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61	Biology Education	ABS-190
Implementation of PjBL Learning Model combined with Genetics Project Guidebook II to Improve Biology Students Critical Thinking Skills Maya Agustin (a), Hikmah Buroidah (a), Wachidah Hayuana (a), M Iqbal Najib Fahmi (a), Hidayati Maghfiroh (a), Nindiana Choirunisa^ (a), Siti Zubaidah (a*), Susriyati Mahanal (a), Sulisetijono (a) a) Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Indonesia *siti.zubaidah.fmipa[at]um.ac.id Abstract Critical thinking is an intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information generated through observation, experience, reflection, reasoning, or communication as a guide for action. Critical thinking allows individuals to solve problems and observe problems from different perspectives. In the Genetics II course, students must be active in finding the main concepts of the material through observation, experimentation, making pictures, graphs, and tables, and communicating the results to others. This process is closely related to critical thinking skills. Therefore, applying the PjBL learning model combined with the project guidebook expected can empower critical thinking skills in the Genetics II course. This study aims to determine the effect of applying the PjBL learning model combined with the project guidebook on the critical thinking skills of Biology students of the State University of Malang. The research design was a pretest-posttest non-equivalent control group design involving 52 students taking the Genetics II course from April-Mei. Data on critical thinking skills were collected using eight essay questions. ANCOVA analysis was performed at a significance level of 0.5% to test the hypothesis. The results of data analysis obtained a significance value of 0.000, which means that there is an effect of the application of the PjBL learning model combined with the project guidebook on the critical thinking skills of biology students. The results showed a significant difference in students^ critical thinking skills in learning that started with PjBL+guide book and PjBL only. Furthermore, the experimental class reached the highest corrected average (PjBL+guidebook), 73.423, while the control class had a corrected average of 65.053. The presence of the project guidebook is intended to support the interaction process between students, lecturers, and lecturer assistants. Keywords: Critical thinking- PjBL learning- Genetics project guidebook Share Link | Plain Format | Corresponding Author (Siti Zubaidah)

62	Biology Education	ABS-191
The Effect of Reading Questioning Answering (RQA) on Metacognitive Skills of Biology Students Nindiana Choirunisa^(a), Hidayati Maghfiroh (a), Wachidah Hayuana (a), M Iqbal Najib Fahmi (a), Maya Agustin (a), Hikmah Buroidah (a), Deny Setiawan (a), Siti Zubaidah (a*) a) Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Indonesia *siti.zubaidah.fmipa[at]um.ac.id Abstract Metacognitive skills are one of the 21st-century skills that need to be empowered at various levels of education because they have an essential role in many international, multicultural, and interconnected patterns of people^s lives. In genetics learning, metacognitive skills have a role in supporting learning success. Learners with high metacognitive skills can manage their cognitive skills and know their weaknesses to make improvements for the following action. Learners need a learning model to support the empowerment of metacognitive skills through RQA (Reading, Questioning, Answering) learning model. This study aimed to determine the effect of implementing the RQA learning model in empowering students^ metacognitive skills. This research was conducted by pre-experimental method with research subjects of Biology students of FMIPA UM class of 2021/2022 who took the Genetics 2 course in semester 4. The group of students who took the Genetics 2 course consisted of 3 classes (102 students). Students^ metacognitive skills were measured through essay tests and assessed using the metacognitive skills rubric. Data from the research results were obtained from the average RQA value of students during one semester. We analyzed the research data through prerequisite tests and one-way ANOVA hypothesis testing. Based on the tests, it was found that a data normality significance value of 0.200 and a data homogeneity significance value of 0.695. Data normality showed more than 0.05, so the research data is normally distributed and homogeneous. The results of the research hypothesis test show a significant effect on students^ metacognitive skills taught by the RQA model with a significance value of 0.019. Furthermore, learning with this RQA model can be used as alternative learning that empowers thinking skills, including metacognitive skills. Keywords: Metacognitive skills- RQA model- Genetics 2 course Share Link | Plain Format | Corresponding Author (Siti Zubaidah)

63	Biology Education	ABS-192
The Effect of Project Based Learning-Assisted Genetics 1 Project Guide Interactive E-book on Students^ Scientific Reasoning Skills Hikmah Buroidah (a), Maya Agustin (a), Wachidah Hayuana (a), M Iqbal Najib Fahmi (a), Hidayati Maghfiroh (a), Nindiana Choirunisa^ (a), Siti Zubaidah (a*), Susriyati Mahanal (a) a) Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Indonesia *siti.zubaidah.fmipa[at]um.ac.id Abstract Scientific reasoning skills are essential abilities in decision-making to avoid panic behaviour while increasing critical thinking skills. Project-based learning can empower scientific reasoning skills among students by presenting content within authentic projects. This study aims to determine the effect of a project-based learning-assisted genetics 1 project guide interactive e-book on the empowering reasoning skills of Biology students at the Faculty of Mathematics and Natural Sciences, State University of Malang. The study involved 63 students who were taking the Genetics 1 course. The research method was quasi-experimental with a nonequivalent control group pretest-posttest design. The instrument used to measure scientific reasoning is a test consisting of five questions whose validity and reliability are known well. Indicators of scientific reasoning consist of abilities in these aspects: (1) argumentation or topic selection- (2) knowledge, research, and views- (3) methodology- (4) analysis- and (5) conclusions, limitations, and implications. The data obtained were then analyzed descriptively and continued with one-way ANCOVA. The results showed a significant difference in students^ reasoning in learning that started with PjBL+e-books and PjBL only. Furthermore, the experimental class reached the highest corrected average (PjBL+E-book), 83.204, while the control class had a corrected average of 57.522. Therefore, the PjBL model-assisted e-book can be used as an effort to empower students^ scientific reasoning. Keywords: Scientific reasoning skills- The PjBL model assisted e-book- Interactive E-book Share Link | Plain Format | Corresponding Author (Siti Zubaidah)

