was to get an overview of cognitive enhancement in the subject matter of simple harmonic motion of students who received inquiry cycle learning. There were 20 items test were given to 63 X-grade students from a senior high school in Pandeglang. Each item had five options and students had to choose the right one. Method used in this study was quasi experiment with the randomized pretest-posttest control group design. The result showed that implementation of inquiry cycle learning significantly can further enhance students cognitive abilities (< g > = 0.46) compared to conventional learning (< g > = 0.2). From the hypothesis testing, students cognitive abilities using inquiry cycle learning was better than students cognitive abilities using than conventional learning. Keywords: Inquiry Cycle, Cognitive Abilities, Simple Harmonic Motion PermaLink | Plain Format | Corresponding Author (Dini Hadianti)

516	ABS-762	3. Physics Education
Students Concept Mastering Analysis on Astronomy: Case Study in Physics Education Department Universitas PGRI Semarang Susilawati; Dadi Rusdiana Universitas Pendidikan Indonesia Abstract The course of astronomy as a new course in the curriculum that must be taken by physics teacher candidate at PGRI University of Semarang. Astronomy in front of students is known as part of science-based science that gives curiosity about the science of religion and technology. Mastery of Astronomy concept of teacher candidate is analysis with the aim to take a picture of mastery of concept and process of astronomy lecture which is a new course as the base of development of astronomy learning device based on KKNI. This research method is descriptive quantitative and qualitative. Technique of collecting data is done by triangulation through analysis of test result, astronomy lecture observation, and questionnaire response of physics teacher candidate. Data analysis technique is done descriptively. The results obtained that the results of the test document analysis obtained the test instrument subjects more dominant astronomy on aspects of concept understanding, no test items that measure the realm of analysis and creation. Analysis of test results obtained that the ability of the most dominant students in the realm of knowledge and the lowest ability in the realm of application. The results of observation suggest that astronomical learning is applied by lecture, discussion and assignment methods. Lecturers give lectures related to content, student discussions to discuss more in-depth Astronomy content and assignment to students to make logbook about celestial phenomena. The results of the student questionnaires give a positive response to astronomical learning that provides contextual knowledge in life. Keywords: Students Concept Mastering, Astronomy PermaLink | Plain Format | Corresponding Author (susilawati susilawati)

517	ABS-763	3. Physics Education
Correlation between cognitive abilities to the scientific creative thinking ability and scientific critical thinking ability on sound wave concept S Karim*, S Kartika, D Saepuzaman, H Rusnayati and S Feranie A Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Abstract. The aim of this study was to describe the correlation between cognitive ability to the sceintific creative thinking ability and scientific critical thinking ability on sound wave material. This study used an analytic descriptive method. The population of this study were 11th grade students of SMAN 3 Cimahi academic year 2017-2018 which contained 20 participant. The instrument used is a multiple choice questionnaire for cognitive tests and an essay questionnaire for the scientific and critical scientific thinking skill test. From the conducted study related to the correlation between cognitive ability to the sceintific creative thinking ability and scientific critical thinking ability showed a high correlation with correlation coefficient for cognitive ability with scientific creative thinking ability was 0,63 and correlation coefficient for cognitive ability with scientific critical thinking ability was 0,65. From the results it can be concluded that it has a good correlation. Keywords: Cognitive Ability, Scientific Creative Thinking Ability, Scientific Critical Thinking Ability PermaLink | Plain Format | Corresponding Author (Siska Kartika)

518	ABS-509	3. Physics Education
Efectiveness of SCCW in trained scientific reasoning skills, scientific creativity skills and critical thinking skills of senior high school student on sound material M Mustika*1, J Maknun2, and S Feranie3 1Departemen Pendidikan Fisika, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Departemen Arsitektur, Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 3Departemen Pendidikan Fisika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract The previous research on the development of the worksheet has not yet seen as trained of scientific creativity and critical thinking skills at once. The ability of students in scientific reasoning, scientific creativity and critical thinking is trained to remember the demand of science learning in the 21st century. One way to practice these skills is using scientific creative critical worksheet (SCCW) that guides students to think critically and creatively. The study aims to investigate the efectiveness of SCCW use in engaging critical thinking, scientific creativity and scientific reasoning in sound material. 70 students selected in this research from two high schools in Bandung. The method used is quasi experimental with counterbalance design. To identify students scientific reasoning, scientific creativity and critical thinking skills, the researcher employed SRS, SCS and CTS instruments test that have been developed. The result show that SCCW in sound material can significantly increase SRS, SCS and CTS compared to common worksheets. Therefore SCCW is highly recommended to use in other physics materials. Keywords: SCCW, Scientific Reasoning, Scientific Creativity, Critical Thinking, Sound Waves PermaLink | Plain Format | Corresponding Author (Maya Mustika)

