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91	Chemistry Education	ABS-68
Computational Method for Organic Chemistry Class: Finding an Accurate and Time-Efficient Theoretical Level for Modelling Benzene and Nitrobenzene Nitration Reaction Mechanism Luthfan Irfana, Muhammad Khaffin Suhaimi, Budi Arifin Department of Chemistry, Faculty of Mathematics and Natural Sciences, IPB University, Tanjung Street, IPB Darmaga Campus, Bogor, West Java, 16680 Abstract The organic reaction mechanism is challenging for most students of organic chemistry undergraduate courses. However, most students often find it hard to imagine how a reaction^s elementary step may occur in 3D space. Computational chemistry with the Nudged Elastic Band (NEB) method enabled one to build a 3D reaction mechanism model relatively quickly. NEB devises minimum energy paths (MEP) between a pair of given reactant and product geometry. In addition to the calculation^s thermodynamics and kinetics profile prediction, the optimized MEP can also be animated using standard molecular visualization software. To get accurate results, one often needs to employ time-consuming computations, rendering this approach inefficient for a class or assignment framework. This study aims to evaluate the computation time and accuracy of NEB implementation with B3LYP-D3, HF-3c, and PBEh-3c theoretical levels in predicting the rate-limiting step of benzene and nitrobenzene nitration. MEP from PBEh-3c NEB calculation can predict the most recent mechanism version of benzene nitration through three reaction intermediates with good geometries and the most time-efficient calculation. Nevertheless, the thermodynamics and kinetics profiles from PEBh-3c NEB calculation are somewhat higher than the more accurate M06-2x result reported elsewhere. Within the framework of class assignment in an undergraduate organic chemistry course, PBEh-3c is highly potential to be applied. General steps to obtain results reported here will be used as animated tutorial video in the Physical Organic Chemistry course at the Undergraduate Chemistry Program, Department of Chemistry, Faculty of Mathematics and Natural Sciences, IPB University. Moreover, the obtained 3D animations may also be used to enrich lecture presentation materials. Keywords: organic chemistry, reaction mechanism, aromatic nitration, computational chemistry, NEB, PBEh-3c, physical organic chemistry class, video Share Link | Plain Format | Corresponding Author (Luthfan Irfana)

92	Chemistry Education	ABS-71
HOW THE PERSPECTIVE ON STEM EDUCATION OF TEACHERS OF ISLAMIC SCHOOLS DIFFER FROM THOSE OF GENERAL SCHOOLS? Salamah Agung, Dila Fairusi, Umi Khoerunnisa, Ponty Mira Santika UIN Syarif Hidayatullah Jakarta Abstract In Indonesia, Islamic schools are one of the biggest religious schools. Yet, most schools are called as general schools. STEM education has been widely well known in Indonesian schools, both Islamic and general schools. However, many research has found that implementing STEM education is quite challenging, especially when teachers do not acquire sufficient understanding on STEM. This study aims at exploring chemistry teachers^ perspective on STEM and further identifying the different perspective of teachers of Islamic schools and general schools on the STEM education. Using both qualitative and quantitative data, this research found that in general teachers have positive perspective on STEM. Teachers of the Islamic schools perceive STEM more on the theoretical approach while teachers of the general schools concern on the need to implement the STEM education. The results of this study suggest that while STEM education has been perceived positively by the teachers, further actions need to be taken seriously as to how the STEM can be implemented in teaching and learning process. Further study is needed to develop a model of STEM learning that can be applied in both schooling systems. Keywords: STEM Education, Islamic Schools, Indonesian schools, Chemistry teachers Share Link | Plain Format | Corresponding Author (Salamah Agung)

93	Chemistry Education	ABS-73
The Application of DLPCA-Blended Learning Strategy in Chemistry Education Nur Candra Eka Setiawan(a,b*) and Mohd Shafie Rosli (a) a)School of Education, Universiti Teknologi Malaysia, Malaysia. b)Departement of Chemistry, Faculty of Mathematics and Science, Universitas Negeri Malang, Indonesia *nur.setiawan.fmipa[at]um.ac.id Abstract The COVID-19 pandemic has caused all learning in Indonesia to be carried out online. For more than a year the learning was carried out online. Here, we present a description of online learning conducted for undergraduate students of Chemistry Education at the Department of Chemistry, Universitas Negeri Malang on reaction rate practicum material. The blended learning strategy consisted of five stages known as Discover, Learn, Practice, Collaborate, and Assess (DLPCA). Under the DLPCA strategy, the asynchronous part of teaching was done with video recordings which are shared in the learning management system under the name SIPEJAR to allow students to learn at their own pace. The synchronous part of the teaching was done using a video conferencing platform in the form of Google Meet. The DLPCA strategy was presented and discussed with students before being implemented. The analysis of teaching and learning experiences based on two indicators (i) student learning experience , and (ii) student academic achievement, showed that DLPCA had a positive impact on students. The challenges identified were the stability of the internet connection and hands-on learning experiences in understanding laboratory tools. Instructors must also find ways to increase their interactions with students and maintain student interest and engagement during online classes. The survey also shows that most of the students are satisfied with the DLCPA strategy. Therefore, this strategy is considered a manageable that can be adapted to full online instruction for other Bachelor of Chemistry Education courses. Keywords: DLPCA- Blended Learning Share Link | Plain Format | Corresponding Author (Nur Candra Eka Setiawan)

