Revisiting Spontaneity: Addressing Student Misconceptions in Basic Chemistry Courses

The study aimed to provide an overview of the application of the model in Basic Chemistry learning and its impact on student abilities. The researchers employed a descriptive qualitative method, focusing on the Guided Inquiry Model applied in Basic Chemistry courses. The primary data source was documentation, administering the data collection technique in the form of documentation analysis involving photos of the Guided Inquiry Model activities. The findings revealed two key points: Firstly, there was an improvement in students' knowledge and insights about basic chemistry, such as recognizing that the purification of substances could effectively separate naphthalene from its contaminants. Secondly, the implementation of the Guided Inquiry Model in Basic Chemistry courses involved four stages. The process began with problem orientation, framed by the question: "When naphthalene is contaminated, how can it be separated from its pollutants?" The subsequent stage involved formulating a hypothesis through discussions, culminating in an agreed-upon alternative hypothesis: “The practice of purifying substances can successfully separate naphthalene from its contaminants.” In the exploratory stage, students engaged in practical purification activities guided by the practicum guidebook and lecturer instructions. The final stage encompassed formulating generalizations, concluding that purifying substances through sublimation could effectively separate naphthalene from pollutants. As a recommendation, this study suggested that lecturers adopt the Guided Inquiry Model because it could enhance students' understanding of the materials covered in Basic Chemistry courses.

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

This paper described student achievement on Basic Chemistry Course through assessment as learning implementation. The research method used one shot case study. Matter of Basic Chemistry Course consist of Stoichiometry, The Periodic Table and Chemical Bonding. The first implementation in the research was assessment as learning implementation on Stoichiometry Matter, then on the Periodic Table Matter and the last on Chemical Bonding Matter. The end of each implementation, students were given assessment. Based on result of assessment, student reflected his/her achievement to enhance their learning. The material learning consist of Lesson Plan, Worksheet and Guiding Book. Instrument of research was Sheet of Student Achievement Test. Based on result of research showed 89.7% of students tended to enhance and 10.3% students tended to go down in student achievement.

This research was motivated by the lack of educational material on Basic Chemistry with math problems and the use of digital technology. The aim of this study is to create a problem-based learning-based fundamental chemistry (PBL) module for students of chemistry education at Tanjungpura University. Research form is research and development (R&D) with 4 D model. Research process includes: 1) Define, 2) Design, 3) Develop, 4) Dissemination. The sample for this study included second-semester students of Tanjungpura University's chemistry education degree program who had taken basic chemistry courses. The data collection technique used is an indirect communication technique. The data collection tool used a feasibility questionnaire on the physical, media and linguistic aspects, each of which was validated by two validators. Data analysis technique is done by qualitative descriptions. Based on the results of data analysis, the average feasibility of the content aspect reached 95.00% (very feasible criterion), 97.50% of the communication aspect (very feasible criterion) and 95.00% of the language (a very feasible criterion). The Problem-Based Learning-Based Electronic Basic Chemistry (PBL) module is very suitable to use for basic chemistry learning with a feasibility of 95.625% (very doable) and feedback of students have a feasibility level of 78.03% (good), it can be concluded that the basic electronic chemistry module under the problem-solving learning method is very feasible to use in learning

: Basic Chemistry is a compulsory subject in Biology Tadris at IAIN Kerinci, which studies the physical changes of material in the separation of mixtures, namely filtration, distillation, sublimation, recrystallization, and chromatography. With the lecture method, in this material, we cannot see directly the changes that occur, so that in this material a practicum is needed to see firsthand the changes that occur. At IAIN Kerinci, there is no special laboratory for chemistry to carry out practicum. Therefore we need media that can describe these changes, so that it will lead to student learning motivation. The purpose of this research was to make learning media in the form of a CD program that will be used in learning basic chemistry of mixed separation materials and to determine the level of validity and practicality of chemistry learning media in the form of a CD program for mixed separation materials. The methodology used in this research was the type of research, development procedures, test subjects, data types, data collection instruments, data analysis techniques. The results of this study indicated that the CD Program learning media on mixed separation materials can be used as suitable learning media for learning chemistry of mixed separation materials in the basic chemistry course in the biology tadris department of IAIN Kerinci, and the CD Program media on mixed separation materials developed is valid. and has been practically used in learning.

Suggested films and discussion topics presented as alternatives to the laboratory in a basic chemistry course.

This study aims to determine the effectiveness of learning video usage to support online learning in basic chemistry course during the COVID-19 pandemic. The subjects in this study were 60 students from the 1st semester of the FKIP UNS Undergraduate Science Education Study Program who took basic chemistry course. This research was conducted in the odd semester of the 2020 or 2021 academic year. This research was conducted online and utilized the SPADA platform for viewing learning video. The data collection technique used a questionnaire. The use of questionnaires aims to obtain an overview of the effectiveness of learning video. Data analysis used quantitative descriptive with a score for each question, from 1 to 5. The results showed that the use of learning video during the COVID-19 pandemic could support online learning, namely obtaining an effectiveness percentage of 84% with a very good category. Therefore, learning video are effective in helping students understand the concepts that are being studied and motivating students to study online.

