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541	ABS-341	4. Chemistry Education
Achievement profile of high school students on chemical dynamics material at three levels of representation Aditya Rakhmawan (a*), Harry Firman (b), Sri Redjeki (c), Sri Mulyani (b) a) Science education major, Postgraduate school, Universitas Pendidikan Indonesia, Dr. Setiabudi Street, No 229, Bandung, 40154, Indonesia *adityarakhmawan[at]gmail.com b) Chemistry education department, Universitas Pendidikan Indonesia, Setiabudi Street, No 229, Bandung, 40154, Indonesia c) Biology education department, Universitas Pendidikan Indonesia, Setiabudi Street, No 229, Bandung, 40154, Indonesia Abstract This study aims to explore information about the achievement profile of high school students on chemical dynamics material at three levels representation. This research uses non experimental design in the form of survey. Sample of the survey was 219 students of 11th grade high school students in Ketapang, West Borneo. Cluster random sampling was used as a sampling method. The data collection of survey use a multiple choice tests that contains chemical dynamics material that includes chemical kinetic concepts and chemical equilibrium concepts. Each item of the tests contains three levels representation such as macroscopic levels, symbolic levels, and submicroscopic levels. Based on the findings, it shows that high school students in Ketapang have high mean score of symbolic representation by 55,1%, and sequentially 49,8% in macroscopic level, and 40,8% in submicroscopic level. The results based ANOVA tests conclude that the mean score of each representation level was significantly different. Keywords: Three levels representation; Learning achievement; Chemical dynamics PermaLink | Plain Format | Corresponding Author (Aditya Rakhmawan)

542	ABS-343	4. Chemistry Education
The relationship between students achievement of organic laboratory course with understanding about organic subjects including green chemistry S Liliasari1,2*), L N Amsad1,3,S Mulyanti2, A Kadarohman1,2,and R E Sardjono1,2 1Departemen Pendidikan Kimia,Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 119, Bandung 40154, Indonesia 2Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 119, Bandung 40154, Indonesia 3 Program studi Pendidikan Kimia, Jurusan Pendidikan MIPA, FKIP Universitas Cenderawasih, Jl. Abepura, Jayapura, Papua 99351, Indonesia Abstract Students achievement of laboratory organic courses always relate with their understanding of organic subjects in a whole course. Students learn from their experiences in laboratory and their understanding of basic organic concepts to help them synthesize problems. This study aims at students achievement of organic laboratory courses relate with their understanding of a whole organic subjects using descriptive method. The respondents of this research were students from chemistry education department from two different states universities in Indonesia (Bandung and Jayapura). The research use the result of students final grade of laboratory course compare with students answers of synthesis organic problems, organic basic concepts and synthesis technique as the data. Therefore we were using a correlation statistic to analyze the data. We also have questionnaires to know students perceptions about the green chemistry. It was analyze using a correlation statistics.We found significant relationship between students achievement of organic laboratory courses with their understanding of basic organic concepts and their ability in synthesizing organic compounds. Inversely, for the result of synthesis technique show there is no relation with the students achievement of organic laboratory courses. Furthermore, we found that student have a few information about green chemistry. Keywords: Relationship, students achievement of organic laboratory course, understanding about organic subjects, green chemistry PermaLink | Plain Format | Corresponding Author (Liliasari S)

543	ABS-599	4. Chemistry Education
Perceptions of prospective chemistry teachers about the skills of writing argument-based teaching material on voltaic cell subject D Nurdiyanti 1, 2, A Permanasari 1, S Mulyani 1, and Hernani 1 1 Universitas Pendidikan Indonesia 2 universitas Muhammadiyah Cirebon Abstract Teaching materials and scientific argumentation should be provided to prospective chemistry teachers to fulfil their required professional competencies. The study aims to investigate the information about the perceptions of students concerning the ability in writing argument-based teaching materials for prospective teachers on voltaic cell subject. 21 students of chemistry education program at the fifth semester, who are taking the subject of school chemistry in one university in Bandung, West Java, are chosen as the participants of this study. Questionnaires and interview are employed as the instruments. They are used to investigate the perceptions of students towards the characteristics of voltaic cell materials. The ability to draw a scientific argumentation (claim, data, warrant, backing, qualifier, rebuttal) is revealed through the instruments of teaching materials writing task assessment. This study indicates that most of perception of students are that prospective chemistry teachers have to be able to write teaching materials and scientific argumentation and voltaic cell materials are easy to comprehend because it is a concrete material. The students have a difficulty to find a topic and to distinguish warrant component, backing, qualifier, rebuttal. Furthermore, the argumentation ability possessed by the students on their teaching materials is still considered in low category. Keywords: Theaching material, Argument, Voltaic Cell PermaLink | Plain Format | Corresponding Author (Dewi Nurdiyanti)