519	ABS-766	3. Physics Education
Correlation of Cognitive Ability Relevance to the Ability of Scientific Creative Thinking and Scientific Critical Thinking Skills of Students of Work and Energy Concept H Rusnayati, R Wulansari, D Saepuzaman, S Karim and S Feranie A UNIVERSITAS PENDIDIKAN INDONESIA Abstract The aim of this study was to analyze the correlation of cognitive ability relationship to the ability of scientific creative thinking and students critical scientific thinking ability. According to the aim mentioned, research method used was correlation research because in this research there was no effort to influence the research variables (there is no manipulation of variables). Data obtained in the form of cognitive test results consisting of twenty multiple choice questions, scientific creative instrument test results consisting of two cases described into four point description of the description in each case and test results of scientific critical instruments consisting of two cases described each three points. Participants are high school students in Cimahi city consisting of 32 students. Cognitive tests are sorted by sub-chapter on work and energy and divided into four cognitive levels ranging from C1 to C4. Scientific thinking thinking tests are based on the Scientific Structure Creativity Model (SSCM) with three assessed abilities of fluency, flexibility and originality. While the critical thinking test instruments are based on the Assessment of Critical Thinking Ablility (ACTA) with the three capabilities being reviewed Critical Thinking Ability 1, Critical Thinking Ability 2 and Critical Thinking Ablility 3. From the data correlation coefficient value for the relationship of cognitive ability with creative thinking ability is 0.743578, the correlation coefficient value for the relationship of cognitive ability with critical thinking ability is 0, 745445, while the value of correlation coefficient relationship of creative thinking ability and critical thinking ability is 0,45003. From the above results, there is a very strong relationship between the ability of creative thinking and critical thinking ability with cognitive ability while the relationship between the ability of creative thinking and critical thinking ability is said as a moderate relationship. Keywords: Cognitive Ability, Scientific Creative Thinking Ability, Scientific Critical Thinking Ability PermaLink | Plain Format | Corresponding Author (Heni Rusnayati)

520	ABS-768	4. Chemistry Education
How to develop student creativity through teaching materials of reaction rate STEM-based? SDW Tahir(1*), S Anwar(1) (1)Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *sridewiwahyuningsih[at]student.upi.edu Abstract The purpose of this research is to produce teaching materials (reaction rate) based on STEM to develop student creativity. The research method using is Development Research, the method of development of teaching materials used is Four Steps Teaching Material Development (4S-TMD). This article is the first part of the development of teaching materials that includes the steps of selection and structuring. The selection steps consists of the development of indicators, the selection of concept labels, the selection of concept definitions derived from international textbooks, and the development of aspects of STEM. The steps of structuring is organizing concepts and materials into concept maps, macro structures, and multiple representations. The results of the first two steps of this study are the design of STEM-based teaching materials. The evaluation of the draft of teaching materials is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching materials. The result of the research indicates that the teaching material developed has been in accordance with the curriculum requirement, has guaranteed the scientific truth, the value and the STEM aspect in accordance with the subject, and the concept map, macro structure, multiple representations developed are valid. Keywords: teaching materials, four steps teaching material development, reaction rate, student creativity PermaLink | Plain Format | Corresponding Author (sri dewi wahyuningsih tahir)