64	Biology Education	ABS-193
Analysis of Scientific Writing Skills through Practice Activities in Genetics Laboratory Courses Wachidah Hayuana (a), Hikmah Buroidah (a), Hidayati Magfiroh (a), Maya Agustin (a), Nindiana Choirunisa^ (a), M Iqbal Najib Fahmi (a), Deny Setiawan (a), Siti Zubaidah (a*) a) Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Indonesia *siti.zubaidah.fmipa[at]um.ac.id Abstract Scientific writing skills are the ability to write ideas, opinions, and research results to other parties through written language. Scientific writing skills or research reports are needed for a career in science or education. Therefore writing skills need to be developed systematically. The genetics course has been designed to develop scientific writing skills by providing a research project on Drosophila melanogaster. This study aims to analyze students^ skills in writing project reports for genetics II courses at the State University of Malang. This study uses a pre-experimental post-test-only research method using a practicum assessment rubric from February to July. Overall, writing skills obtained in compiling genetic practicum reports are included in the sufficient category. Students have good categories in writing titles and objectives, writing tools and materials, writing work procedures, and making observation tables. In addition, students have sufficient categories in formulating problems, writing on a theoretical basis, and writing in discussions. However, based on the research results, it is necessary to improve further, especially in writing the formulation of the problem, theoretical basis, and discussion. Keywords: Scientific writing skills- Writing project reports- Genetic practicum Share Link | Plain Format | Corresponding Author (Siti Zubaidah)

65	Biology Education	ABS-194
Revealing the Profile of Undergraduate Students^ Understanding of Mendelian Inheritance Concepts Hidayati Maghfiroh (a), Wachidah Hayuana (a), M Iqbal Najib Fahmi (a), Hikmah Buroidah (a), Maya Agustin (a), Nindiana Choirunisa^ (a), Deny Setiawan (a), Siti Zubaidah (a*) a) Department of Biology, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Indonesia *siti.zubaidah.fmipa[at]um.ac.id Abstract Advances in genetics information and complex genetics phenomena encourage undergraduate students to understand Mendelian inheritance concepts comprehensively. However, understanding the Mendelian inheritance concepts is still one of the most challenging topics for undergraduate students. This study aims to reveal undergraduate students^ understanding of the concepts of Mendel^s first law and Mendel^s second law. This research consists of two stages, namely (1) the development of Mendelian Inheritance Concepts Assessment (MICA) and (2) a qualitative descriptive study to investigate the understanding of Mendel^s law concepts of undergraduate students taking the Genetics I course at Universitas Negeri Malang. Furthermore, the data obtained were analyzed using the percentage technique using Microsoft Office Excel for Windows and interpreted with NVivo12 software. First, the results showed that the MICA test instrument was valid and reliable, so we used it to describe the understanding of Mendelian inheritance for undergraduate students. Second, the results showed that undergraduate students understood Mendel^s first law at the partial level and Mendel^s second law at the fragments level. This finding indicates that understanding Mendel^s second law is more complicated than Mendel^s first law. More seriously, many students have difficulties understanding the principles of Mendel^s law, determining model organisms of Mendel^s law, and compiling chromosome reconstructions of Mendel^s law. Thus, the results can be the basis for improving the quality of the process and assessment of genetic learning at the university. Keywords: Mendelian inheritance concepts- Difficulties understanding- Mendel^s law Share Link | Plain Format | Corresponding Author (Siti Zubaidah)

66	Biology Education	ABS-196
The Relationship of Creative Thinking Skills and Collaboration with Cognitive Learning Outcomes in the Plant Physiology Course Using the Problem-based Learning Model Maria Rosalia I Anggur1, Herawati Susilo1, Balqis1, Frida Kunti Setiowati1, Maisuna Kundariati1, Rahel Natalia1 Jurusan Biologi FMIPA Universitas Negeri Malang, Jawa Timur, Indonesia Abstract The purpose of this study was to examine the relationship between creative thinking skills and collaboration to cognitive learning outcomes in the Plant Physiology course using the PBL model. Research method using correlation research. The subjects in this study were undergraduate students from the Department of Biology who participated in the Plant Physiology course. Class B with a total of 33 people. The results showed creative thinking skills and collaboration with cognitive learning outcomes with an effective contribution of 0,477 or 47,7%. Instruments in the form of tests and data were analyzed using path analysis, it is known that creative thinking skills and collaboration have a direct influence on cognitive learning outcomes of 0,227 or 27,7%, and the remaining 0,723 or 72,3% which were not examined by researchers in this study, such as style. learning, learning motivation and the effect of learning during and offline, but have an impact on cognitive learning outcomes Keywords: Relationships, Creative Thinking, Collaboration Skills, Cognitive Learning Outcomes, PBL Share Link | Plain Format | Corresponding Author (Maria Rosalia Ijung Anggur Mey)

67	Biology Education	ABS-201
Development of Microplastics Pollution E-Module in Sengguruh Reservoir to Improve Problem-Solving Skills, Environmental Attitudes, and Students^ Environmental Behavior Eka Aghnia Syarif,1, c) Agus Dharmawan,1, b) and Sueb Sueb1, a) Universitas Negeri Malang Abstract The purpose of this research is to produce an e-module of microplastics pollution in the Sengguruh Reservoir based on Problem-based Learning (PBL) that meets the requirements of validity and practicality. This research is a research & development that adapts the Lee & Owen development model. The subjects in this study were two lecturers of material experts and teaching materials experts of the Department of Biology, State University of Malang, one biology teacher of SMAN 1 Gondanglegi, 27 students of class X MIPA SMAN 1 Gondanglegi, and 26 students of class XI MIPA SMAN 1 Gondanglegi. Collecting data using a questionnaire and analyzed quantitatively and qualitatively. The percentage results of the validity of the e-module according to the material expert validator are 100% with a very valid category, the percentage of the validity of the e-module according to the validator of media and teaching materials experts is 100%, and the percentage of the validity of the e-module according to biology education practitioners is 95.56%. The criteria for the practicality of the e-module according to the teacher is 98.09%, and according to the students it is 93.40%. Keywords: e-module, validity, practicality, problem-based learning Share Link | Plain Format | Corresponding Author (Sueb Sueb)