544	ABS-600	4. Chemistry Education
Profile of senior high school students scientific literacy in Banda Aceh N S Rahmayani*, M Arifin, and Y Sunarya Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *nilamsurirahmayani[at]student.upi.edu Abstract This study aims to find out the profile scientific literacy ability of senior high school student in Banda Aceh. The scientific ability consists of competence to explain the phenomena scientifically; to evaluate and design scientific enquiry; as well as to interpret data and evidence scientifically. Data was collected by giving 9 questions which adapted from PISA (Programme for International Student Assessment) 2015 consisting of content and procedural knowledge that examined on 11th-grade students at one of the schools in Banda Aceh. Based on the result, senior high school students have the scientific literacy ability with very less category in the amount of 47.06%. Furthermore, it is necessary to do further study on the learning that gave rise to the scientific literacy of high school students so that information can be obtained to what extent the ability of teachers in generating scientific literacy on teaching. Keywords: scientific literacy, PISA PermaLink | Plain Format | Corresponding Author (Nilam Suri Rahmayani)

545	ABS-352	4. Chemistry Education
Metacognition ability of students through discovery learning practice guide on acid-base practicum Sri Haryani (a*), Mia Hilda Amanda(a), Sri Wardani(a) (a) Jurusan Kimia FMIPA, Universitas Negeri Semarang, Jl. Raya Sekaran, Sekaran, Gn. Pati, Kota Semarang, 50229, Indonesia *haryanikimia83[at]mail.unnes.ac.id Abstract This study aims to analyze the metacognition ability of students through the use of discovery learning practice guide on acid-base practicum. The research method used is quantitative and qualitative methods. Preparation of a practicum guide is designed beginning with the selection of practicum materials, the preparation of lecture guidance content content, content mixing and learning syntax, expert validation, practicum trials, and analysis of trial data. Metacognition skills are measured through tests, questionnaires, and interviews. Quantitative data were analyzed based on the percentage of metacognition ability level obtained from test result. In addition, the quantitative data of questionnaire results were analyzed by means of percentage, while the qualitative data from the interview result were analyzed descriptively. The results showed the average score of the test with metacognition indicator of 87.94%, while the mean score of the questionnaire was 81.64%. Metacognition ability test level was 17.64% low; 61.76% moderate; and 20.59% are at high levels. Based on the results of metacognition capability analysis from both test and questionnaire, and supported by interview results, it is known that high-level students always realize what should be designed, done, and feel able to carry out the practicum. Thus a discovery learning practice guide can show the level of metacognition ability of each student. Keywords: discovery learning; metacognition; practice guide PermaLink | Plain Format | Corresponding Author (Sri Haryani)

546	ABS-354	4. Chemistry Education
An analyses of multiple representation about intermolecular forces N K Rantih* , S Mulyani, T Widhiyanti Departemen Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *nandakumalarantih8[at]gmail.com Abstract Intermolecular forces (IMFs) is an abstract concept. Therefore, to understand this concept requires understanding of concepts from various chemical representations. This study aims to analyze the topic of IMFs in term of three representation of chemistry such as: macroscopic, submicroscopic, and symbolic. This study use descriptive method involving document analyses including 5 general chemistry textbooks. The result of this study present various ways of explaining the IMFs concept in three different levels of representation. All chemical representations presented in those chemistry textbooks are dedicated to provide comprehensive explanations about the concept of IMFs. This kind of study is essential for formulating a concept correctly which can avoid the raise of misconceptions. Furthermore the results of this study will be beneficial for further study about developing an effective strategy to teach the topic of IMFs to the students. Keywords: multiple representation PermaLink | Plain Format | Corresponding Author (Nanda Kumala Rantih)

547	ABS-356	4. Chemistry Education
Misconceptions and threshold concepts in chemical bonding Meltafina*, Wiji, Sri Mulyani Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia *meltafina[at]student.upi.edu Abstract In the last few decades, research has shown that chemical bonding is a difficult concept for students that can lead to misconceptions. The purpose of this research is to know the misconceptions and threshold concept in chemical bonding from various research studies and teacher experiences. This study uses a qualitative method including document analysis which mostly the journal articles which presented research studies about misconceptions. Beside, this study also conducted a clinical interview with three chemistry teachers to get information from a real practice. Based on the analysis of the journal, the book and the interview with chemistry teachers, there are a frequent misconceptions of the chemical bonding such as: ionic bonding was sharing electron; there is a transfer of electrons in covalent bonding; the atoms of Na and Cl attract each other and form NaCl; covalent bonding have very different electronegativity; equal sharing of the electron pair occurs in all covalent bonding; and metallic bonding was a transfer of electron. Meanwhile, the threshold concepts for chemical bonding are periodic properties of the elements, electron configuration, and metal/non-metal/metalloid. Keywords: misconceptions; threshold concept; chemical bonding PermaLink | Plain Format | Corresponding Author (M Meltafina)