94	Chemistry Education	ABS-78
Software and Tools in Online Chemistry Class and Experimental Activities During Covid-19 Pandemic: A Systematic Literature Review Nathasya Imanuella1, a) and I Wayan Redhana1, b) 1Department of Chemistry, Universitas Pendidikan Ganesha, Singaraja 81116 Indonesia a) Corresponding author: nathasyaimanuella[at]gmail.com b)wayan.redhana[at]undiksha.ac.id Abstract The COVID-19 outbreak had transformed the chemistry learning from physical class to online class. The alteration in class method could be challenging for several instructors, particularly those who were not aided with technological advancements and adequate training. One of the challenges was the selection of software and tools used in online lectures as well as online experiments class. Herein, we present a systematic literature review with the PRISMA model from two databases regarding the software and tools many researchers used in chemistry learning during COVID-19 pandemic. The particular steps of laboratory activities and students^ perspectives towards these learning tools were also incorporated in the results and discussion. At the end of the review, we provide the promising directions of learning tools for future chemistry learning too. Keywords: chemistry education, online learning, software, tools, experiments Share Link | Plain Format | Corresponding Author (Nathasya Imanuella)

95	Chemistry Education	ABS-81
Development of Science Process Skills Test on Salt Hydrolysis for Eleventh Grade Students Eka Puspita Kartika Sari, Fauziatul Fajaroh, Yahmin Yahmin, Yudhi Utomo, Muntholib Muntholib UM Abstract This study aims to develop a multiple-choice science process skill test on salt hydrolysis for eleventh graders that is valid and reliable. The development was carried out in five stages: literature review, items development, expert judgment, pilot study, and finalization of the instrument. The expert judgment involved four experts who had more than 10 years of chemistry teaching experience. While the pilot study involved 150 students of eleventh grade. The initial product of the science process skill test consists of 28 items. The analysis shows that the content validity index (CVI) of the test is 0.9 with the criteria of almost perfect. The pilot study shows that all items are valid with the difficulty level of low 2 items, moderate 25 items, and high 1 item. The final form of the multiple-choice science process skills test on salt hydrolysis for students of eleventh grade consists of 28 valid items with the Cronbach^s Alpha reliability of 0.891. These results indicate that the developed multiple-choice science process skills test is eligible to be used in the assessment of students^ science process skills. Keywords: Sains Process Skill- Test Instrument- Salt Hydrolysis Share Link | Plain Format | Corresponding Author (Muntholib Muntholib)

96	Chemistry Education	ABS-82
Analysis of Scientific Literacy of Balikpapan City Eleventh Grade Students on Chemical Equilibrium Muntholib Muntholib, Lia Nur Hidayah, Eli Khusmawardani, Yahmin Yahmin, Yudhi Utomo UM Abstract Scientific literacy reflects the individual^s knowledge of science and technology and his ability to use this knowledge to understand and explain science-related phenomena in his capacity as a reflective citizen. This study aims to analyze the scientific literacy of eleventh-grade students of Balikpapan City on Chemical Equilibrium. This study applies to a survey research design. The instrument of this research is a scientific literacy test on Chemical Equilibrium which consists of 25 valid items with a Cronbach Alpha reliability coefficient of 0.889. The analysis results show that the average scientific literacy score on the chemical equilibrium of Balikpapan City 11th-grade students is 78.89%, in the category of high. At the level of scientific literacy domains, the average content knowledge score is 78.92% (high category)- procedural knowledge is 66.35% (medium category)- epistemic knowledge is 82.49% (high category)- competence to explain phenomena scientifically is 81.69 (high category)- the ability to evaluate and design scientific inquiry is 77.57% (high category)- and the ability to interpret data and evidence scientifically is 76.97 (high category). These show that the scientific literacy instruction in Balikpapan City is generally reasonable. However, the respondent^s procedural knowledge, competence in exploring scientific data and evidence, and competence in interpreting scientific data and evidence were less convincing. The implication of this research is the students^ learning experiences in the practice of scientific inquiry need to be improved. Keywords: Scientific Literacy, Scientific Literacy Framework, Chemical Equilibrium Share Link | Plain Format | Corresponding Author (Muntholib Muntholib)

97	Chemistry Education	ABS-90
Analysis Of Students Mental Model Using Four-Tier Diagnostic Test On Electrolyte And Non-Electrolyte Solutions Hayuni Retno Widarti (a*). and Nafi Wahyu Hayati (b) a) State University Of Malang Jalan SemarangNo. 5, Malang 65145, Indonesia *hayuni.retno.fmipa[at]um.ac.id b) Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Malang Abstract An abstract. This study aims to determine students^ mental models in transforming the concept of electrolyte and non-electrolyte solutions. The research method uses quantitative with a sample of 72 students of SMA Negeri 10 Malang. Data collection using a four-tier diagnostic test instrument. The results showed that the percentage of students^ mental models were 9% of students answered scientifically (Scientific), 29% of students answered partially correct (Synthetic), and 62% of students answered not scientifically or just guessed (Initial) presented. in the form of a pie chart. The mental model that students have is still limited to low basic knowledge about electrolyte and non-electrolyte solution materials. Keywords: Student mental models, electrolyte and non-electrolyte solutions, four-tier diagnostic tests Share Link | Plain Format | Corresponding Author (Nafi Wahyu Hayati)

98	Chemistry Education	ABS-91
IMPLEMENTING LEARNING CYCLE 5E WITH A COGNITIVE CONFLICT STRATEGY TO REDUCE MISCONCEPTION ON BUFFER SOLUTION TOPIC Hayuni Retno Widarti (a), Arini Setyaningrum (b) Department of Chemistry, Faculty of Mathematic and Natural Sciences, Universitas Negeri Malang hayuni.retno.fmipa[at]um.ac.id Abstract This research aimed to reduce misconceptions and improve students^ comprehension by implementing Learning Cycle 5E with a cognitive conflict strategy on buffer solution topic. The research applied a quasi-experiment and pretest-posttest control group as the research design. It was also taken place in SMAN 10 Malang using 2 classes as the samples: XI MIPA 2 and XI MIPA 4. The research data were taken from the pretest and posttest, and it used the privity analysis test, hypothesis test, and misconception degree analysis to analyze the data. As the control class, the research finding of XI MIPA 2 elaborated that there was a misconception degree of 42% and concept comprehension of 48%. Meanwhile, the research finding on XI MIPA 4 as the experimental class showed a misconception degree of 27% and concept comprehension of 65%. The test result of Mann Whitney also showed the difference in learning results on the posttest. The test result of N-gain indicated a score of 37% in the control class and 57% in the experimental class. It revealed that the improvement of learning results in the experimental class is more significant than control class. The implemantation of Learning Cycle 5E with cognitive conflict strategy can reduce amount of 30% misconceptions while the implementation of Learning Cycle 5E reduced amount of 11% misconceptions. Keywords: learning cycle 5E- Misconception- Cognitive conflict strategy- Buffer solution topic. Share Link | Plain Format | Corresponding Author (Arini Setyaningrum)