68	Biology Education	ABS-206
Developing Written Communication Skills in the Application of PBL Muh. Syahriridani,1, a) Herawati Susilo,1, b) and Ibrohim,2 Frida Kunti Setiowati3, c) Universitas Negeri Malang Abstract Digitalization in the era of the industrial revolution 4.0 makes human work easier and faster. Digital technology is massively used to build relationships between human beings in all parts of the world. Relationships are built through messages in the form of electronic mail that can be sent anytime and anywhere instantly. One of the skills needed to convey messages via electronic mail is written communication skills. There are three aspects of written communication skills that can be assessed, namely organizational patterns, selection of appropriate content, and clarity of language and conciseness of writing. The purpose of this study was to train student^s written communication skills through the application of problem-based learning (PBL) in the Plant Physiology course. The number of samples used were 30 students from the 2020 odd semester at the Department of Biology, State University of Malang. The results of data analysis showed that the average score of student^s written communication skills increased from the initial test to the final test in the aspects of using the pattern of writing organization by 15.22%, providing appropriate content by 14.89%, and clarity and conciseness by 13.56%. Students improve their written communication skills from the initial test in the low category to the final test in the medium category, with details of 19 students on the aspect of using the pattern of writing organization, 19 students on the aspect of providing appropriate content, and 18 students on the aspect of clarity and conciseness of writing. The ability of students in writing is very dependent on understanding concepts and the ability to process information in the problem solving process in learning. Keywords: Physiology Course, Problem-Based Learning, Written Communication Skill, Share Link | Plain Format | Corresponding Author (Muh. Syahriridani)

69	Biology Education	ABS-207
Validity and Practicality of the Environmental Management E-Module Containing PBL-Based Local Wisdom of the Angkola Sangkunur Community Abdul Rasyid Fakhrun Gani,1, b) Sueb Sueb,1, a) and Utami Sri Hastuti1, c) Universitas Negeri Malang Abstract This study aims to analyze the validity and practicality of the PBL-Based Environmental Management E-Module. The method in this research is descriptive quantitative. The validity test was carried out with the assessment of material experts, teaching materials experts, and field practitioners of ethnoviology courses. The practicality test was carried out with individual trials by students (3 people), small group trials (10 people), and field trials (15 people). The result of this research is that the e-module is implemented for students of the Department of Biology, FMIPA, Medan State University. The result of this research is a product in the form of an environmental management e-module containing the local wisdom of the Angkola Sangkunur community which is in accordance with the achievements of the ethnobiology course, namely the management of living things and the environment by the local community. The product is valid with details of the validity value, namely 100 by validators of ethnobiological material experts, 89 by validators of media and teaching materials experts, and 98 by field practitioners. The product is practical with the details of the practicality value of 89.75 by field practitioners, namely ethnobiology lecturers at UNIMED and 87.24 by students taking ethnobiology lectures at UNIMED. In conclusion, e-module is valid and practical to use. Keywords: e-module, environmental management, practicality, validity Share Link | Plain Format | Corresponding Author (Sueb Sueb)

70	Biology Education	ABS-208
Video-based Microteaching to Facilitate the Basic Teaching Skills of Preservice Biology Teacher Reni Marlina (a,b), Hadi Suwono (a*), Chokchai Yuenyong (c), Ibrohim (a), and Hamdani (b) a) Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia * hadi.suwono.fmipa[at]um.ac.id b) Biology Education Study Program, Teacher Training, and Education Faculty, Tanjungpura University, Indonesia c) Science Education Program, Khon Kaen University, Thailand Abstract The use of network technology has been used in recording teaching abilities. The implementation of video is a tool that can access teacher competencies classically, but those that can accommodate peer and mentor feedbacks are still rarely reported. This study uses the action research method with stages namely planning, implementation, and reflection. The implementation process is synchronized by viewing 10 to 15 minutes of peer-teaching video recordings. The implementation of microteaching is carried out in three cycles. Thirty-two teacher candidates who attended microteaching participated in this study. The instrument used is a questionnaire that has been validated by three learning evaluation experts. Once valid and reliable, the instrument is used by prospective teachers after teaching practice. The findings indicate that prospective biology teachers are satisfied with the peer assessment activities. Participants consider video recording a valuable medium to gather input and suggestions more quickly. Video playback of recorded teaching exercises also plays an essential role during synchronous discussions. Another finding was that video recordings did not provide significant benefits in describing the acceptance of the model teacher after commenting on the video or replying to input and suggestions from colleagues. Furthermore, the quality of videos and the competence of prospective teachers in recording the learning process needs to be improved because preservice teachers often fail to document student learning activities such as collaboration and discussion processes Keywords: Video-based Microteaching- Basic Teaching Skills- Preservice Biology Teacher Share Link | Plain Format | Corresponding Author (Reni Marlina)

71	Biology Education	ABS-210
Analysis of The Level of Problem Solving Skills on The Environmental Change Material of Students at SMAN 1 Singosari Asry Ine^s1b), Agus Dharmawan1a*), Sueb1c) Departement of Biology, Faculty of Mathematics and Sciences, State University of Malang Abstract Problem solving skills are students^ skills in using available information to determine what to do in a given situation. Problem solving skills refer to the effort required by students in determining solutions to problems at hand. This skill is very important for students considering they are now living in an increasingly complex world. Problem solving skills are very important in the application of environmental change materials because overcoming environmental problems must be solved with solutions that are effective in solving problems. This research is a survey research that aims to determine the level of problem-solving skills in the environmental change material of students at SMAN 1 Singosari, Kab. Malang. The population in this study were students of class X SMAN 1 Singosari which consisted of 7 classes with a sample of 32 students. The sampling technique used is simple random sampling. The data collection technique uses a rubric about problem solving skills that refers to Greenstein (2012). The data were analyzed by descriptive quantitative, namely calculating the scores obtained from the answers. The results showed that the level of problem solving on the material of environmental change of students was in the low category with an average of 70.8 which means that the problem solving skills of students at SMAN 1 Singosari need to be improved. used to solve student problems with low because in the learning process the material of environmental change does not contain contextual problems and occurs in the surrounding environment and learning models that teachers have not been able to improve students^ problem solving skills. Keywords: Problem Sollving Skills, The Environmental Change Material Share Link | Plain Format | Corresponding Author (Asry Ines)