521	ABS-258	4. Chemistry Education
Android based multimedia for learning acid and base solutions E Yuliani1, S Sari1*, N Windayani1, and O Sobandi2 UIN Sunan Gunung Djati Bandung Abstract One of the chemical concepts that require high-level skills is acid-base solutions. Students understanding of the concept can be achieved by using android-based multimedia support. This study aims to describe the stages of manufacture and feasibility of android-based multimedia for learning acid and base. The Research and Development methods used include two stages, namely analysis and design phase. In the analysis phase, resulting connectedness of concepts and indicators of critical thinking skills in presenting the draft strategy. The design stage generates android-based multimedia that has characteristics of concept presented through the steering questions to develop critical thinking skills equipped with visualization of text and images. The result of validation test has done by lecturer of material and media expert which is valid by r counting average of 0.76. While the results of a limited trial conducted by students of chemistry education department is considered feasible to be used as a medium for learning the acid and base concept in class or independent with a percentage of 90.8%. Keywords: Android-Based,Multimedia for Learning, Acid base solution PermaLink | Plain Format | Corresponding Author (Sari Sari)

522	ABS-262	4. Chemistry Education
Collaborative lesson design of acid base titration curve in Indonesia senior high school M Amzar, S Hendayana, W wahyu, A Supriatna, and S Lestiyani UPI Abstract Acid base titration curve is one of the important topics in Indonesia senior high school chemistry. Base on interview with chemistry teachers from different province, the study revealed most of the teachers disregarded this topic, because they got difficulties to find the best strategy to teach the topic effectively and efficiently. The purpose of this study is to develop a collaborative lesson design based on sharing and jumping task of acid base titration curve at the senior high school level in Indonesia. The topic of acid base titration curve can promote high order thinking skills of the student how to present and to communicate data of acid base titration. The methodology used is didactical design research (DDR). Didactical design research has tree steps are, (a) analyzing didactical condition before learning, (b) analyzing metapedadidactical and (c) analyzing retrospective. Data were collected by interview teacher from different provinces, recordings (audio). The lesson design has been develop, include learning target, prediction student response, and teacher assistance. The developed lesson design will be implemented at grade 11 of senior high school in Bandung Keywords: Collaborative lesson design, sharing and jumping task, acid base titration curve PermaLink | Plain Format | Corresponding Author (Muharani Amzar)

523	ABS-17	4. Chemistry Education
An Exploration of Talk in Secondary Chemistry Classroom Implementing the Curriculum 2013 in Indonesia Munasprianto Ramli Chemistry Education, Syarif Hidayatullah State Islamic University Jakarta Indonesia Abstract This study investigates the classroom talk occur during chemistry classroom at Madrasah Aliyah. The focus is on the pattern of classroom talk and pedagogical intervention adapted in chemistry lessons that have implemented the new curriculum, often known as Curriculum 2013 in Indonesia. An exploratory case study approach utilised for this research. The study carried out at one Madrasah Aliyah in greater Jakarta. The chemistry lessons in this classroom were observed over the period of three months. The whole class talk that took place during the target lesson were recorded using video recorder, audio recorder and field notes. The data from classroom observation were analysed using thematic analysis. The finding indicates that the pattern of classroom talk mostly adopted traditional triadic movement (Initiation Response Feedback/IRF). In term of pedagogical intervention, the study shows that the teacher employs various techniques to promote talk: direct elicitation, cued elicitation, developing the conceptual line, and literal recap in which the authoritative discourse mostly took place. The study concludes with the implications for the development of teaching practices that promote classroom talk in science education. Keywords: Dialogic teaching, Classroom Talk, Chemistry Education, The Curriculum 2013, Sociocultural perspectives PermaLink | Plain Format | Corresponding Author (Munasprianto Ramli)

524	ABS-273	4. Chemistry Education
Mental models of secondary school students on atomic structure and chemical bonding J Hidayat1), H Firman, Y Sunarya, S Redjeki Program Studi Pendidikan IPA Sekolah Pascasarjana Universitas Pendidikan Indonesia Jl. Setiabudhi No. 229 Bandung 40154 Abstract ABSTRACT. This research reports on students mental models on the concept of atomic structure and chemical bonds. The objectives of the study were to reveal the profile of mental models of students based on the level of academic ability, grade level and gender. The clinical interview technique conducted on 9 students determined by purposive sampling. The Participants consist of 3 students each grade X, XI and XII Science Program. The data obtained were processed qualitatively. The results showed that students representation of the concept of atoms and chemical bonds verbally differed from visual representations. Meanwhile the submicroscopic representation participants are likely to give the correct choice on the alternative answers provided by the researcher on the target mental model of the atomic structure and chemical bonding. Keywords: representation of mental models, atomic structure, and chemical bonding. PermaLink | Plain Format | Corresponding Author (Jamiludin Hidayat)