548	ABS-359	4. Chemistry Education
Experiment laboratory design of dyestuff from secang (Caesalpinia sappan linn) to improve conceptual understanding students of textile chemistry Siti Solihah (a*), Asep Kadarohman (b), Liliasari (b) a) Mahasiswa Program studi pendidikan IPA Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia b) Departmen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Textile waste contributes for one-third of the worlds waste. Natural dyes can be a solution to reduce it. Secang (Caesalpinia Sappan linn) is one of the natural dyes used to dye textiles and gives red effect. The experiment of dyestuff from secang is expected to make students of textile chemistry major having the ability to understanding of knowledge about colour, dyestuff structure, and the process of making it in order to solve problem. The research subjects were 32 students textile programme of chemistry major in one of the polytechnics in Bandung. Instruments used in the form of observation, questionnaires, interviews, daily activities score and Midterm test. From the results of statistical calculations obtained conclusion there is a relationship of experiment activities conducted with the understanding of the concept of students and there is a difference conceptual understanding students before and after the application of experiment design. Keywords: experiment of dyestuff from secang, conceptual understanding PermaLink | Plain Format | Corresponding Author (siti solihah)

549	ABS-618	4. Chemistry Education
Profile Of Food Chemistry Lectures In Chemistry Education Program: A Descriptive Study On the Fulfillment Of Competency Standards Of Chemistry Teacher Candidates Sofia, A. Permanasari, H. Sholihin, F.M.T. Supriyanti UPI Abstract The fact is that until now chemical education in school is still far from expectations such as competence standards and Learning Outcome (LO). One of the subjects in the department of chemistry education which has a responsible for the fulfillment of competence is food chemistry. Food chemistry is one of the two (2) credits elective courses provided to prospective chemistry teachers in most of teacher education institutions (TEI).Descriptive study have been conducted to picture the implementation of the food chemistry lectures from the perspective of the curriculum, the learning process, and the students views. The subject involved were, secondary data (curriculum) from six (6) TEIs, 50 students, and classroom activity. Data were interpreted by triangulation to make a conclusion. The results showed that lectures have not fully accommodated the LO according to competency standardsexpectations. Lectures have accommodated the fulfillment of conceptual achievement, but still lacks the building of high-level skills of such as problem-solving skills and evaluative thinking skills. The recommendation of this research is the need to reorient the curriculum of food chemistry course and its implementation in the lecture. Keywords: competency standards, Learning Outcome (LO), Food chemistry PermaLink | Plain Format | Corresponding Author (sofia sofia)

550	ABS-620	4. Chemistry Education
Have acid base practicums at school in Muara Enim oriented to environmental literacy ? N Dea Naomi (a*), Mulyati Arifin (b), Hayat Sholihin (c) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *deanaomi09[at]gmail.com Abstract This study aimed to obtain information about practicum activities of acid-base which have been done in schools. This study was a qualitative method involving analysis of 5 lesson plan and its instruments. The results of this study were: First, student learning activity on acid-base material less integrated to environmental phenomenon. Second, teachers lesson plan did not relate between concepts and application concept, especially on the environment. Third, practicum only lifted concept and did not have orientation to environmental literacy. Forth, lack of practicum skills assessment. The findings indicated that there was a learning innovation need through development of a practicum about environmental issue to build environmental literacy of students. Keywords: Environmental literacy, envionmental issues, acid base, practicum PermaLink | Plain Format | Corresponding Author (N Dea Naomi)

551	ABS-622	4. Chemistry Education
The Creativity Indicators of Vocational Schools and Feasibility Analysis of Electrochemistry Module Based on Problem Based Learning Integrated on Battery Competence Unit I. Rohmi, M. Masykuri, E. Susilowati Magister of Science Education Program Sebelas Maret University Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, INDONESIA Abstract Abstract. This study aims to analyze the feasibility of electrochemistry module based on Problem Based Learning (PBL) integrated on battery competence unit to improve students creativity of class X of Vocational High School. The electrochemistry module that developed was used indicator of creativity proposed by Piirto are 1) cognitive strategies macroabilities: a) clarifying issues, conclusions, or beliefs; b) analyzing or evaluating arguments, interpretations, beliefs, or theories; c) generating or assessing solution; and 2) cognitive strategies microskills: a) comparing and contrasting ideas, predictions, or interpretations; b) making plausible inferences, predictions, or interpretations; c) giving reason and evaluation evidence and alleged facts. The type of this study was a Research and Development (R & D) that used Borg and Galls development model. The module development stages were include: 1) research and information collecting, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, and 5) main product revision. The validation result by Aiken show that V > 0,75 indicates that the module is valid in content, presentation, language and graphic aspects. The results of teacher and students response questionnaires to the electrochemistry module in the preliminary field test stage show that the module can be categorized as very good. Keywords: cognitive strategies macroabilities, cognitive strategies microskills, module, electrochemistry, problem based learning, indicator creativity, vocational high schools PermaLink | Plain Format | Corresponding Author (Inayah Rohmi)