72	Biology Education	ABS-226
Finding Misconceptions about Virus and COVID-19 topics in Biology textbooks used by high school students as portrays of online learning during the outbreak Refsya Aulia Fikri (1a*), Hadi Suwono (1b), Herawati Susilo (1c) 1) Biology Department, Faculty of Mathematics and Sciences, Universitas Negeri Malang, Jl. Semarang No. 5, Sumbersari, Malang, East Java, 65145, Indonesia Abstract Students use teaching resources to learn content taught by the teacher. Easy to access teaching resources help students get them. The COVID-19 pandemic has transformed online learning. After textbooks are hard to get, there is no trustworthy digital version. Pandemic biology students are likely to have misconceptions. Misconceptions are caused by teaching materials with invalid content, the lack of digital versions of teaching resources, and teachers limited inventive teaching. This study aimed to identify conceptual flaws in online teaching materials on Viruses and COVID-19 at a public high school in Padang City, West Sumatra. 20 Biology teachers and 1,120 class X MIPA students surveyed used 4 textbooks and 1 teaching module for online learning. Based on 5 indicators of textbook misconceptions, most teaching materials misidentified scientific concepts, obsolete concepts, and overgeneralized concepts to viruses and COVID-19. Keywords: Misconception, Biology Textbooks, COVID-19 Share Link | Plain Format | Corresponding Author (Refsya Aulia Fikri)

73	Chemistry Education	ABS-1
Microscale Kit: Practical Tool for Secondary School Chemistry Experiments Nur Farhana Jaafar*, Noor Haida Mohd Kaus, Nor Hasniza Zulkepli, Mazidatulakmam Miskam, Rohana Adnan* School of Chemical Sciences, Universiti Sains Malaysia 11800 Penang Malaysia *nurfarhana[at]usm.my- r_adnan[at]usm.my Abstract Microscale kit have been developed by the microscale chemistry team from School of Chemical Sciences, Universiti Sains Malaysia (USM) with the aim (i) to integrate microscale approach into the secondary school chemistry curriculum as well as (ii) to provide science teachers a new alternative to teach chemistry at school. The microscale kit was initiated to engage the students in teaching and learning activities to increase their interest and understanding of chemistry concept using smaller scale apparatus. The kit requires less chemicals and this helps in reducing the cost of conducting chemistry experiments in schools. The transfer of knowledge from staff of School of Chemical Sciences, USM to the secondary school communities was conducted through demos to teachers and hands-on sessions with students. Based on the feedbacks and positive responds from teachers and students from schools around Penang and Kedah, microscale kit provides solution to affordable teaching tool to students and teachers. Teachers and students appreciate how difficult science concepts can be taught using this kit and how it helps to improve the student^s understanding. Teachers also find the fact that the experiments can be conducted in the class or anywhere as very positive as in most cases, schools have limited facilities as well as limited budget. Besides, the kit requires very small amount of chemicals, so reaction is generally faster, and this gives the students the chance to do the experiment themselves. We hope that the engagement between USM as higher education institution and schools will be able to provide solution to our national problem that is to increase the number of students choosing science subjects to be a developed country. Keywords: Chemisty experiment- microscale- STEM Share Link | Plain Format | Corresponding Author (DR NUR FARHANA JAAFAR)

74	Chemistry Education	ABS-4
The Effect of Chemistry Learning based on Differentiated Science Inquiry to Enhance Students^ Critical Thinking Sherly Putri Utami 1,a), Ramlawati 2,b), Nursina Sya^bania 3,c), Muh. Alham Satnur 2,d) 1) Celebes Global School, Bau Mangga Street, Makassar 90231, Indonesia 2) State University of Makassar, A.P. Pettarani Street, Makassar 90222, Indonesia, 3) IKIP Muhammdiyah Maumere, Maumere 86118, Indonesia Abstract Applying The 2013 Curriculum to improve students^ critical thinking skills still faces difficulties. Teacher did not pay attention to students^ initial ability in drawing up the lesson plan because they draw up it just to fulfill the administrative obligations. Learning materials based on differentiated science inquiry model has been developed so this study aims to determine whether there is the effect of chemistry learning based on the differentiated science inquiry model to improve students^ critical thinking. According to descriptive analysis, the N-Gain of the control class is 0.613 with medium category while the experiment class got 0,783 with high category. The N-Gain analysis of students^ critical thinking in each stage is in the high category where students of demonstrated, structured, guided, and self-directed inquiry got N-Gain as much as 0.737- 0.754- 0.801- 0.844. According to the inferential analysis, the data was not normal and homogeny distributed. The hypothesis was tested by Mann Whitney and showed that the significance is 0.00 > 0.05 means the chemistry learning based on DSI model has an effect to improve students^ critical thinking. Keywords: differentiated science inquiry- students^ critical thinking Share Link | Plain Format | Corresponding Author (Sherly Putri Utami)

75	Chemistry Education	ABS-5
Analysis of Student Mental Model Using Four-Tier Diagnostic Test On Electrolyte and Non-Electrolyte Hayuni Retno Widarti and Nafi^ Wahyu Hayati Universitas Negeri Malang Abstract This study aims to determine students^ mental models in transforming the concept of electrolyte and non-electrolyte solutions. The research method used a qualitative descriptive research approach with a sample of 72 students of SMA Negeri 10 Malang. Data collection uses a four-tier diagnostic test instrument. The results showed that the percentage of students^ mental models were 8.61% of students answered scientifically (scientific), 30% of students answered partially correct (synthetic), and 61.3% of students answered not scientifically or just guessing ( initials). The mental model that students have is still limited to low basic knowledge about electrolyte and non-electrolyte solution materials. The causes of the formation of students^ mental models are influenced by internal and external factors. Internal factors come from students, namely: (1) students^ inability to understand the basic nature, (2) wrong reasoning, and (3) students^ incomplete understanding of the phenomena studied. External factors come from outside students such as: (1) learning is still not effective, (2) lack of media utilization, and (3) not being able to invite students to solve problems related to everyday life Keywords: Student mental model, electrolyte and non-electrolyte solutions, test four-tier diagnostic Share Link | Plain Format | Corresponding Author (Hayuni Retno Widarti)