525	ABS-532	4. Chemistry Education
High-school students perceptions of the effects of usage course lab in improving ICT literacy Husna Rifai, Ratulani Juwita, Dewi Yuliana Fitri STKIP PGRI Sumatera Barat Abstract Course Lab, a free e-learning authoring tool created by a Web Soft, offers What You See Is What You Get (WYSIWYG) environment to produce an interactive learning media. Chemistry is the difficult subject for high school students. The students need an interactive learning media to improve their knowledge. Considering students perception toward interactive learning media is important in successful development ICT literacy student. This study aims to determine students perceptions of using course lab for chemistry subject. Students perceptions are closely related to their achievement. The learning media in accordance with the desire of students will make them motivated. This research is qualitative data analysis was done descriptively. The subject of this study were 176 students from 4 schools. The data obtained in this study comes from researchers as the main instrument, the data questionnaire and interview data is unstructured. The results are students perceptions of using course lab for chemistry subject are in the positive category to improve ICT literacy. Keywords: courselab, ict literacy, chemistry PermaLink | Plain Format | Corresponding Author (Ratulani Juwita)

526	ABS-279	4. Chemistry Education
How are misconceptions about material discontinuation by gender in elementary school teacher candidates? A R Ningsih 1*, W Sopandi1,2, A Sujana1,3, dan O Sumarna2 1Program Studi Magister Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung 40154, Indonesia 2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229 Bandung 40154, Indonesia 3Departemen Ilmu Pendidikan, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229 Bandung 40154, Indonesia Abstract 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 interviews. 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. Keywords: Misconceptions, material discontinuation by gender, and elementary school teacher candidates PermaLink | Plain Format | Corresponding Author (Anggun Restu Ningsih)

527	ABS-540	4. Chemistry Education
The effectiveness chemistry module based on search, solve, create, and share (SSCS) to increase science generic skill D Nastiti1, S B Rahardjo, and E S Van Hayus Sebelas Maret University Abstract This study aimed to determine the effectiveness of chemical module based on Search, Solve, Create, and Share (SSCS) to increase science generic skills. This study was conducted at one of Senior High School in Surakarta academic year 2017/2018 with used quasi-experiment with pre- and post-test design. There were control and experimental class while the control class taught by using an instructional material that teachers developed in this school and the experimental class was used module based on SSCS. As the concluded, module based on SSCS was effective to increase science generic skills in the learning process. Keywords: SSCS, science generic skill, chemistry module PermaLink | Plain Format | Corresponding Author (Deanita Nastiti)

528	ABS-802	4. Chemistry Education
Relationship between Content Knowledge and General Pedagogical Knowledge on Pedagogical Content Knowledge Yuli Hartati, Anna Permanasari, Wahyu Sopandi, Ahmad Mudzakir Universitas Pendidikan Indonesia Abstract The aim of the present research was to investigate the relationship of content knowledge and general pedagogical knowledge on pedagogical content knowledge (PCK). The chemical content of Acid Base was used as an example. The research sample consisted of 18 chemistry preservice teachers. The lesson preparation task, content knowledge test, general pedagogical knowledge test, the task to developed CoRe and PaP-eRs, and semi-structured interview were used to collect data. This study shows that content knowledge and general pedagogical knowledge both have a proportion of influence on pedagogical content knowledge in the amount of 88,4%. It is known that both knowledge have a significant relationship on pedagogical content knowledge. The result of this study emphasize that content knowledge and general pedagogical content knowledge had positive influence on teaching practice. Keywords: content knowledge, general pedagogical knowledge, pedagogical content knowledge PermaLink | Plain Format | Corresponding Author (Yuli Hartati)