99	Chemistry Education	ABS-96
THE EFFECT OF METACOGNITIVE LEARNING STRATEGIES PDCA (PREPARING, DOING, CHECKING, & ASSESSING AND FOLLOWING-UP) ON STUDENT METACOGNITIVE ABILITIES, SCIENCE PROCESS SKILLS, AND COGNITION LEARNING RESULT OF STUDENTS OF 11th GRADE IN SMAN 1 BLITAR ON ACID AND BASE SOLUTION TOPIC Parlan, P- Prakasa, Yana Fajar Universitas Negeri Malang Abstract One of the chemistry material taught to 11th grade science student is acid and base solutions. Student often have difficulty learning on these topic because the learning is dominated by discourse and memorization learning. Metacognitive abilities is an important factor in the learning process. The application of the PDCA metacognitive strategy (MS-PDCA) in the learning process is to help students to improve metacognitive abilities to understand the abstract concepts in acid and base solution subject. The purpose of this research is: (1) to determine the feasibility of MS-PDCA and expository learning- (2) to know the level of metacognitive abilities, science process skilsl, and cognition learning result of students in the class that taught with MS-PDCA and expository strategies- (3) to know the influence of PDCA metacognitive strategies on student metacognitive abilities, science process skills, and cognition learning result- and (4) to know whether or not the relationship between metacognitive abilities and science process skills of students, the relationship between metacognitive abilities and cognition learning result of students, and the relationship between science process skilss and cognition learning result of students. The results of this research showed that: (1) the implementation of the learning process in the PDCA metaconitive class is 96.97% and the expository class is 97.61% with a very good category- (2) metacognitive abilities in the class of PDCA metacognitive strategy for the low category is 9.375%, medium 62.5%, and high 84.375%, while in the class of expository strategy for the low category is 9.375%, medium 84.375%, and high 6.25%. The science process skills in the class of PDCA metacognitive strategy for the very low category is 3.125%, low 6.25%, medium 21.875%, high 34.375%, and very high 34.375%, while in the class of expository for the very low category is 6.25%, low 9.375%, medium 43.75%, high 34.375%, and very high 6.25%. The cognition lea Keywords: PDCA metacognitive learning strategies, metacognitive abilities, science process skills, cognition learning result, acid and base solutions Share Link | Plain Format | Corresponding Author (Yana Fajar Prakasa)

100	Chemistry Education	ABS-110
Can Chemical Literacy Skill on Ionic Covalent Bonds Topics be Improved with E-Cartoon? Samudra Mutiara Hasanah(a), Oktavia Sulistina (a*), Wilda Aulia Rohmah (a), M Iqbal Najib Fahmi (b), Mochammad Zakaria (c) a) Chemistry Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia, 65145 b) Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia, 65145 c) Art and Design Department, Faculty of Letters, Universitas Negeri Malang, Indonesia, 65145 Abstract Recently, the level of scientific literacy skill is urgent subject of sustainable development goals. A possible way to achieve the goals of sustainable development is improve the quality of education. The use of characters cartoon in learning process can be a solution to improve students^ scientific literacy, especially chemical literacy skill. This study aims to develop e-cartoon media on the ionic covalent bonds topics and knowing the feasibility e-cartoon to improve chemical literacy skills. The development of media used the RnD method with the ADDIE (analysis, design, development, implementation, evaluation) approach. The feasibility of this e-cartoon media is based on the results of validation e-cartoon media that obtained a value of 91.67% which is included in the very feasible category, material validation obtained a value of 91.58% which is included in the very feasible category, and students^ perceptions got a value of 89.76% which is included in the very feasible category. Pre-test and post-test were also conducted on small group trials of 22 High School Students to know chemical literacy skill and students^ score after use e-cartoon which were analysis used the paired sample T test. This research shows that pre-test mean score 71.3636 and the post-test score is 88.6364. Meanwhile, analysis of paired sample t-test show the significance value 0.000 (<0.005) meaning that there was a significant difference between pre-test and post-test scores on chemical literacy aspect. Therefore, e-cartoon was very feasible to be implemented on the ionic covalent bonds topics and there was an effect on students^ chemical literacy skills. Keywords: E-cartoon- Chemical literacy- Ionic covalent bonds Share Link | Plain Format | Corresponding Author (Samudra Mutiara Hasanah)

101	Chemistry Education	ABS-128
Profile of Student^s Practicum Skill in Oxidation-Reduction Reactions Topics Using Student E-Worksheet Based on Chemicals at Home Febri Saputri (a*), Antuni Wiyarsi (b), Jaslin Ikhsan (c), Eli Rohaeti (d) Departement of Chemistry Education, Faculty of Mathematics and Natural Science, Yogyakarta State University, Yogyakarta, Indonesia *febrisaputri.2021[at]student.uny.ac.id Abstract The Covid-19 has been arriving in Indonesia in the 2020 had an impact on learning process, one of which was practicum activities. Thus, this research aimed to describe the profile of student^s practicum skill in Oxidation-Reduction Reactions Topics using Student E-Worksheet Based on Chemicals at Home. This research uses observation method. The research is conducted towards 15 of tenth grade students in Budi Mulia Dua senior high school, Yogyakarta, Indonesia, at the last of the first semester of academic year 2021/2022. The data was collected using observation sheet which was developed based on practicum skill dimension consist skill in using tools, manipulating materials, interpreting, classifying, and communicating. The data was analyzed descriptively quantitative. The results showed the average percentage of students in practicum skills are using tools (80%), manipulating materials (90%), interpreting (66%), classifying (86%), and communicating (86%). Overall, students^ practicum skills were in the good category ie. 81,6%. The activity of practicum using Student E-Worksheet Based on Chemicals at Home received a good category and students gave a positive response during the learning process. Therefore, teachers need to innovate the learning process to improve student^s practicum skill. Keywords: Practicum Skill, Learning Process, Oxidation-Reduction Reaction, E-Worksheet, Chemicals at Home Share Link | Plain Format | Corresponding Author (Febri Saputri)