76	Chemistry Education	ABS-7
Lecturer^s Perception on Case-Based Learning in Higher Education Citra Ayu Dewi (a), Sri Rahayu (*b), Muntholib (c), Parlan (d) (a) Chemistry Education, Universitas Negeri Malang, Jalan Semarang 5 Malang, Jawa Timur, Indonesia 65145 (a) Chemistry Education, Universitas Pendidikan Mandalika, Jalan Pemuda No.59A Mataram, Indonesia 83125 (b,c, d) Chemistry Education, Universitas Negeri Malang, Jalan Semarang 5 Malang, Jawa Timur, Indonesia 65145 Abstract According to the independent campus learning curriculum, Case-Based Learning is one of the recommended learning models for use in learning. Implementing the learning process in higher education has different characteristics from implementing learning in schools. Lecturers are required to develop learning models that can produce aspects of problem-solving skills. One of the most critical problems in the teaching and learning process in Higher Education is the inability and lack of creativity of lecturers to find ways to make learning more creative and fun. To determine the extent of students^ understanding of a material taught in the teaching and learning process, lecturers must give assignments to students. Projects can be done with the Case-Based Learning (CBL) strategy. The purpose of this study is to evaluate lecturers^ perceptions of Case-Based Learning in Higher Education. This research was conducted in a qualitative descriptive design involving 167 State and Private Universities Lecturers as respondents. This research uses a survey method through an online Google form as an instrument for collecting data. The results of the analysis show that: a) the level of lecturers^ perception of Case-Based Learning strategies in higher education based on the most demographic data on the female sex in the age group of 41-45 years and the age group of 46 years and over the age- b) lecturers^ perceptions of Case-Based Learning strategies in higher education from six aspects as a whole are in the moderate category- c) lecturers^ responses on the relevance of Case-Based Learning strategies to the demands of skills in the 21st century are very positive. Thus, it is recommended for lecturers to apply more Case-Based Learning strategies in lectures so that they can improve student skills in the 21st century. Keywords: Perception, CBL, Higher Education Share Link | Plain Format | Corresponding Author (Citra Ayu Dewi)

77	Chemistry Education	ABS-14
The Development of Teaching Materials Based on Conceptual Understanding, Chemical Representation, and Representation Competence on Chemical Kinetics Materials Ion Wijaya (a), Herunata (b*), Oktavia Sulistina (c), Nazriati (d) Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia *herunata.fmipa[at]um.ac.id ionwijaya69[at]gmail.com Abstract Chemistry, especially the chapter of reaction rates, studies the composition of matter, changes in matter, basic laws, and abstract concepts. The reaction rate chapter is considered difficult by students so that a source and learning media are needed to make it easier for students to learn it. One of the sources and learning media is teaching materials. Teaching materials have an important role because they are tools to achieve learning objectives. Therefore, new reaction rate teaching materials need to be created to accommodate abstract concepts. These concepts can be described by chemical representation, then explained through representation competence. Based on the description above, this study aims to 1) develop valid and appropriate Teaching Materials for Chemical Kinetics Based on Understanding Concepts, Chemical Representation, and Representation Competence, and 2) analyze the validity and legibility tests of the developed teaching materials. The research and development design used is the define stage, design stage, develop stage, and disseminate stage which refers to the 4-D model by Thiagarajan et al (1974). However, the disseminate stage was not carried out due to time and cost consideration. The results of the validation of teaching materials obtained an overall average value of 93.5% with a very valid category. Meanwhile, the results of the legibility test of teaching materials obtained an overall average value of 87.5% with a very decent category. Based on the results of the research conducted, it is known that the teaching materials developed are categorized as very feasible with few revisions to be used. Following up on the research conducted, this teaching material can be further developed to the develop stage. Keywords: Teaching Materials, Chemical Concepts, Chemical Representation, Representation Competence Share Link | Plain Format | Corresponding Author (Ion Wijaya)

78	Chemistry Education	ABS-20
THE INNOVATIVE GEOMETRIC SHAPE OF THE VORTEX FINDER AND THE EFFECT OF TEMPERATURE ON FLOW VELOCITY, PERFORMANCE, AND EFFICIENCY IN SQUARE CYCLONES Abdul Basit (1), Mohamad Said Kartono Tony Suryo Utomo (1), Eflita Yohana (1), Kwang-Hwan Choi (2) 1. Department of Mechanical Engineering, Diponegoro University, Jl. Prof. Sudharto, SH, Semarang 50275, Indonesia 2. College of Engineering Pukyong National University, 365 Sinseon-Ro, Nam-Gu, Busan 608-739, Republic Of Korea Abstract Cyclone is one of the equipments that is widely used for the process of separating particles from a fluid flow. Cyclone separators have a simple construction design, low operating costs, and the ability to adapt to high pressure and temperature conditions, so they are widely used in the industrial world. The performance of a cyclone can be seen from the efficiency of particle collection and pressure drop. The Computational Fluid Dynamic (CFD) method is a widely used reference in problem-solving because it is cheap and faster. This study examines the effect of the different geometry of the vortex finder shape on the performance of a square cyclone to increase the separation efficiency of a square cyclone. Four different vortex finder shapes, Standard Vortex (SV), Convergen Vortex (CV), Divergen Vortex (DV), and Convergen Divergen Vortex (CDV) will be simulated to assess the impact of gas temperature on square cyclone performance on the velocity flow field, cyclone performance, temperature distribution, and heat transfer. RSM turbulence model is used to simulate fluid flow. The Eulerian-Langrangian approach was chosen to predict the phase movement of the particles. The trajectories of particles in the stream are tracked individually using the DPM method. Inlet temperature (from 293 to 700 K). The simulation results show that using the Convergen Divergen Vortex (CDV) form increases the efficiency of square cyclone separation while producing an increase in pressure drop. Using the Convergen Divergen Vortex (CDV) shape is useful for reducing the size of the pieces by 50%. This is because the incoming airflow experiences centrifugal force in the vortex finder area thereby increasing efficiency and increasing pressure drop in square cyclones. Keywords: CFD, Square Cyclone, Vortex Finder, Pressure Drop, Efficiency Share Link | Plain Format | Corresponding Author (Abdul Basit)