552	ABS-627	4. Chemistry Education
Study on the implementation of culturally responsive teaching learning model integrated with ethnochemistry on electrolyte and non electrolyte solution concepts Nisa Ulfa Sanah*, Yuli Rahmawati2,and Arif Rahman3 1,2,3Program Studi Pendidikan Kimia, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia Abstract This study aims to determine the application and the implication of culturally responsive teaching learning model integrated with ethnochemistry on electrolyte and non electrolyte solution concepts. The subjects of this study were a class of senior high school at Jakarta. The class are chosen based on the diverse cultural and student backgrounds. The method used qualitative method through class observation, interview, and journal reflective writing. The result showed that students motivated and interested in studying chemistry from a cultural point of view through the ethnochemistry articles presented, students perceive the role of teachers as facilitator and motivator in chemistry learning with culturally responsive teaching model integrated with ethnochemistry. the emerging implications were students soft skills in the form of cooperative ability, communication empathy, critical thinking, creativity, love of the homeland, environmental awareness, curiosity, student knowledge, confidence, and responsibility on students. The learning model of culturally responsive teaching integrated with ethnochemistry of electrolyte and non electrolyte solution concepts will help the teacher to developing soft skills of students Keywords: culturally responsive teaching, ethnochemistry, electrolyte and non electrolyte solution concepts PermaLink | Plain Format | Corresponding Author (Nisa Ulfa Sanah)

553	ABS-380	4. Chemistry Education
Analysis of student difficulties based on respondents ability test on the topic of factors affecting reaction rate W K Sari, A Supriatna and S Hendayana Universitas Pendidikan Indonesia Abstract Reaction rate is one of the essential topic in the chemistry because of the results of the final exam analysis for the last 5 years (2012-2016), the question of reaction rate always appear. The purpose of this research is to obtain information about students difficulties and level of students understanding on the topic of factors affecting reaction rate. This research was conducted at one high school in Bandung with 60 students of grade XI IPA. Test method in the form of respondent ability test with 4 item has been applied in this research. Analysis of test results using quantitative and descriptive qualitative analysis. Based on the results of the analysis of responses of respondents test. It was found that only 33 students who can do respondents ability test with good results. The results of the descriptive analysis show that students know about factors affecting reaction rate but students do not understand how these factors work to accelerate a reaction. These results shown that students still do not understand how these factors affect the reactions rate, so that it is required further investigation to find out how to overcome student learning difficulties on the topic of factors affecting reaction rate. Keywords: factors affecting reaction rate; respondents ability test; student difficulties PermaLink | Plain Format | Corresponding Author (Wiwik Kartika Sari)

554	ABS-638	4. Chemistry Education
Exploring the implementation of problem-based learning on acid base neutralization reaction in high school B Dwikaryani*, M Rosbiono, and W Sopandi Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *berlydwikaryani[at]student.upi.edu Abstract Chemistry learning that only emphasizes the conceptual understanding and calculations is no longer appropriate to the needs of human resources today. Problem-based Learning as one of the innovative learning models designed to help students conceptual understanding of chemistry and develop their problem solving skills. This study aims to obtain informations about the implementation of Problem-based Learning on acid base neutralization reaction subject. This descriptive research involved 20 high school chemistry teachers as participants. Data were collected using interview guidelines which were further processed in accordance with the research question. Result shows that Problem-based Learning has not been widely implemented to acid base neutralization reaction subject due to constraints such as limited time and learning resources. The results of this study indicate the necessary of Problem-based Learning implementation on acid base neutralization reaction subject. Keywords: Problem-based Learning, Acid Base, Neutralization Reaction PermaLink | Plain Format | Corresponding Author (Berly Dwikaryani)

555	ABS-640	4. Chemistry Education
Effectiveness of Guided Inquiry-based Modules to Improve Students Science Process Skills Jane Arantika, Sulistyo Saputro, Sri Mulyani Magister of Science Education, Faculty of Teacher and Training, Sebelas Maret University Abstract Science process skills (SPS) are important in science learning. SPS is a skill process that encourages lifelong learning. In guided inquiry-based science learning, students engage in many of the activities and thought processes that scientists use to generate new knowledge. This inquiry approach can be implemented effectively with the use of chemistry modules for investigation in which students learn to understand the content of the subject. This study examines the effectiveness of guided inquiry-based modules for SPS. The study participants were 63 students in 11th graders. Data were collected through the test. Quantitative analysis is done to know the science process skilss of student. The test result shows that the n-gain of SPS students in the treatment class has a better percentage of categories than the control class. The effect size also shows a value of 0.51 which is moderate category. The achievement of indicator SPS in the treatment class is also better than the control class. Keywords: module, inquiry, science process skills, effect size PermaLink | Plain Format | Corresponding Author (Jane Arantika)