102	Chemistry Education	ABS-134
Students^ Critical Thinking Skills Using HOTS Based Assessment On pH Calculation Ika Farida Yuliana, Fina Faizah*, Fatayah, Rendy Priyasmika Chemistry Education, Faculty of Teacher Training and Education, University of Billfath YPP Al Fattah, Siman, Sekaran, Lamongan *finafaizah10[at]gmail.com Abstract One of the Indonesian government^s efforts to meet the 21st century skills of students is to implement the Curriculum of 2013. According to the Ministry of Education and Culture (2019:2) in the HOTS writing guide book states that, in the context of 21st century learning, students must learn and master essential skills including critical thinking. on problem solving, creative and innovative thinking, collaborating and communicating effectively which are higher order thinking skills. Familiarizing students to think critically makes students able to analyze a problem that occurs in society so that they can produce an idea or way to solve these problems and make students more courageous and not easy to depend on others to help them in solving these problems. This research is a qualitative research with the type of case study research and uses the analysis method of Miles and Hubermen. The research subjects in this study were students of class XI A and XI B MA Fathul Hidayah Pangean, with total 42 students. The results showed that the critical thinking skills of MA Fathul Hidayah Pangean students in class XI A and XI B were 42 students classified as low with an average percentage of 26.80%. Judging from the 5 aspects of critical thinking as a whole, it is relatively low. This is because students are not used to solving HOTS-based questions so that even though in mastering the pH calculation material they can understand the material shown by excellent learning outcomes with a percentage of 82.7%, but when faced with HOTS questions, student learning outcomes become 44.3 % with medium criteria. This resulted in students^ critical thinking skills are also still low. Keywords: HOTS- Critical Thinking- Assessment- 21st Century Skills Share Link | Plain Format | Corresponding Author (Fina Faizah)

103	Chemistry Education	ABS-137
Virtual Laboratory of Thin Layer Chromatography Putri Rismawati1 Habiddin Habiddin*,1 Irma Kartika Kusumaningrum1 Department of Chemistry, Universitas Negeri Malang, East Java, Indonesia 65145 Abstract Abstract. This paper highlights the development of a virtual laboratory for the thin layer chromatography (VL-TLC) experiment. The VL-TLC has been validated and confirmed to help teach thin layer chromatography laboratory. Feedback from the analytical chemistry staff was used as the basis to improve the quality of the product. Chemistry students provided positive feedback towards the VL-TLC and admitted that the software is practical and user-friendly. Keywords: Learning Media- Virtual Laboratory- Thin Layer Chromatography Share Link | Plain Format | Corresponding Author (Putri Rismawati)

104	Chemistry Education	ABS-143
Assessing Higher Order Thinking Skills of the 21st Century Learners Using Socio-scientific Issues as A Context Sri Rahayu Chemistry Department, Faculty of Mathematics & Science, Universitas Negeri Malang, Jl. Semarang no 5, Malang Indonesia 65145 Abstract We enter a rapid profound change in the 21st century. Every aspect of education from preschool to post-secondary education is focused on preparing citizens with 21st century competencies. Higher order thinking skills (HOTS) and scientific literacy, among the 21st century competencies, should be taught and these two competencies have been a major goal of science education nowadays. So, teachers should not only be capable of using innovative teaching strategy that is in line with contemporary theory/philosophy of learning, but they should assess their students using HOTS-oriented instruments that promote the development of learners^ HOTS and scientific literacy. Although studies confirm the importance of teachers in developing students^ HOTS as an effort to prepare students for future challenges, some obstacles have been found, such as (1) teaching strategies that engage students^ HOTS are rare- (2) teachers^ understanding of HOTS is still relatively limited- (3) teachers still have difficulty in developing instruments to measure students^ HOTS. Classroom science assessments generally consist of asking students to recall information- (4) although teachers believe that they are assessing HOTS, they are not. It is strongly recommended, however, that assessments should test higher order as well as lower order thinking. To assess the 21st learners, the assessment should reflect the characteristics of 21st century issues or problems that could trigger students^ higher-order thinking. In chemistry education, especially, teaching and learning should be based on chemistry subjects that are relevant to students^ lives and represent authentic relevant issues. Socio-scientific issues and problems faced by 21st learners are considered appropriate and relevant to be incorporated into the HOTS assessment. This paper, then, discuss: (1) how higher order thinking skills can be defined in terms of transfer (Bloom taxonomy), critical thinking, and ill-structured problem solving- (2) wh Keywords: assessment, critical thinking, higher order thinking skills, problem solving, socio-scientific issues Share Link | Plain Format | Corresponding Author (Sri Rahayu)