79	Chemistry Education	ABS-24
The potency of Cooperative Integrated Reading and Composition for building self-regulated learning of chemistry students Cyndi Yanis Saputri, Habiddin Habiddin Department of Chemistry, Universitas Negeri Malang, Malang, Indonesia 65145 Abstract In this study, we explored the effect of the Cooperative Integrated Reading and Composition (CIRC) approach on students^ regulated learning in colligative properties of solution. This experimental study involved two groups of students (control and experiment) from a public senior high school in East Java, Indonesia. We found that self-regulated learning of students with CIRC is higher, implying a potency of this approach to be applied to other chemistry topics. The implication of this study for teaching colligative properties of solution is also discussed. Keywords: Cooperative Integrated Reading and Composition (CIRC), Self Regulated Learning, colligative properties of solution Share Link | Plain Format | Corresponding Author (Cyndi Yanis Saputri)

80	Chemistry Education	ABS-26
The Effect of Natural Materials Experiment Method and Guided Inquiry Learning Model on Students Learning Motivation Lutfiah Nur Hidayati*, Antuni Wiyarsi, Jaslin Ikhsan 1Chemistry Education, Faculty of Mathematics and Natural Science, State University of Yogyakarta, Sleman, Daerah Istimewa Yogyakarta, Indonesia 55281 *lutfiahnur.2021[at]student.uny.ac.id Abstract Learning is carried out to achieve learning objectives, one aspect that can influence is learning motivation. Learning motivation can be increased by experiment learning methods and guided inquiry models. This study aims to analyze the effect of natural materials experiment methods and guided inquiry models on increasing learning motivation. This research was conducted in June 2022 at Muhammadiyah Pakem Senior High School which is located on the slopes of Mount Merapi in 11 students of class XI and colloid material that interacts a lot with life. Data collection technique was using a learning motivation questionnaire and the analysis was carried out using descriptive statistical analysis and t-test with SPSS. The results show that there is an influence of natural materials experiment methods and guided inquiry models on students^ learning motivation. Keywords: Natural materials experiment- Guided inquiry- Learning motivation Share Link | Plain Format | Corresponding Author (Lutfiah Nur Hidayati)

81	Chemistry Education	ABS-32
The Effect of PDCA Metacognitive Learning Strategy (Preparing, Doing, Checking, Assessing and Following-Up) on Students^ Metacognitive Knowledge and Higher-Order Thinking Skills on Redox Reaction Topic Hilda Rizky Akmalia, Parlan Parlan UNIVERSITAS NEGERI MALANG Abstract Higher-order thinking skills help students to apply their knowledge to act according to their role in society. Based on the results of the Trends in International Mathematics and Science Study (TIMSS) which measures the student^s higher-order thinking skills, it shows that Indonesian students^ thinking skills level is very alarming. Therefore, efforts are needed to improve students^ higher-order thinking skills through classroom learning. This study aims to determine: (1) the effect of implementing PDCA metacognitive learning strategy on metacognitive knowledge and higher-order thinking skills of high school students, (2) the relationship between metacognitive knowledge and higher-order thinking skills of students. This research was conducted using a quasi-experimental design with pretest and posttest treatments. The research participants were 10th-grade students in a high school in Malang, Indonesia. Data was collected through higher-order thinking skills test instruments and the Metacognitive Awareness Inventory (MAI) questionnaire. The data analysis technique used is quantitative analysis. The results of this study showed that PDCA metacognitive learning strategy influences students^ higher-order thinking skills. It improves students^ higher-order thinking skills more effectively than an expository learning strategy. However, the effect of metacognitive strategy on students^ metacognitive knowledge can^t be determined. This study also found no relationship between metacognitive knowledge and students^ higher-order thinking skills. Keywords: PDCA metacognitive learning strategy, metacognitive knowledge, higher order thinking skills, redox reaction Share Link | Plain Format | Corresponding Author (Hilda Rizky Akmalia)

82	Chemistry Education	ABS-33
The Effectiveness of Blended Learning-Guided Inquiry Model on Chemical Literacy in Electrolyte and Non-Electrolyte Solutions Sumari (a), Bilqis Rahma Kinanthi (a), Laksmi Purnajanti (b) a) Chemistry Department, Faculty of Mathematics and Natural Science, Universitas Negeri Malang. b) SMAN 2 Malang Abstract Due to COVID-19, the entire learning process must be held online. Online learning activities during the COVID-19 pandemic could affect students^ literacy skills if the learning is not optimally carried out. One of the learning models that can be applied to support students^ chemical literacy is the guided inquiry learning model. The purpose of this study was to determine the effectiveness of the guided inquiry learning model on chemical literacy of high school students on electrolyte and nonelectrolyte material in 10 grade SMA Negeri 2 Malang. The research type is a quasi-experimental. The design in this study used a pretest-posttest control group design. The subjects of this study were students of SMAN 2 Malang, grade X MIPA-2 as the control group and grade X MIPA-3 as the experimental group. The experimental group was given guided inquiry learning, while the control group was given expository learning. The chemical literacy test instrument adapted from the instrument developed by Zaidah. The results of the chemical literacy test are used to determine the chemical literacy ability and scientific attitude of students. Data were analyzed using Mann Whitney test through SPSS 25 for Windows. The results showed that: 1. There is no significant difference in increasing chemical literacy skills, 2. The effectiveness of guided inquiry learning in electrolyte and nonelectrolyte material is in the medium category with a score of 0.2227. Keywords: guided inquiry, chemical literacy, electrolyte and nonelectrolyte Share Link | Plain Format | Corresponding Author (Sumari Sumari)