556	ABS-129	4. Chemistry Education
The effectiveness of collaborative strategy based on multiple intelligence in chemistry learning to improve students problem solving skills and multiple intelligence Atiek Winarti, Agus Nor Ichsan, Listiarini, Meida Hijriyanti Program Studi Pendidikan Kimia Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat Abstract This research aims to reveal: (1) the feasibility of collaborative learning strategy (CLS) based on multiple intelligences (MI) in chemistry; (2) the effectiveness of CLS based on MI (CLS-MI) to improve problem solving (PS) skills, multiple intelligences/MI (interpersonal, visual spatial, and mathematical logic), and students achievement in chemistry. This research applied R & D method using 4 D model. As many as 210 students from 3 public schools in Banjarmasin were involved in this study. The effectiveness of the strategy was evaluated using pre-test-post-test control group design. The experimental group implemented CLS-MI, while the control group used conventional strategy. The data was collected using test, observation, & questionnaires, and was analyzed using descriptive and t-test. The results indicated that (1) the CLS-MI is feasible to be used in Chemistry with the practicability score 51.5 (practical); (2) Students PS skill and MI in the experimental group improve higher. Three categories of students PS skill exist in experimental group; develop (25%), develop well (47,2%) and develop very well (27.8%). Interpersonal, mathematical logic and visual spatial intelligences improve respectively by 17.8%, 8.3%, and 3.8%. (3) Students in experimental group achieve better in learning chemistry with the N-gain 0.77 (high). Keywords: collaborative learning; multilple intelligence; problem solving skills PermaLink | Plain Format | Corresponding Author (Atiek Winarti)

557	ABS-641	4. Chemistry Education
Implementation of formative assessment portfolio check with feedback to improve mastery of concept and habits of mind students on acid-base material R Burhanudin*, Nahadi and H Firman Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. *ramlan1993[at]gmail.com Abstract This study aims to implement the formative assessment of checked portfolio with feedback to improve the mastery of concepts and habits of mind student on acid-base materials. Portfolio is a systematic collection of work products produced by a series of learning undertaken processes. Feedback is given in writing and verbally during the learning process takes a place. The method utilizes a quasi-experiment with pretest-posttest nonequivalent control group design. The instruments utilized to collect research datas are formative assessment of portfolio check formats with feedback, question of acid-base concept, questionnaire habits of mind, interview guides and student response questionnaires. The mastering test of acid-base concepts is validated by 5 chemist experts and forming CVR index (Content Validity Ratio) between 0,60-1,00. Reliability test of acid-base concept mastery was tested involving 60 respondents XI MIA 1 and MIA 2 class in Senior High School processed utilizable SPSS 24.0 argued coeffisient alpha value of 0.76. Furthermore it will conduct a more experiment of formative portfolios with feedback that impacts on mastery of concepts and habits of mind. Keywords: formative assessment portfolio, feedback, mastery of concepts, habits of mind, acid-base. PermaLink | Plain Format | Corresponding Author (Ramlan Burhanudin)

558	ABS-139	4. Chemistry Education
An action research on enhancing grade 10 student creative thinking skills using argument driven inquiry model in the topic of chemical environment Pitukpong Kumdang(a*), sirinapa kijkuakul(b), Wipharat Chuachuad Chaiyasith(c) a), b) Faculty of Education, Naresuan University, Tha Pho, Mueang Phitsanulok District, Phitsanulok 65000, Thailand *pitukpongk59[at]email.nu.ac.th c) Faculty of Science, Naresuan University, Tha Pho, Mueang Phitsanulok District, Phitsanulok 65000, Thailand Abstract A goal of the 21st century education is to enhance student creative thinking skills as the basis for construction of innovations for developing countries. Generally previous teaching tradition, teacher-centered approach, used in many classrooms, however, fails the goal. Therefore, this study aims to promote Grade 10 Thai students creative thinking by implementing Argument-Driven Inquiry(ADI) through three cycles of action research. There are 31 students participated in the study. The student data are collected using learning journals, artifacts and informal interviews then analysed with content analysis and method triangulation. The findings indicate that the students have progression in creative thinking. They can develop skills of curiosity, originality, fluency, imagination, elaboration and flexibility respectively. As recommendation, it is necessary that teaching for that success needs integrations among chemical environment, geography and art. Keywords: Creative thinking skill; Argument-driven inquiry; Action research PermaLink | Plain Format | Corresponding Author (Pitukpong Kumdang)