105	Chemistry Education	ABS-183
Instrument Test of Scientific Argumentation Skills Using Socio-Scientific Issues as A Context on The Topic of Electrolyte, Non-electrolyte and Acid-base Solutions Oktavia Sulistina, Rucira Pavita Kusumawardani, and Lathifah Di Veryan Universitas Negeri Malang Abstract Scientific argumentation is an important skill for students to acquire. assessment instruments can function as learning, which can develop and support students^ metacognition, so that it can help improve their learning outcomes. The purpose of this research was to produce instrument test of scientific argumentation skills using socio-scientific issues as context for the topic of electrolytes, non-electrolytes, and acid-base solutions. The research used the ADDIE research and development model. The results obtained were in the form of an instrument for assessing scientific argumentation skills in the form of an open and closed description test, which consists of 5 questions, equipped with a question grid, question instructions, completion instructions, test items, answer keys, and assessment guidelines. The results of product validation showed that 1) the feasibility value of the instructions for using the questions reaches 85% with a very feasible category- 2) the value of the feasibility of the appearance and layout of 86.6% with a very decent category- 3) the feasibility value for the feasibility assessment guideline was 70% with a feasible category- and 4) the results of the feasibility test on the items, was is known that four items are in the very feasible category and one item is in the feasible category. The test instrument was tested on 35 high school students whose results showed that the five items were valid and reliable. The conclusion was that the product can be widely used to assess the quality of students^ scientific argumentation skills. Keywords: Scientific argumentation- socio-scientific issue- chemistry Share Link | Plain Format | Corresponding Author (Oktavia Sulistina)

106	Chemistry Education	ABS-215
Chemistry students understanding of Lewis Structure, Molecular Geometry & Symmetry: A Cross-Sectional Study of 1st, 2nd & 3rd Year Chemistry Students Habiddin Habiddin, Lilla Farizka Chemistry Department, Universitas Negeri Malang Abstract Most chemical concepts are abstract, hierarchical, and constructed from elementary to complex concepts. If students grasp the initial concept in line with the new concept linked to create a new concept structure, the new concept will be associated effectively. Lewis structure, molecular geometry, and molecular symmetry have a hierarchical idea, so the difficulty in understanding Lewis structure and molecular geometry will impact their comprehension of symmetry material. This study attempts to characterise and determine the relationship between students^ knowledge of Lewis structure, molecular geometry, and molecular symmetry in the first, second, and third years of chemistry students. The instrument was relevant short questions on the three topics. The data were evaluated using nonparametric statistics, especially the Kruskal Wallis difference test and the Spearman Rank correlation test. We found a distinction between the level of student lectures and the comprehension of Lewis Structure, Molecular Geometry, and Symmetry concepts. Furthermore, there was a positive correlation between the level of student lectures and the comprehension of the material. Keywords: understanding chemical concepts, cross-sectional study, chemistry student Share Link | Plain Format | Corresponding Author (Habiddin Habiddin)

107	Chemistry Education	ABS-217
The Development of Critical Thinking Skills Test on Reaction Rate For 11th Grade Students Ismiatul Zaroh, Ridwan Joharmawan, Muntholib UM Abstract As one of the learning outcomes of the 2013 Curriculum, one of the curricula currently applicable in Indonesia, critical thinking skills require an assessment instrument. The reaction rate topic has factual, procedural, and conceptual knowledge related to critical thinking skill components. The study at to develop a valid and reliable critical thinking skills test on reaction rate. The study applied research and development design. The development of the test was carried out in five stages, namely (1) literature review, (2) development of items, (3) expert judgment, (4) pilot study, and (5) finalization of the instrument. The pilot study involved 199 public senior high school students in Malang City. The final product of the instrument consists of 10 valid items of critical thinking skills test on reaction rate with Cronbach^s Alpha reliability coefficient of 0.756. This indicates that the test instrument produced by this research and development can be used to assess students^ critical thinking skills on reaction rate. Keywords: critical thinking skills, reaction rate, eleventh grade students Share Link | Plain Format | Corresponding Author (Muntholib Muntholib)

108	Chemistry Education	ABS-219
First-Year Prospective Chemistry Teachers^ Competencies in Developing SSI-Oriented Chemistry Learning Videos with Controversial Issues in ESD Dina,1, a) Sukisman Purtadi,1, b) and Rr. Lis Permana Sari,1, c) 1) Chemistry Education Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia Abstract Socio Scientific Issue (SSI) in chemistry learning is an important issue that develops in society and is conceptually related to chemistry. With the rapid openness of technology and communication, many issues are separated in society that is not necessarily scientifically proven. Many of these controversial issues relate to aspects of the economic, social, and environmental dimensions that are part of education for sustainable development (ESD). As prospective chemistry teachers, students are expected to be able to examine the latest issues from a chemistry angle, build analytical skills in responding to sustainable development challenges as part of responsible citizens, and develop learning media such as video. This study aims to describe: (1) the ability of prospective chemistry teachers to analyze the validity of society^s view related to controversial issues in SSI based on chemistry concepts, (2) the ability of prospective chemistry teachers to analyze aspects of ESD in SSI, (3) the ability of prospective chemistry teacher in developing media in the form of SSI learning videos with controversial issues in ESD. A descriptive method was conducted for this study. Data was collected through worksheets about SSI and ESD, portfolios, and final product assessment sheets. The participants included 53 first-year prospective chemistry teachers in the Chemistry Education Department, Universitas Negeri Yogyakarta, Indonesia. The data analysis result indicated that first-year prospective chemistry teachers^ competencies in analyzing issues in SSI were in a moderate category- analyzing aspects of ESD were in a good category- and developing learning videos were in a moderate category. In general, the first-year prospective chemistry teachers^ competencies in developing SSI learning videos with controversial issues in ESD still need to be improved. Keywords: SSI, learning video, controversial issues, ESD Share Link | Plain Format | Corresponding Author (Dina -)