529	ABS-295	4. Chemistry Education
Modelling testlet instrument in blended learning design to assess students metacognition in the environmental chemistry course D Muawiyah1, S Yamtinah1, and N Y Indriyanti1 1Program Studi Pendidikan Kimia Pascasarjana, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36 A, Jebres, Surakarta 57126, Jawa Tengah, Indonesia dyaahmuawiyah[at]gmail.com Abstract Metacognition is one of the skills in the 21st century learning and defined as someones awareness about their own knowledge and regulation of their own thinking. Metacognition is needed in chemistry learning and everyday life to understand matter and solve problems. Learners need to know their own metacognition in order to improve and develop their metacognitive. This paper aimed to prescribe metacognition indicators that used in the instrument and modelling a proper testlet instrument in blended learning design to assess students metacognition in the Environmental Chemistry course. This instrument is in e-learning website to support blended learning and the application of ICT in the 21st-century learning. Participants in this study were 9 experts who tested the validity of metacognition indicators and the validity of the instrument. The Delphi technique and Aikens Formula with 9 experts used to measure the content validity. The results were metacognition indicators measured were declarative knowledge, conditional knowledge, procedural knowledge, planning, and evaluation and the instrument validity test results showed that each item was valid and matching with the metacognition indicators. Based on the results, the valid testlet instrument can be used to measure students metacognition level. Keywords: Testlet, Metacognition, Blended Learning, Environmental Chemistry PermaLink | Plain Format | Corresponding Author (Dyah Muawiyah)

530	ABS-41	4. Chemistry Education
Biochemistry course achievement of pre-service chemistry teachers at one of Islamic institution of teachers training program in Bandung A. Wahyudi1, S. Liliasari2, T. Supriyanti2, Nahadi2 1Mahasiswa Program Doktor Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung 40154, Indonesia, Telp. 022-2013163, Fax. 022-2013651 2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung 40154, Indonesia, Telp. 022-2013163, Fax. 022-2013651 Abstract The aims of this research was to analyse the achievement of Islamic institution of teachers training preservice chemistry teacher on biochemistry theory course and biochemistry laboratory course. It was a qualitative research with case study. The instruments used includes the documentation study of students academic grades for the last three years, interview guides, and students learning difficulties questionnaires of biochemistry. The analysis result of biochemistry theory course of the students in 2012, 2013 and 2014 shows that the grade of the students was distributed in the grade of C, except in 2013 that was in the grade of B. This findings different from the biochemistry laboratory course that was distributed in the A grade. Students categorize that biochemistry theory course and biochemistry laboratory course in the difficulty category (33.1%). Biochemistry theory course and biochemistry laboratory course were placed in the same semester, but not done in an integrated manner. Biochemistry laboratory course has been done after the students completed the biochemistry theory course test. It is suggested biochemistry course should be conducted in an integrated manner, therefore lectures on biochemistry theory course and biochemistry laboratory course were mutually supported in learning. Keywords: biochemistry course, achievement, pre-service chemistry teachers PermaLink | Plain Format | Corresponding Author (Andi Wahyudi)

531	ABS-560	4. Chemistry Education
A Preliminary Study on Chemical Literacy Level of The Students as The Basis of Developing NOSI Learning Model in Acid Base Concepts Diana Susanti, Anna Permanasari, Hernani Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract. This study aims to obtain information about important things that should be developed in NOSI learning model which is aimed to increase chemical literacy of students. The method used in this study is survey. The Scientific Literacy tests from PISA and VASI questionnaire used as the instruments of the study. The subject of this study is the students in one of classes in SMAN Sindang Indramayu. The result of this study reveals that students have low ability in chemical literacy in terms of: (1) explaining everyday scientific phenomenon; (2) Evaluate and design scientific enquiry; and (3) Interpret data and evidence scientifically. Based on the preliminary study, the NOSI learning model which is going to be developed should be emphasizing: concepts, process, creativity, attitudes and application, connections in a world view context and communications. Keywords: Chemical Literacy, NOSI PermaLink | Plain Format | Corresponding Author (Diana Susanti)