559	ABS-654	4. Chemistry Education
THE DEVELOPMENT OF INTEGRATED SOCIOSCIENTIFIC LESSON PLAN BASED ON PROBLEM BASED LEARNING ON SOLUBILITY TOPIC Risvayani, Anna Permanasari, Iqbal Musthapa Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia Abstract The development of science and technology in this era affects to several aspects of our live. In order to contribute in global competition, an individual should optimize his or capacity for understanding and processing scientific information to explain natural phenomena in daily life activities. The science learning process emphasizes to give precious experiences for students by combining their prior conception with the exact conception of experts. This study aimed to produce learning model based on problem solving that related to socioscientific issues in order to improve chemical literacy on solubility topic. Type of descriptive research through lesson plan analysis is conducted in this study. The questionnaires related to lesson plan development are given to fifteen chemistry teachers both in public and pribadi schools in Medan area as research sample through purposive sampling. Results show that the teaching process is still conducted in conventional way that negativitly affects students cognitive, affective and psychomotor. These findings are indicated by students low capability to explain scientific phenomena and curiosity of scientif issues. innovation of learning materials that related to socioscientific issues is required to improve chemical literacy on solubility topics for further research. Keywords: Chemical literacy, problem based learning, socioscientific issues PermaLink | Plain Format | Corresponding Author (Risvayani )

560	ABS-656	4. Chemistry Education
Thermochemistry multiple reprecentation analysis for developing intertextual learning strategy based on predict observe explain (POE) F Febriyanti, W Wiji, and T Widhiyanti Universitas Pendidikan Indonesia Abstract This article was written to describe the results of multiple representation analysis of concepts related to thermochemistry topic. The study was set under a qualitative method. It was found from the analysis of five General Chemistry textbooks that thermochemistry consists of three major concepts which include exothermic reaction, endothermic reaction, and enthalpy change. In macroscopic level, exothermic reaction was presented by several phenomena such as Ca(OH)2 production. Meanwhile, endothermic reaction was presented by Ba(OH)2.8H2O and NH4Cl reaction. In the submicroscopic level, all textbooks explained the concept of exothermic and endothermic reaction by using descriptive approach showing that reaction happened and followed by heat change. In addition, in symbolic level, the explanation was enriched by the use of chemical reactions equations, diagrams of energy level and the visualization of the system in releasing or receiving the heat. The macroscopic representation for concept of enthalpy change was presented as an experiment using calorimeter which then described by submicroscopic representation that the energy released is equal to the energy system accepted by environment. Last, in symbolic level, the explanation was enriched by the use of formula to calculate the enthalpy change. This finding was used for developing intertextual learning strategy based on POE. Keywords: intertextual, multiple representation, POE, thermochemistry PermaLink | Plain Format | Corresponding Author (Febriyanti -)

561	ABS-155	4. Chemistry Education
How to develop SETS-based colloidal system teaching materials? S Marfuah1*, and S Anwar2 1Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Abstract. This study aims to develop SETS-based colloidal system teaching materials through 4S TMD method to develop students creativity. Research method in this study was Richey s and Klein s development research consisting of design, development, and evaluation. This study was conducted until the step of design and development. The procedure used in the development step was the 4S TMD method at the selection and structuring steps. The selection step consisted of curriculum analysis, indicators development, international textbooks analysis, and identification of values or aspects of SETS integrated into the teaching materials of the colloidal system. The structuring step had been developed concept maps, macro-structures, and multiple representations. The results of the selection and structuring steps had been reviewed and validated by expert lecturers in chemistry education. The results showed that the teaching materials developed were in accordance with the curriculum, scientifically correct, there were skills developed, and the SETS aspects was in accordance with the phenomenon presented. Keywords: teaching material, colloidal system, SETS, 4S TMD PermaLink | Plain Format | Corresponding Author (Siti Marfuah)

562	ABS-416	4. Chemistry Education
Development of computer based two-tier multiple choice diagnostic test to identify misconceptions on chemical bonding G R Utami1*, H Firman2, and Nahadi2 1Pendidikan Kimia SPs, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2Departemen Pendidikan Kimia, Universitas Pendidikan Kimia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This research aims to find a computer-based two-tier multiple choice diagnostic test of student misconceptions on chemical bonding. The process of developing diagnostic test is conducted by: (1) analyzing student misconceptions on chemical bonding including analysis of the literature of previous journals and misconception books, (2) identification of concept targets, (3) analysis of student misconception through essay question given, and (4) the diagnostic questions compilation of a computer-based two-tier multiple choice misconception analysis result from related reference and essay test which given to student got ten general misconceptions. There are four materials which are ionic bonds, covalent bonds, metal bonds and coordination bonds. A computer-based of two-tier multiple choice diagnostic test on chemical bonding will be tested the effectivity by tested, misconceptions identification from feedback and re-tested again. Keywords: Computer based two-tier multiple choice diagnostic test, misconception, chemical bonding, PermaLink | Plain Format | Corresponding Author (Geby Riyanti Utami)