109	Chemistry Education	ABS-223
Profile of Guided Inquiry Integrated Ethno-STEM in Tulungagung Local Wisdom to Improve Prospective Chemistry Teachers^ Critical Thinking Skills Ratna Kumala Dewi Chemistry Department, Universitas Negeri Malang, East Java Indonesia 65145 Abstract Ethno-STEM is a blend of ethno and STEM. Ethno is a learning model from observing local wisdom while STEM is combines interdisciplinary learning approaches between Science, Technology, Engineering, and Mathematics. This study aims to know profile of guided inquiry integrated Ethno-STEM in Tulungagung local wisdom to improve critical thinking skills of prospective chemistry teachers. This research method uses descriptive qualitative and literature review. The method of data collection is carried out by interviews, observation, and documentation. Literature reviews obtained from journals, books, and several other sources attempts to analyze all the data gathered from various sources. Ethno-STEM can equip prospective chemistry teachers to scientifically and correctly understand the field of study (ontology aspects), master technology, have creative, innovative nature, and think critically about techniques to make things or processes that are efficiently able to think mathematically, correctly, and logically, considering the learning process^s economic side. In Tulungagung, there are many local wisdoms that can be developed into Ethno-STEM-based learning, including cultural elements (reog kendang dance), batik (reog kendang batik), natural resources (marble), traditional ceremonies, traditional food, etc. the application of Guided inquiry integrated Ethno-STEM is carried out by students are tasked with understanding and classifying several examples of Tulungagung local wisdom studied from indigenous science, scientific science, technology, engineering, and mathematics by problem formulation, hypothesis, data collection, hypothesis testing, and making conclusions. Guided inquiry learning based on Ethno-STEM is expected to improve critical thinking skills of prospective chemistry teachers at UIN Sayyid Ali Rahmatullah Tulungagung. Keywords: guided inquiry, ethno-STEM, local wisdom, critical thinking skills, prospective chemistry teachers Share Link | Plain Format | Corresponding Author (Ratna Kumala Dewi)

110	Chemistry Education	ABS-225
An Exploration of Mental Models in Chemistry Education Research Tamara N. Ron&#269-evi&#263- University of Novi Sad Abstract Mental models are constructs within human memory that have received considerable attention within cognitive psychology, psychology of science, and science education. Theoretical description of mental models is challenging and always observed within certain system of interest. After choosing target system, Norman made distinction between the conceptual model of the target system, user^s mental model of the system, and scientists^ conceptualization of that mental model. When talking about exploration of the characteristics of users^, i.e. students^ mental models, it is important to know that such mental models are highly individualized, evolving constructs that are unstable and incomplete at the beginning of the learning process. As new information (new concept) is incorporated into them, they continue to grow, modify, and change. Adequate experimental techniques should find ^elegant mental models^, but also incomplete and messy mental models that our students often have. Therefore, one of the significant directions of our research in the field of chemistry education is identification of characteristics of students^ mental models that is followed by uncovering students^ lack of understandings and later, persistent misconceptions. Our studies mostly use promising tools such as systemic synthesis questions and word association tests. Examples of using these techniques in order to explore students^ mental models in chemistry education research will be offered Keywords: model mental Share Link | Plain Format | Corresponding Author (Habiddin Habiddin)

111	Mathematics Education	ABS-8
Contextual Teaching and Learning (CTL) Learning Model to Enhance Students^ Mathematical Concepts on Similarity and Congruence Selviska Pangestu, Latifah Mustofa Lestyanto Universitas Negeri Malang Abstract This research was motivated by the observation of mathematical learning activities in class IX-D SMPN 19 Malang. The learning model used seems monotonous and makes students feel bored, afraid to ask questions and express opinions, and only some students dominate learning activities. As a result, the understanding of mathematical concepts of students in class IX-D SMPN 19 Malang is very lacking. Thus, the purpose of this study is to describe the application of CTL that can improve the understanding of mathematical concepts of SMPN 19 Malang students on the subject of similarity and congruence. This study is a class action study. Thus, the steps taken each cycle are: 1) Planning actions, 2) Implementation of actions, 3) Observation, 4) Reflection. The results of this study are to describe that the steps of the CTL learning model are: 1) Constructivism, teachers provide contextual problems or problems occur in the student environment, 2) Questioning, teachers give students the opportunity to ask about the problems given, 3) inquiry, teachers design teaching materials that allow students to find their own concepts, 4) Learning community, teachers divide students in class into groups, 5) Modeling, the teacher directs the student to present the results of his group, 6) Reflection, teachers and students write reflections on concepts, 7) Authentic assessment, on CTL learning assessment emphasizes more on the learning process. As a result, the percentage of student learning activities and teacher teaching activities at the end of the cycle is in the high category, where the percentage of student activity is 62.6% and the percentage of teacher activity is 88% and the percentage of student concept comprehension test results is 73.33%. So that the application of CTL (Contextual Teaching and Learning) is able to improve the understanding of students^ mathematical concepts in the material of the partnership and revival of class IX-D of State Junior High School 19 Keywords: Contextual Teaching and Learning (CTL), Mathematical Concept, Similarity and Congruence Share Link | Plain Format | Corresponding Author (Latifah Mustofa Lestyanto)

112	Mathematics Education	ABS-19
How is the Assessment of Mathematics Learning during the Covid-19 Pandemic in Indonesia?: Research Review in Indonesia Efrem Alfandro Pascal Geong & Kana Hidayati Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, State University of Yogyakarta Abstract This article was written to examine research in Indonesia related to the process of assessing mathematics learning during the COVID-19 pandemic. The results of the study focused on the obstacles experienced during the assessment, the alternative assessments used, and the benefits of the assessment. The research data was sourced from 31 research articles on the assessment of mathematics learning in Indonesia during the COVID-19 pandemic. The findings show that some of the assessment constraints are: (1) educators only focus on assessing the cognitive domain- (2) educators are not able to directly observe the skills and abilities of students- (3) poor internet connection- (4) students do not have gadgets- (5) educators have difficulty making exam questions- (6) lack of mastery of technology for educators and students- (7) students commit fraud- (8) lack of student motivation- and (8) lack of peer assistance for students. Alternatives for assessing mathematics learning during the pandemic are: (1) using online tests- (2) using QUIZIZZ- (3) using google classroom- (4) portfolio- (5) self-assessment- (6) face-to-face learning through home visits- (7) attitude assessment by looking at the activity, responsibility for doing assignments, and student attendance- (8) assessment of knowledge seen from the ability of students to work on the problem- (9) assessment of skills with performance techniques- (10) formative assessment, (10) poster presentation- and (11) students get teacher empathy. The benefits of online assessment are: (1) fast feedback- (2) students can control their assessment- (3) save time- (4) reducing cheating, and (5) supporting students^ higher order thinking skills. Keywords: Online Mathematics Learning Assessment, Constraints, Alternatives, Benefits Share Link | Plain Format | Corresponding Author (Efrem Alfandro Pascal Geong)