532	ABS-562	4. Chemistry Education
Pre-service chemistry teachers view about the nature of science and technology L Lokollo, Hernani, and A Mudzakir* Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia * mudzakir.kimia[at]upi.edu Abstract This study aims to determine the view of pre-service chemistry teacher on fourth, sixth and eighth semester about the nature of science and technology. The aspects of View of Nature of Science and Technology (VNOST) include: (1) the characteristics of science and technology; (2) the purpose of science and scientific research; (3) characteristics of scientific knowledge and scientific theory; (4) how to acquire scientific knowledge and scientific theory; and (5) the relationship of science and technology. This study uses descriptive method, which involves 59 students of one State University in Ambon City, Indonesia. Data were collected by VNOST questionnaire. At the first aspect, students view science as a knowledge, such as principles, laws and theories, while technology as the application of science. The second aspect is seen as a part of explaining the change of nature. The third aspect, students consider as the scientific perspective of the scientists. The fourth aspect is regarded that scientific knowledge is obtained by re-examining previous knowledge. At the last aspect, students hold that the relationship of science and technology can affect society. The implications will be used as a rationale for developing a NOST-oriented chemistry teacher education. Keywords: Pre-Service Chemistry Teachers, View of Nature of Science and Technology PermaLink | Plain Format | Corresponding Author (Lita Lokollo)

533	ABS-324	4. Chemistry Education
Survey of principles and techniques about synthesis of organic compounds and green chemistry S Mulyanti (a*), A Kadarohman (b), S Liliasari (b), R E Sardjono (b) a) Departemen Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *riechem_87[at]yahoo.com b) Chemistry Education Department, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract An experimental synthesis of organic compounds should be a means of learning that can facilitate students to better understand the basic concepts and techniques of organic compound synthesis. This study aimed to identify how the implementation of synthesis experiments of organic compounds and their effects on the mastery of basic principles and techniques about the synthesis of organic compounds. Data were collected through observations, tests of the principles and techniques of synthesis of organic compounds, and a questionnaire of Green Chemistry. After conducting the experiment, it was identified that there is an improvement on students achievements on the principles and techniques of the synthesis of organic compounds. Although, after the test, there were still some weaknesses related to the basic principles of synthesis of organic compounds and thus, it is still needed an experiment that can improve basic principles of synthesis of organic compounds and apply the principles of green chemistry. Keywords: principle and technique of synthesis of organic compounds; green chemistry PermaLink | Plain Format | Corresponding Author (Sri Mulyanti)

534	ABS-581	4. Chemistry Education
A development of performance assesment instrumen for measuring cognitive and psychomotor competence on vinegar titration practicum Mudrika , Nahadi and Kurnia Department of Chemistry Education, Postgraduate School Indonesia University of Education Abstract Implementation of learning can not be separated from the assessment activities. Performance assesment on chemical subjects are necessary to assess students cognitive and psychomotor aspects. The purpose of this study is to produce a performance assesmen instrument that assesses the cognitive and psychomotor competence of a quality and tested titration practice of vinegar acids, in students of Class XI SMA. The research method used is Research and Development (R & D), which consists of (1) development stage of instrument making (2) validation and limited testing phase, and (3) application stage in the form of implementation in learning. Instruments in this study include validation sheet by expert team, assessment instrument sheet in the form of task and rubric, observation sheet and interview guide sheet. This research is only at the stage of instrument development . This research is essential to assist teachers in delivering quality student performance assesment instruments and can be used for further research in developing performance assesment instruments on other chemical concept. Keywords: performance assesment, acid vinegar practicum PermaLink | Plain Format | Corresponding Author (Mudrika -)