83	Chemistry Education	ABS-35
DEVELOPMENT OF CHEMICAL TEACHING MATERIALS BASED ON CONCEPT UNDERSTANDING, CHEMICAL REPRESENTATION, AND REPRESENTATION COMPETENCY ON ACID AND BASE MATERIALS FOR STUDENTS IN HIGH SCHOOL CLASS XI Herunata (a*), Roudlotul Jannah (b) Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Malang, East Java, Indonesia Abstract Acidic and alkaline chemicals that are abstract make this material difficult for students to understand and study. Then it takes a source and learning media that can accommodate these difficulties, one of which is teaching materials. In teaching materials, abstract concepts can be illustrated with chemical representations and explained through representation competence. Based on the description above, this study aims to (1) develop and produce chemistry teaching materials based on conceptual understanding, chemical representation, and decent representation competence and (2) analyze the validity and readability tests of the teaching material products that have been developed. The development model used in this study is the 4-D (four D) model by Thiagarajan et al (1974) which consists of define, design, develop and disseminate. However, the disseminate stage was not carried out due to time and cost constraints. This study uses quantitative and qualitative data types. Quantitative data were obtained from the calculation of the average and the percentage of validation results and readability on a Likert scale. While the qualitative data are in the form of comments and suggestions from validators and students. The instruments used are validation questionnaire sheets and readability test questionnaires. The developed teaching material products were validated by two validators consisting of a lecturer and a chemistry teacher. Quantitatively, the results of the validation of teaching materials are 93%, while the results of the readability test of teaching materials are 87%. Based on the percentage score of the validation and readability test results, the teaching materials that have been developed are included in the valid and very feasible criteria, and follow-up research can be carried out by developing further to the disseminate stage which is used to test the effectiveness of teaching materials. Keywords: Teaching Materials, Concept Understanding, Chemical Representation, Representation Competence, Acid and Base Share Link | Plain Format | Corresponding Author (Roudlotul Jannah)

84	Chemistry Education	ABS-38
The Effectiveness of Applying Flipped Classroom Learning Models to Improve Students^ Cognitive Understanding of AKM Redox Materials and Students^ Critical Thinking Sumari (a), Ezra Marsudhi Rakhmad Kristya (a), Bilqis Rahma Kinanthi (a) Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Malang Abstract Since the Covid-19 pandemic, online learning has been implemented to change learning outside the network. The purpose of this study is to determine the effectiveness of the Flipped Classroom learning model on the cognitive abilities of high school students in the redox material of grade 10 SMA Negeri 1 Lawang. This type of research is experiments. The experiment class uses the Flipped Classroom learning model, while the expository learning model in the control class. To find out the influence of the learning model, pretest and posttest tests are carried out on students. The test results were then tested using the Paired t test on SPSS 25 for windows. The test results of this study are: 1. the effectiveness of the Flipped Classroom learning model as an improvement in students^ cognitive abilities is better than the expository learning model, 2. The effect size of the Flipped Classroom learning model has a low category with a score of 0.425. Keywords: Flipped Classroom, cognitive, expository, redox Share Link | Plain Format | Corresponding Author (Sumari Sumari)

85	Chemistry Education	ABS-44
Analysis of the Students Conceptual Understanding of Chemical Bonding with Four-tier Diagnostic Test Rosyidah Syafaatur Rohmah,1, a) Nikmatin Sholichah,2, b) Yunilia Nur Pratiwi3, c) and Rizki Nur Analita4, d) 1) Department of Chemistry Education, Universitas Billfath, Lamongan, Indonesia. 2) Department of Physics, Universitas Billfath, Lamongan, Indonesia 3) SMA Ar-Rohmah Islamic Boarding School, Malang, Indonesia 4) Department of Chemistry Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia Abstract Chemical bonding was one of the concepts that were considered difficult by students because of its abstract nature. Students^ conceptual understanding could be different from each other. So that analysis was needed to determine students^ conceptual understanding. The purpose of this study was to investigate basic chemistry students^ conceptual understanding of chemical bonding. This study used a descriptive research design with 20 basic chemistry students of Universitas Billfath. Students^ conceptual understanding was determined by a four-tier diagnostic test, CBDT (Chemical Bonding Diagnostic Tool). The result showed that only 20,94% of students fully understand, 19,06% of students partially understand, 10,94% of students didn^t understand, and 49,06% of students had misconceptions about chemical bonding. Keywords: chemical bonding, conceptual understanding, four-tier diagnostic test Share Link | Plain Format | Corresponding Author (Rosyidah Syafaatur Rohmah)

86	Chemistry Education	ABS-55
Development of Short Learning Videos for Stoichiometry Materials on Komunitas Pintar Features in the Aku Pintar App Ghea Ovilia (a*), Lutvianto Pebri Handoko (b), Suharti Suharti (a) a) Departement of Chemistry, State University of Malang Jl. Semarang No. 5, Malang *gheaovilia[at]gmail.com b.) Aku Pintar Indonesia Jl. Letjen S. Parman No.1, Jakarta Abstract The increased usage of online learning applications indicates that the use of technology becomes a common need in learning process. Learning videos are a feature that exists in every online learning application however the existing videos mostly have duration of up to 20 minutes which generally are not played entirely by learners followed. The Aku Pintar learning application with the Komunitas Pintar feature a new concept in learning videos with a duration of approximately 60 seconds. This research and development intended to develop short-duration learning videos for Stoichiometry material on the Komunitas Pintar feature in the Aku Pintar application and examine its feasibility from chemists, teachers, and student point of views. The development was done refers to the 4D model until the development stage. However the last D was not carried out yet. The feasibility test was carried out through a validation questionnaire by two media experts and two material experts, while the trial was carried out on twenty-seven high school/MA class XI students who had taken stoichiometry material. The results showed: (1) the percentage of media feasibility of 88.90% which was categorized as very feasible category (2) the percentage of stoichiometry material feasibility test results in media of 96.50% which was categorized as very feasible category, and (3) the percentage of trial results is 85.69% with the very feasible category. Keywords: short learning videos- stoichiometry- aku pintar app Share Link | Plain Format | Corresponding Author (Ghea Ovilia)