113	Mathematics Education	ABS-21
Designing Embedded Formative Assessment in Mathematics Classroom Practice using Mathematical Modeling Instruction for Enhancing Teaching Quality Bambang Riyanto SMKN 1 Sungai Menang Abstract The research problem of this study is how to design Designing Embedded Formative Assessment in Mathematics Classroom Practice in Vocational High School using Mathematical Modeling Instruction for Enhancing Teaching Quality which is valid?. This study used development research approach developed by Akker, Gravemeijer, McKenney and Nieveen. This development research consists of 3 step, namely analysis, design and evaluation. In the analysis step, student analysis, curriculum, mathematical modeling and real-world problems were implemented. The second step, design and product. The last step, the researcher used a formative evaluation design consisting of self-evaluation, one-to-one, expert review, small group, and field tests. The data are analyzed using descriptive analysis method: (1) walk through, analysis based on expert comments in expert review to get valid Embedded Formative Assessment in Mathematics Classroom Practice using Mathematical Modeling Instruction for Enhancing Teaching Quality- (2) Analyze the results of the review in one to one. Based on expert validation the problem of modeling was good and challenging in Embedding Formative Assessment in Mathematics Classroom Practice using Mathematical Modeling Instruction. Student comment that these modeling tasks are interesting and enjoyable. Student could pose mathematics problem as well as solve the problem. So, it was obtained valid Embedding Formative Assessment in Mathematics Classroom Practice in Vocational High School using Mathematical Modeling Instruction for Enhancing Teaching Quality. Keywords: Formatif Assessment, Mathematical Modeling Instruction, Quality Teaching Share Link | Plain Format | Corresponding Author (Bambang Riyanto)

114	Mathematics Education	ABS-23
RANDOM EFFECT SPATIAL MODELING WITH CLUSTER FAST DOUBLE BOOTSTRAP APPROACH Wigbertus Ngabu (1), Henny Pramoedyo (2), Rahma Fitriani (3) 1,2,3 Department of Statistics, Faculty of Mathematics and Natural Sciences, Brawijaya University Abstract Panel data is a combination of cross-sectional and time series data. Spatial panel analysis is an analysis to obtain information based on observations affected by the space or location effects. The effect of location effects on spatial analysis is presented in the form of weighting. The use of panel data in spatial regression provides a number of advantages, however, the spatial dependence test and parameter estimators generated in the spatial regression of data panel will be inaccurate when applied to areas with a small number of spatial units. One method to overcome the problem of small spatial unit size is the bootstrap method. This study used the fast double bootstrap (FDB) method by modeling the poverty rate in the Flores islands. The results of Hausman test show that the right model is Random effect. The spatial dependence test concludes that there is a spatial dependence and the poverty modeling in the Flores islands tends to use the SAR model. SAR random effect model R2 shows the value of 77.38 percent and it does not meet the assumption of normality. Spatial Autoregressive Random effect model with the Fast Double Bootstrap approach is able to explain the diversity of poverty rate in the Flores Island by 99.83 percent and fulfilling the assumption of residual normality. The results of the analysis using the FDB approach on the spatial panel show better results than the common spatial panel. Keywords: FDB, SAR, Random effect, Poverty Share Link | Plain Format | Corresponding Author (Wigbertus Ngabu)

115	Mathematics Education	ABS-25
An Investigation of Symbol Sense Ability of Junior High School Professional Mathematics Teachers Muhamad Badrul Mutammam (a*), Evi Novita Wulandari (b) a) Universitas Negeri Surabaya Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, Kota Surabaya, Jawa Timur 60213, Indonesia *roelbad1991[at]gmail.com b) SMP Negeri 53 Surabaya Jl. Kendung 110, Sememi, Kec. Benowo, Kota Surabaya Jawa Timur 60198, Indonesia Abstract Symbol sense is the intuitive feeling of calling out symbols in the process of solving problems. Professional teachers are teachers who have graduated from the Teacher Education Program (PPG). This qualitative descriptive study aims to describe the symbol sense ability of junior high school professional mathematics teachers. Three subjects are mathematics teachers who have passed PPG. Data were collected through six symbol sense tasks adapted from Jupri and Suspiyati and interviews. Assignments and interviews were analyzed using the triangulation method proposed by Miles, Huberman, and Saldana. The findings reveal that professional teachers tend to have good symbol sense abilities. In the second symbol sense characteristic, two out of three teachers display a poor symbol sense performance by manipulating the equation directly rather than reading the assignment in depth-first to get a better understanding so that they can complete the task correctly and efficiently. The teacher should improve his symbol sense ability. Keywords: Symbol Sense- Professional Mathematics Teacher- PPG Share Link | Plain Format | Corresponding Author (Muhamad Badrul Mutammam)

116	Mathematics Education	ABS-28
Generated Worthwhile Problem Promoting Algebraic Thinking: From Pattern Exploration to Generalization Linda Devi Fitriana Abstract Algebraic thinking has been a central to the mathematics curriculum. Its development is regarded as critical for solving mathematical problems. As algebraic thinking among Indonesian students and prospective mathematics teachers has been found less satisfying, this research aims to depict a mathematical problem-posing lesson resulting in a generated problem that potentially promotes algebraic thinking. By involving three Indonesian prospective teachers, this study leads to answering the question: What does instruction using a problem-posing approach look like, and how does the self-proposed problem promote algebraic thinking? The data comes from one episode of problem-posing workshop. In the lesson, the participants were asked to pose problems based on the given picture, choose one of the posed problems, and discuss the solution. The lesson was analyzed qualitatively in nature, which revealed that in addition to prospective teachers being able to compose mathematical tasks, mathematical problem-posing promotes the emergence of manifestation stimulating algebraic thinking. The implications of these findings are discussed in detail. Keywords: Problem-posing- Algebraic-thinking- Prospective teachers Share Link | Plain Format | Corresponding Author (Linda Devi Fitriana)