563	ABS-421	4. Chemistry Education
Analysis of Critical Thinking Ability in Electrolysis Problem Solving S Nuryanti1*, M Masykuri1, and E Susilowati1 1Program Studi Pendidikan Kimia Pascasarjana, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36 A, Jebres, Surakarta 57126, Jawa Tengah, Indonesia Abstract Abstract. Critical Thinking is needed in the 21st century to prepare vocational student to enter the workforce. This study concern on analyzing the ability of students in critical thinking skills on the subject matter of electrolysis. Samples were taken using purposive random sampling consisted of 32 students of grade X, SMK St. Mikael Surakarta in academic year 2017/2018. This study used descriptive method. The data were collected using tests and interviews regarding the subject matter of electrolysis. Based on the results, Interpretation students are getting some difficulties in solving problem in explanation 75,5 %, interpretation 56,3 %, conclution 54,5 %, self-regulation 55 %, analysis 50 % and evaluation 28,2 %. The average of students correct answer is 46,6 %. Thus the students critical thinking ability is still low. Keywords: Critical thinking, problem solving PermaLink | Plain Format | Corresponding Author (Sri Nuryanti)

564	ABS-681	4. Chemistry Education
Exploring high school teachers experiences of problem-based learning implementation on buffer solution F N Azizah*, M Rosbiono, and W Sopandi Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *farisanurazizah[at]gmail.com Abstract Problem Based Learning (PBL) as one of the innovative learning models designed to enable students to be actively involved in the process of obtaining information, knowledge and problem solving. This descriptive study aims to collect information of methods often used by teachers, and the implementation of PBL on buffer solution concept. The data source comes from 20 high school chemistry teachers of class XI. Data were collected using interview guidance instruments and then processed in accordance with research questions. The results showed that teachers often use lecturer method, and most teachers have not yet used the PBL model on buffer solution and do not know the proper syntax. These findings indicate how we need application of PBL on buffer solution concept. Keywords: Problem-based Learning, Buffer Solution PermaLink | Plain Format | Corresponding Author (Farisa Nur Azizah)

565	ABS-429	4. Chemistry Education
Analytical thinking skill profile and perception of pre service chemistry teachers in analytical chemistry learning I K Yulina1,2, A Permanasari1, H Hernani1, and W Setiawan1 1Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 20 Bandung 2Universitas Muhammadiyah Cirebon, Jl. Fatahillah, Watu Belah Cirebon Abstract Analytical Thinking is one of the HOT skills that is required in Analytical Chemistry learning. The purpose of this research is to portrait the profile of Analytical Thinking skills and perception of pre-service chemistry teachers towards learning. The aspects of analytical thinking skills is measured on using indicators developed by Marzano. The subjects in this study were 15 pre-service chemistry teachers, while the research data were collected through analytical thinking test instrument and questionnaire form. Further, the data obtained are were use as a basis for the development of analytical chemistry materials. The results showed that generally the analytical thinking skill of pre-service chemistry teacher is in the low category, with the average value of 63 (on 100 scale). Specifically, the tough stage from the highest are specifying, generalizing, analyzing errors, matching, and classifying. While the questionnaire results of pre service chemistry teacher toward Analytical Chemistry learning which got high, sufficient and low marks were the aspect of teaching materials; learning strategies, affective strategies, and cognitive strategies; the role of lecturers and material significance. Thus the role of lecturers and material significance is an aspect that must be developed to improve analytical thinking skills in the learning process. Keywords: Analytical Thinking Skill, Perception, Analytical Chemistry PermaLink | Plain Format | Corresponding Author (I K Yulina)

566	ABS-177	4. Chemistry Education
Recognizing students abilities to work through synthesis organic pathways L N Amsad1,2*), S Liliasari1,3, A Kadarohman1,3, and R E Sardjono1,3 1 Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2 Program studi Pendidikan Kimia, Jurusan Pendidikan MIPA, FKIP Universitas Cenderawasih, Jl. Abepura, Jayapura, Papua 99351, Indonesia 3 Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Student usually using organic synthesis organic pathways to completing the synthesis organic problems. It is important to the student to follow the role each pathways in synthesis organic compound. This study aims to recognize students abilities to work through synthesis organic pathways. This research is using descriptive method. The respondents of this research were 14 students from chemistry education department. The study used essay test to recognize each steps of organic synthesis. Data was from percentage of students answers in each steps. We use the non parametric differentiation statistics in this research to know the differences for each synthesis organic compounds. The result showed students used pathways of aldol condensation, acylation of benzene, and amine primary benzene is the same level of confidence.The result found that students a highest used steps in identify the structure of the compounds in synthesis organic and the lowest in the steps where students have to find the right reagent and conditions for the reaction, write a mechanism reaction, show the complete synthesize as the lowest used. Keywords: recognizing, students abilities, synthesis organic pathways PermaLink | Plain Format | Corresponding Author (Lusia Narsia Amsad)