Learning resource availability was still focused on abstract concepts without integrating them with students' daily experiences. This appears since the ethnochemistry approach implementation in universities is still rarely conducted. The purpose of this study is to analyze the relevance of Sasak and Java local wisdom with chemistry and explore the potential of Sasak and Java local wisdom as a learning resource in basic chemistry courses. The data collection instruments were observation, interviews, and documentation. In analyzing the data, the researcher used the Spradley data analysis technique. The instruments were chosen based on their suitability with the type of data to be analyzed. Furthermore, the data analysis techniques consist of four stages, namely;(1) domain analysis; (2) taxonomic analysis; (3) componential analysis; and (4) cultural themes analysis. Based on the research findings, it proved that the local wisdom of Sasak and Java, which consists of cultural products and local wisdom values in Sasak and Java culture, has relevance to chemistry material that can be used as a learning resource. Research conclusions include: (1) The relevance of Sasak and Java local wisdom with basic chemistry material can be reviewed based on the perspective or analogy approach, representation, and visualization; and (2) the potential of Sasak and Java local wisdom as learning resources in basic chemistry courses includes three subjects, namely: material and its changes, the periodic system of elements, and chemical bonds integrated with Sasak and Java local wisdom

This paper analyzes the inevitability to infiltrating human education in the basic chemistry course of science and engineering and explores the methods of it. Its purpose is to make the students have good humanistic quality to encourage their comprehensive development while master the chemical knowledge.

The emergence of the Covid-19 case for the first time in Indonesia on March 2, 2020, and was followed by a very fast spread in almost all parts of Indonesia. Especially in West Sumatra Province on March 26, 2020, several central and regional government policies emerged to prevent a wider spread. One of the policies taken is the implementation of online learning for all levels of education. Changes in the learning system which was originally face-to-face to 100% online. Therefore, it is necessary to conduct research that aims to analyze the need for developing LMS for online Basic Chemistry learning, especially at the Biology Education Study Program at Mahaputra Muhammad Yamin University (UMMY). This study aims to analyze the needs of students and lecturers in the online learning process. The research sample is students who take Basic Chemistry courses. Research data was collected using google forms. The results of data analysis showed that 96.4% of students and lecturers used Google Classroom for lectures, 65% of students needed funds for an internet quota of Rp. 50,000 – Rp. 100,000.00, 51.8% of students stated that the teaching materials presented were of sufficient quality. Based on the results of data analysis, it can be concluded that there are 3 things needed for LMS development in Basic Chemistry Courses, namely learning applications that are similar to Google Classroom because they are easy to use; funds for internet quota; and quality teaching materials.

<p>Education in the 4.0 era encourages the use of digital technology in a sustainable learning process. This article tries to analyze student responses to implementing a video project in a basic chemistry course. This research is qualitative research with a survey method. The participants were 74 students of the Chemistry Education Study Program and Mathematics Study Program consisting of 8 male students and 66 female students. Data collection techniques using online questionnaires by google form application. The steps in this study are Search for instrument literature to be compiled on the google form, compile a google form student response to the implementation of the video project, distribute the google form questionnaire link to students, and analyze the data obtained. The results showed that students positively responded to the implementation of the video project in terms of autonomy, teamwork, and technology used. The implementation of video projects improves learning skills, collaboration, and digital literacy independently, although students experience problems in video editing because they are not used to using these.</p>

本文对医药学类专业化学基础课程整合与创新的相关问题进行了系统分析和思考,指出了综合型课程是其改革的目标和方向.通过系统整合,设计了一套能够体现现代综合课程特征的化学课程结构与内容体系,其主要特点是建立起以实验化学和理论化学替代传统的四大化学的课程体系。

Does "white coat hypertension

An extensive laboratory program was conducted for the measurement of the interfacial tension between CO2 and water or brine covering the ranges of (2 to 27) MPa pressure, (20 to 125) °C temperature, and (0 to 334 010) mg·L−1 water salinity. The laboratory experiments were conducted using the pendant drop method combined with the solution of the Laplace equation for capillarity for the profile of the brine drop in the CO2−brine equilibrium environment. The analysis of the resulting set of 378 IFT measurements reveals that: (1) under conditions of constant temperature and water salinity, IFT steeply decreases with increasing pressure in the range P < Pc and mildly decreases for P > Pc with an asymptotic trend toward a constant value at higher pressures; (2) under the same conditions of constant pressure and temperature, IFT increases with increasing water salinity, reflecting decreasing CO2 solubility in brine as salinity increases; (3) the dependence of IFT on temperature is more complex than that on either pressure or salinity, depending on the CO2 phase. For T < Tc, IFT increases with increasing temperature, and around the critical point (T ≈ Tc), IFT significantly decreases (believed to be associated with the fact that at Tc the IFT between CO2 liquid and vapor phases tends to zero) and then increases again with increasing temperature for T > Tc with an asymptotic trend toward a constant value for high temperatures. The dependence of IFT on pressure, temperature, and water salinity for CO2 and water/brine systems can be well approximated by a power function of pressure whose coefficient and exponent depend on temperature and water salinity. These results indicate that, in the case of CO2 storage in deep saline aquifers as a climate-change mitigation strategy, the formation water displacement by injected CO2 during the injection (drainage) phase of CO2 storage and the possible subsequent CO2 displacement by invading brine during the CO2 migration (imbibition) phase depend on in situ conditions of pressure, temperature, and water salinity through the effects that these primary variables have on the IFT between CO2 and aquifer brine.

Training of applied talents under the background of new engineering adapts to the requirements of scientific and technological revolution and industrial revolution under the new situation. The application-oriented major should start with the concept of OBE education and based on the results-oriented teaching mode to cultivate a group of technical innovation, technological innovation and thinking innovation of the new era of applied talents. The education and teaching reform of basic chemistry course under the background of new engineering will promote the development of the training and construction of applied talents. This paper reviews the research and development of foreign universities under the background of new engineering, and prospects the construction of basic chemistry courses for applied undergraduate majors under the background of new engineering.