535	ABS-72	4. Chemistry Education
Elephants Toothpaste: Review of Exciting Chemistry Learning in Senior High School Ika Sri Hardyanti (a*), Isni Nurani (b), Dyan Septyaningsih Hardjono HP (c), Sudarmin (d) (a), (b), (c), (d) Progam Studi Pendidikan Kimia, Universitas Negeri Semarang, Jl. Taman Siswa, Gunungpati, Semarang 50229, Indonesia Abstract Innovative and creative learning can be done through simple demonstrations to strengthen the understanding of chemical concepts. One simple demonstration is Elepanths Toothpaste experiment which can train students to apply knowledge in investigating and explaining the effect of temperature, pH, enzyme concentration, substrate concentration on reaction rate with catalyst. The purpose of writing is to provide a reference in teaching chemistry with fun methods. The Elepanths toothpaste experiment undergoes a hydrogen decomposition reaction into water and oxygen gas by yeast or potassium iodide which is the source of the catalase enzyme. Yeast or potassium iodide acts as a catalyst by decreasing the activation energy, so the reaction is easy to occur. Foam is formed by the reaction between oxygen and detergent in water, which increases in number as the concentration and strength of the catalyst increases. Implementation of elephants toothpaste experiment in school can be done with problem-based learning model, where students are taught to further improve concept understanding with problem solving. The existence of chemistry learning with elephants toothpaste experiments is expected to improve understanding of chemical concepts and create enjoyable learning. Keywords: elephants toothpaste, fun learning, chemistry PermaLink | Plain Format | Corresponding Author (Ika Sri Hardyanti)

536	ABS-331	4. Chemistry Education
Analysis of Students Argumentation Skills in Chemistry Class of Grade XI through Product Life-Cycle Analysis Assessment on Colloid Lesson Imas M M, S Y Utami, and N Nurbaity University State of Jakarta, Jakarta Abstract This study aimed to investigate the students argumentation skills in chemistry class of Grade XI after completing lesson through Project Based Learning (PBL) and Life-Cycle Analysis (LCA) on Colloid Lesson. The method used in this study was qualitative research. The data of the study were derived from interview, documentation, observation, and portfolio. The instruments used in this study were pre-task and post-task stories, students essays, and students projects. The data were analyzed into the Toulmin aspects (2003). This study focused on the analysis of students argumentation skills through life-cycle approach on lessons by combining social and scientific issues and life-cycle analysis. The result of the study shows that the students argumentation skills on ecological and socio-economic aspects were developed. Students argumentation skills on scientific and moral aspects were indicated lower than on ecological and socio-economic aspects. The data shows that the Life-Cycle Analysis (LCA) in chemistry class was effectively used to develop students argumentation skills. Keywords: Life-cycle analysis, students argumentation skills, chemistry learning PermaLink | Plain Format | Corresponding Author (Imas Maslakhatul Masbakhah)

537	ABS-590	4. Chemistry Education
Views of pre-service chemistry teachers about NOST and their conceptions about the context of OLED and related chemistry contents D C Kusuma (a*), A Mudzakir (b), and T Widhiyanti (b) a) Magister Pendidikan Kimia, Sekolah Pascasarja, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *dedencahayakusuma[at]student.upi.edu b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract This study aims to analyze views of nature of science and technology (VNOST) of the pre-service chemistry teachers (PCTs), as well as to analyze their conceptions about the context of organic light-emitting diodes (OLED) and the related chemistry contents. As a part of a larger study, this study is the second stage of the Model of Educational Reconstruction, which involved 41 PCTs. A modified questionnaire of VNOST from Tairab and Aikenhead was administered to assess VNOST of PCTs. Meanwhile, a validated interview guidelines were used to gather some informations about the conceptions of PCTs about OLED as well as their understanding about chemistry concepts corresponded to OLED. The VNOST are classified into Realistic, Has Merit, and Naive. The result shows that most of the PCTs have the VNOST level as Has Merit. Furthermore, according to the interview results, the PCTs still have limited understanding about OLED and also suggest that the PCTs still have fragmented understanding about chemistry concepts such as electrochemistry, reduction-oxidation reaction, and the relation between chemical bonding to the physical properties. We believe that this research will be usefull in increasing the VNOST of PCTs, as well as their conceptions about OLED and the related chemistry contents. Keywords: Organic light-emitting diodes; Pre-service chemistry teachers; Views of nature of science and technology PermaLink | Plain Format | Corresponding Author (Deden Cahaya Kusuma)