567	ABS-440	4. Chemistry Education
Sharing and Jumping Task Design on Chemical Equilibrium Lesson for Improving Learning Quality at Senior High School Wina Nurningsari (a*), Asep Supriatna (b), Sumar Hendayana (b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *hermantowina21[at]gmail.com Abstract Lack of teacher anticipation of students responses lead to obstacles in a learning process which affect the quality of learning, therefore we need develop an innovation of learning design that has prediction of students response. The purpose of this research is to develop didactical design based on sharing and jumping task in chemical equilibrium calculation. Sharing task used to facilitate students slow learners with help fast learners. While jumping task used to challenge fast learners so they didnt feel bored in learning. The method used in this research is the Didactical Design Research (DDR), which consists of three stages: prospective analysis, metapedadidactical, and retrospective analysis. The developed didactical design was implemented at students of grade 11 of a senior high school in Bandung. Then the revised didactical design was implemented at another group of students of grade 11. Data was collected through observations, interviews, documentation, then the data is transcribed and analyzed. Based upon the result of the first implementation analysis it was found that the teacher still dominated the learning proses, but in the second implementation of the revised didactical design affected some changes in the learning process indicated some students have started to discuss actively Keywords: Quality learning; Didactical design; Sharing and jumping task; Chemical equilibrium lesson PermaLink | Plain Format | Corresponding Author (Wina Nurningsari)

568	ABS-443	4. Chemistry Education
How to Develop Teaching Material of Buffer Solution Based on SETS Dewi Puji Astuti (a*), Sjaeful Anwar (b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *dewipujia[at]student.upi.edu Abstract This study aims to develop teaching materials for the buffer solution based on Science, Environment, Technology, and Society (SETS) to improve the science process skills. The research method used is development research, while the method of development of teaching materials used is 4S-TMD. This article is the first part of the development of teaching materials that includes selection and structurization steps. In the selection step, developing the indicator accordance with the curriculum requirements, explaining the buffer concept using standardized textbook sources, and analyzing SETS that can be integrated with the buffer concept. In the structurization step was developed concept maps, macrostructures and multiple representations that connect between the level representations of macroscopic, submicroscopic, and symbolic. The results of the selection and structurization steps were evaluated by expert lecturers. The results show that the teaching materials developed are in accordance with the curriculum requirements, it has been ensured the scientific truth, the phenomena presented in accordance with SETS and concept maps, macrostructures, and multiple representations developed have been valid. The first part of the development of teaching materials that includes the selection and structurization steps results in a draft of teaching material for the buffer solution based on SETS. Keywords: Developmental teaching material; Buffer Solution; SETS; 4STMD PermaLink | Plain Format | Corresponding Author (Dewi Puji Astuti)

569	ABS-709	4. Chemistry Education
How do the pre-service chemistry teachers view about the nature of science and technology? I Gede Eka Darma Adiputra (a*), Ahmad Mudzakir (b), and Tuszie Widhiyanti (b) (a) Magister Pendidikan Kimia, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia *ekadarma[at]student.upi.edu (b) Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia Abstract This study is intended to explore the view of preservice chemistry teachers (PCT) about the nature of science and technology (NOST). This study is the second part of the Model of Educational Reconstruction (MER). 35 of PCT in in one of Chemistry Education Department in Midterm Indonesia participated to fill in the questionnaire about the view of NOST that has been modified from Tairab and Aikenhead. The PCTs view described and categorized as Realistic, Has Merit, and Naive. The results of the questionnaire suggest that many PCT were in Has Merit and few of them were in naive. It means that many PCTs views were not completely appropriate with the general view of science or technology but there were certain parts that fit the concepts and theories of science or technology. The results of this study will serve as a consideration in designing the instructional material at the third part of MER. Keywords: Model of Educational Reconstruction; Nature of Science and Technology; Pre-service Chemistry Teachers PermaLink | Plain Format | Corresponding Author (I Gede Eka Darma Adiputra)

570	ABS-712	4. Chemistry Education
How to develop student creativity through teaching materials of hydrocarbon SETS-based? F Hasanah and S Anwar Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia Abstract Abstract. This study aims to produce teaching materials of hydrocarbon SETS-based to develop student creativity through 4S TMD method. This article is the important part of the development of teaching materials that includes the selection and structuration steps. In the selection step, developing of indicators, explaining the concept of hydrocarbon using standardized textbooks sources, and developing student creativity and SETS aspects that can be integrated into hydrocarbon materials. Furthermore, in the structuration step, organizing concepts and materials into concept maps, macro structures, and multiple representations. The result of the two steps in the important part of this study produced a draft of SETS-based teaching material. Evaluation of the draft of teaching material has done by expert lecturers in the field of chemical education. The results show that the teaching material developed have been in conformity with the curriculum, scientifically correct, student creativity and SETS aspect is compatible with the subject matters, and concept maps, macro structures, multiple representations developed have been valid. Keywords: Development teaching material, Hydrocarbon, SETS, 4S TMD, Creativity PermaLink | Plain Format | Corresponding Author (fitriatul hasanah)

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