87	Chemistry Education	ABS-62
Development of Teaching Materials Based on Understanding Chemical Concepts, Chemical Representations, and Representational Competence on Salts Hydrolysis and Buffer Solutions Wahyu Ade Dwi Anugra (a), Herunata(a*) Universitas Negeri Malang Abstract Excellent learning holds up by good teaching materials. Chemistry teaching materials with good quality contain all conceptual and representation aspects. The material for hydrolysis of salt and buffer solution is difficult for students so learning media sources are needed to make it easier for students to understand the material. Learning materials for hydrolysis of salt and buffer solutions will be more effective and efficient if students learn to use teaching materials developed by the teacher. Therefore, the aims of this research were to 1) Develop teaching materials for hydrolysis of salt and buffer solutions based on understanding chemical concepts, chemical representations, and representational competence and 2) Determine the feasibility of teaching materials on salt hydrolysis and buffer solutions based on understanding chemical concepts, chemical representation, and representational competence. The research method used was a research and development method with a 4-D development model that is limited to three stages, namely defining, designing, and developing stage. The research instruments used were a validation questionnaire worksheet and a readability test. The outcome of this research and development was a teaching material product that refers to the 2013 curriculum syllabus. This product was verified by two validators consisting of one Chemistry lecturer at the State University of Malang and one Chemistry teacher. The overall validation results showed an average percentage of 87% which means that the product was very valid. The product readability test was carried out on 25 students of MAN 1 Pasuruan, the average percent of eligibility was 91% means very feasible criteria. Therefore, this teaching material has the potential to enter a further stage in a limited-scale or wide-scale trial so that it is ready to enter the dissemination stage. Keywords: teaching materials, understanding chemical concepts, chemical representation, representation competence Share Link | Plain Format | Corresponding Author (Wahyu Ade Dwi Anugra)

88	Chemistry Education	ABS-63
Analysis of Undergraduate Chemistry Students^ Argumentation Skill on Reaction Rate Concept Putu Anindita Widhiya Putri (a), Sri Rahayu (a)*, Hayuni Retno Widarti (a), and Yahmin Yahmin (a) (a) Chemistry Department, Faculty of Mathematics and Science, Universitas Negeri Malang, Jl Semarang no 5 Malang, Indonesia 65245 *sri.rahayu.fmipa[at]um.ac.id Abstract Students^ participation in scientific argumentation activities demonstrates the validity of the concepts they learned. Scientific argumentation skill is an important support for students to become scientifically literate citizens. They must be able to think critically and to collaborate with others to solve complex problems. Therefore, research to measure students^ scientific argumentation skill is necessary to conduct. This study aims to identify the argumentation skills of undergraduate chemistry students. Subjects are 25 university chemistry students at a public university in Indonesia. The students^ argumentation skills were collected through a scientific argumentation skill test (Cronbach^s alpha r= 0.807) which consisted of 5 items: 3 semi structured questions and 2 open-ended argumentation questions related to the topic of chemical reaction rates. Based on the test results, 125 responses were obtained, coded, tested for interrater reliability, and analyzed descriptively. The findings show that most of the students (17 students & 72% of the total responses) were only able to argue by including evidences to support their claim without providing a strong explanation or identifying the limitations of the problem. Another interesting findings were also discovered, showing that students^ capacity to draw conclusions was still lacking as 54 responses (43.2 %) were found to contain false claims. This finding needs to be followed up to identify the position of students^ conceptual understanding regarding the topic of chemical reaction rates, because students may: (a) understand the concept but are unable to evaluate the conditions given to the problem so that they are wrong in drawing conclusions, (b) do not understand the concept, or even (c) experiencing the alternative concept. Another implication is the need to integrate argumentation in learning, such as designing and implementing argumentation-based learning strategies. Keywords: argumentation skills, chemistry, reaction rate Share Link | Plain Format | Corresponding Author (Putu Anindita Widhiya Putri)

89	Chemistry Education	ABS-66
The Effectiveness of Application of the Flipped Classroom Learning Model Assisted by Edpuzzle Media as an Alternative for Limited Face-to-face Chemistry Learning Mukhamad Nurhadi*- Septia Pandia Pahangestu- Sri Lestari Chemistry Education, Mulawarman University Ma Pahu St., Samarinda City, East Kalimantan Abstract The government issued a policy to change the online learning system which lasted almost 2 years to a limited face-to-face learning system. This decision is considered important to prevent learning loss which is one of the disadvantages of face-to-face (online) learning systems. Students consider online learning to be boring, the learning outcomes of MAN 1 Samarinda students obtained from the average daily test score during online learning are 68.27 and fall into the incomplete category based on the KKM, which is 75. Therefore, appropriate learning alternatives are needed, one of which is Flipped Classroom. This study aims to determine the effectiveness of the flipped classroom learning model in limited face-to-face chemistry learning. The population in this study was class X IPA and the sample of this study was class X IPA Session 1 as many as 54 students who participated in limited face-to-face learning. The sampling technique used cluster random sampling. This research method is a pre-experimental research design with one group pretest-posttest design. Data collection used tests in the form of pre-test and post-test as the main data, student response questionnaires, teacher and student activity observation sheets, student activity observation sheets at home and student activity observation sheets as supporting data. Data analysis used N-Gain test and effect size test. The results showed that the flipped classroom learning model was effectively used in limited face-to-face chemistry learning with the average learning outcomes included in the complete category based on the KKM, namely 75, and the N-Gain value included in the medium category. The level of effectiveness of the flipped classroom learning model is very strong. Keywords: Effectiveness- Flipped Classroom- Limited Face-to-face Learning Share Link | Plain Format | Corresponding Author (Septia Pandia Pahangestu)

90	Chemistry Education	ABS-67
Development of Chemistry Learning Videos on Covalent Bond Material. Anita Setiawati, Mukhamad Nurhadi, Farah Erika Universitas Mulawarman Abstract This research was motivated by the difficulties of students in covalent bonding material during. Research on the development of learning video media on covalent bonding material is very necessary as one of the learning media that can be used by students. The development model used in this study is the Alesi & Trolip model with 3 stages (Planning, Design, Development) and each stage has 3. Based on the results of the validity test with material experts, media experts and practitioners, the percentages were 86.40 percent, 93.78 percent and 85.71 percent with very valid criteria. Based on the results of the reliability test by material experts and media experts, the percentages were. Learning video research can be continued to the pilot stage for students to determine the level of practicality and effectiveness of covalent bond learning videos. Keywords: Learning Video, Learning Difficulties, Covalent Bonds. Share Link | Plain Format | Corresponding Author (Anita Setiawati)

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