538	ABS-82	4. Chemistry Education
Analysis of students mental model of salt hydrolysis concepts at Klaten, Central Java Rahma Esi Andina (a*), Yuli Rahmawati (b) and Achmad Ridwan (c) a, b, c) Program Studi Pendidikan Kimia, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia Abstract This paper describes students mental model of salt hydrolysis concepts. The subjects of this study were the best science class of public senior high school at Klaten, Central Java. This research employed ethnography as a research methodology. Data were collected through in-depth interview, classroom observation, and reflective journals. The result showed that students built their mental model based on their understanding and experience that influenced by their ethics and values. The values of politeness, empathy communication, and respectful influence their classroom interaction. The students mental model in salt hydrolysis concepts were divided into understanding and misconceptions. Students misconceptions were the concept which states that salt hydrolysis is the salts decomposition in water. Students were not consider about dissociation and equilibrium of acid and base to explain about salt hydrolysis. In addition, the students also determined salts characteristic of acid and base by the origin of ions in the salts, not based on hydrolysis reaction of the salt. Teachers understanding of students mental model will help the teacher to developing meaningful learning experiences. Keywords: Mental Model, Ethnography, Salts Hydrolysis PermaLink | Plain Format | Corresponding Author (Rahma Esi Andina)

539	ABS-83	4. Chemistry Education
The development of android-based chemistry learning media oriented towards generic science skills D Wiguna1, F S Irwansyah1*), N Windayani1, H Aulawi2, M A Ramdhani3 1Department of Chemical Education, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia 2Department of Industrial Engineering, Sekolah Tinggi Teknologi Garut, Jl. Mayor Syamsu No. 1, Garut 44151, Indonesia 3Department of Informatics, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia *ferli[at]uinsgd.ac.id Abstract This study aims to describe the production stages and the eligibility value of Android-based learning media oriented towards students generic science skills on the concept of colloids. This study uses Research and Development method with three stages, namely analysis, design, and development. Analysis stage produces conceptual connectivity and generic science skill indicators in concept presentation strategies. Design stage produces flowchart and storyboard, and development stage produces Android-based learning media with conceptual characteristics presented through materials and directional questions to develop generic science skills, equipped with visualization in the form of videos, pictures, and texts. The result of validity test conducted by chemists and media experts is declared valid with the value of rhitung = 0.8-0.9. The result of limited trials conducted to chemical education students shows that 90,76% of them agree and 9,24% disagree. These results indicate that Android-based learning media oriented towards generic science skills is feasible to use in learning the concept of colloids. Keywords: android, generic science skills, colloids, learning media. PermaLink | Plain Format | Corresponding Author (Ferli Septi Irwansyah)

540	ABS-84	4. Chemistry Education
Solubility equlibrium learning suported by PhET SS S Sari1, S A Destianti1, F S Irwansyah1*), C Z Subarkah1, H Aulawi2, M A Ramdhani3 1Department of Chemical Education, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia 2Department of Industrial Engineering, Sekolah Tinggi Teknologi Garut, Jl. Mayor Syamsu No. 1, Garut 44151, Indonesia 3Department of Informatics, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Bandung 40614, Indonesia *)ferli[at]uinsgd.ac.id Abstract Learning materials about solubility and solubility products tend to discuss the calculation aspects only. Therefore, it requires media able to describe the dissolution process in sub-microscopic and symbolic, namely using computer-based simulation. A learning using inquiry model supported by simulation media, PhET-SS, is required in order to make students capable of mastering the concept and to improve learning effectiveness in the classroom. This study aims to analyze the improvement of students mastery on the concepts of solubility and solubility products after learning using inquiry model supported by PhET. The method used in this study is pre-experimental method with one group pre-test and post-test design. The subject of this study consists of 38 science students at senior high school. The research instrument used is in the form of mastery test on the concepts of solubility and solubility products. The result data is tested using N-Gain. The results show that the application of inquiry model supported by PhET-SS can improve the students mastery on the concepts of solubility and solubility products. It can be seen form the number of students experiencing increased mastery of the concept in high, medium and low category with average N-Gain in the medium one. Keywords: Inquiry, Equilibrium, Salt Solubility, PhET PermaLink | Plain Format | Corresponding Author (Ferli Septi Irwansyah)

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