117	Mathematics Education	ABS-37
Modeling on Human Development Index in East Java Using M-Estimation Robust Regression Qodharu Aulia Wahyu Purnama, Yuliana Susanti, and Hasih Pratiwi Department of Statistics, Faculty of Math and Science, Universitas Sebelas Maret, Indonesia a) qodharu[at]gmail.com b)yulianasusanti[at]staff.uns.ac.id c)hpratiwi[at]mipa.uns.ac.id Abstract Human Development Index (HDI) is one of the indicators for estimating the effectiveness in improving the quality of human life. Therefore, HDI can determine the level of development in an area. Three basic dimensions that create HDI are health, education, and living standards used as the human life quality standards. East Java is one of the provinces in Indonesia which has a good population development. This research analyzes what factors significantly influence HDI in East Java in 2020. These data have outliers, so the least-squares method is inappropriate for estimating the regression parameters. Robust regression is a method for estimating parameters when there are outliers, or residual distribution is not normal. The result showed that the robust regression model with M-estimation has several significant variables in the Human Development Index: Expected Years of Schooling, Expenditures Per Capita, and Life Expectancy. It also obtain R-SquareAdj = 0.9904. Keywords: Human Development Index, Regression model, least square method, M-Estimation Share Link | Plain Format | Corresponding Author (Qodharu Aulia Wahyu Purnama)

118	Mathematics Education	ABS-40
Learning Videos to Overcome Learning Loss for Junior High School Students: a Pilot Study of Mathematics Education Mulia Lestari (a), Rahmah Johar (a)*, Mailizar (a) (a) Magister Pendidikan Matematika Universitas Syah Kuala, Darussalam 23374, Banda Aceh, Indonesia. * rahmah.johar[at]unsyiahac.id Abstract Indonesia is recovering from the Covid-19 pandemic, which has hit the world for the past two years. The impact of covid-19 which requires long school closure and the transfer of learning online has an effect on education, especially for students because they experience learning loss due to learning that is not optimal. This research is a pilot study that aims to analyze the feasibility or usability of learning videos in overcoming learning loss. This type of research is in the early stage of development research. A quantitative descriptive approach was used to investigate the usefulness of instructional videos to overcome learning loss. The students involved in the usability test were 17 grade VIII students in one of the junior high schools in Banda Aceh. The instrument used in this study was a questionnaire. Based on the results of student assessments, it was found that 14 students gave useful responses with very good criteria, 1 student answered with good criteria, and the rest gave sufficient criteria. Based on these trials, it can be concluded that learning videos to overcome learning loss have very good usability quality. Keywords: Learning Loss, Mathematics, Learning Videos, Pilot Study Share Link | Plain Format | Corresponding Author (Rahmah Johar)

119	Mathematics Education	ABS-52
Developing Interactive Mathematics Instructional Media Oriented towards Numeracy Skills Nilza Humaira Salsabila, Baidowi, Syahrul Azmi, and Ulfa Luluilmaknun Department of Mathematics Education, Faculty of Teacher Training and Education, University of Mataram, Majapahit Street Number 62, Mataram, West Nusa Tenggara, Indonesia Abstract The aim of this study is to develop a product that is multimedia learning mathematics based on the numeracy skills of junior high school students. The multimedia is interactive learning multimedia with a local context. Multimedia development is carried out based on the ADDIE (Analyze-Design-Develop-Implement-Evaluate) model. One aspect that shows the quality of the multimedia developed is validity. The multimedia validity is based on the assessment of material and media experts. The instrument to assess the validity is in the form of a learning media validation sheet by material experts and media experts. The assessment results show that the developed multimedia is valid and feasible to use to facilitate the students mathematical numeracy skills. Keywords: Interactive- Multimedia- Numeracy Share Link | Plain Format | Corresponding Author (Nilza Humaira Salsabila)

120	Mathematics Education	ABS-60
Discriminant Analysis of Factors Affecting the Grade Point Average (GPA) of Mathematics Education Students Maria Elfantiana Senia (a*), Patrisius Afrisno Udil (b), Christine Krishnandari Ekowati (c) Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Nusa Cendana Adi Sucipto st., Penfui, Kupang 85001, Indonesia Abstract Students^ Grade Point Average (GPA) represents the quality of students learning process and achievement. However, the low and fluctuating students^ GPA is still a problem that is often encountered among university students. So, it is necessary to examine the factors that cause this through discriminant analysis. This study aimed to determine discriminant model of factors affecting students^ GPA. It was also aimed to know what factors have a significant effect on the GPA of mathematics education students in Nusa Cendana University. The population of this research is all active students of class 2018, 2019, and 2020 in mathematics education program, Nusa Cendana University. The sample consists of 100 students which were taken using simple random sampling technique. This research is a quantitative research with survey method. The instruments used consisted of three main instruments of selected factors namely 1) an open questionnaire related to the factors of study time, pocket money, and sleep time, 2) an organizational activity questionnaire, and 3) a learning motivation questionnaire. Meanwhile, data related to student GPAs were obtained from the academic section of the mathematics education study program at Nusa Cendana University. Discriminant analysis with SPSS 24 was used to analyze the data obtained. The results of the study found that the discriminant function/model of the factors that affect student GPA is Y= 8.854768 + 0.530341 X1 + 0.404140 X2 + 0.905366 X4 +1.056100 X5. Furthermore, it was also found that the variables of learning motivation (X5), organizational activity (X4), pocket money (X2), and study time (X1) were factors that significantly influenced the GPA of mathematics education students with the accuracy of classifying the discriminant function is 72%. Keywords: Discriminant Analysis- GPA- Learning Motivation- Organizational Activity- Pocket Money- Study Time Share Link | Plain Format | Corresponding Author (Maria Elfantiana Senia)

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