MKPS801 Landasan Pendidikan (Foundation of Education) (2 Sks/2 Js)
Dengan Bahasa Inggris*
NKIM81 2
Kimia Bahan Alam* 2 2 - X - - TR801 Matakuliah Bidang Studi ** 0 7 X - - - MKPL8 80
Kuliah dan Praktek Lapangan 4 - - - X - MTES89 1 Seminar Usulan Tesis 2 - - - X - MTES89 0 Tesis 6 - - - - X 44 1 4 14 10 6
Kompetensi / Competence
Memahami landasan pendidikan dan pembelajaran dalam praktik di sekolah; posisi siswa dalam pembelajaran; guru sebagai suatu profesi; sekolah dan masyarakat dalam membangun sosial-budaya, etika/moral dan karakter peserta didik; sekolah sebagai agen pembaharuan; kurikulum dan praktik pembelajaran; merancang, melaksanakan dan mengasesmen pembelajaran; pembelajaran yang efektif; manajemen kelas; dan teknologi pembelajaran dalam memfasilitasi belajar siswa.
Understanding the foundation of education and learning in the teaching practice; students position in learning; teacher as a profession; school and society in the building of socio cultural, moral, ethic, and character of students; school as an agent of changing; curriculum and learning practice; design, conducting, and evaluating of learning; effective learning; school management; and education technology in facilitating students’ learning.
Bahan Kajian / Learning Materials
Landasan pendidikan dan pembelajaran dalam praktik di sekolah; posisi siswa dalam pembelajaran; guru sebagai suatu profesi; sekolah dan masyarakat dalam membangun sosial-budaya, etika/moral dan karakter peserta didik; sekolah sebagai agen pembaharuan; kurikulum dan praktik pembelajaran; merancang, melaksanakan dan mengasesmen pembelajaran; pembelajaran yang efektif; manajemen kelas; dan teknologi pembelajaran dalam memfasilitasi belajar siswa.
Foundation of education and learning in the teaching practice; students position in learning; teacher as a profession; school and
42 Katalog Program Studi S2 &S3 Pendidikan Kimia
society in the building of socio cultural, moral, ethic, and character of students; school as an agent of changing; curriculum and learning practice; design, conducting, and evaluating of learning; effective learning; school management; and education technology in facilitating students’ learning.
Tujuan / objectives
Dari kegiatan kajian, studi literatur, presentasi makalah, dan mengerjakan tugas, mahasiswa mampu membangun pemahaman dan memperluas wawasan tentang pentingnya landasan pendidikan dan pembelajaran dalam praktik di sekolah, posisi siswa dalam konteks pembelajaran, guru sebagai suatu profesi sehingga ia perlu bertindak secara profesional, hubungan dan peranan guru, sekolah dan masyarakat dalam membangun sosial-budaya, etika/moral dan karakter peserta didik, sekolah sebagai agen pembaharuan, kurikulum dan praktik pembelajaran di kelas, tugas guru dalam konteks mendidik dan membelajarkan siswa/peserta didik, tugas utama guru dalam merancang, melaksanakan dan mengasesmen pembelajaran, pembelajaran yang efektif dan kunci guru serta pembelajaran yang sukses, manajemen kelas dan perilaku dalam konteks pembelajaran, dan pentingnya teknologi pembelajaran dalam memfasilitasi belajar siswa.
Through discussion, litterature study, presentation of paper, and completing assignment, students are able to construct knowledge and broader their insight about significance of education and instruction in school practices, student position in the instructional contex, teacher as a profession and he/she should act it professionally, the relationship and roles of teacher, school and society in building socio-culture, ethics and moral as well as student’s character, school as agent of innovation, curriculum and
instructional practices in classroom, teacher’s tasks in educating and teaching, the main task of teacher in designing, executing and assessing instruction, effective instruction and the key of successful instruction, classroom and behavior management in instruction, and the role of instructional technology to facilitate learning. Daftar Pustaka / References
1. Diaz, C.F., Pelletier, C.M., & Provenzo, Jr., E.F. 2006. Touch the Future...Teach! Boston: Pearson Education, Inc.
2. Cohen, L., Manion, L., Morrison, K. & Wyse, D. 2010. A guide to Teaching Practice, 5th Ed. New York: Routledge.
3. Martin-Kneip, G.O. 2000. Becoming A Better Teacher: Eight Innovations that Work. Alexandria: Association for Supervision and Curriculum Development.
MKPS802 Metodologi Penelitian Kuantitatif (Quantitative
Research Methodology) (2 Sks/2 Js)
Kompetensi / Competence
Memahami kaidah-kaidah dan paradigma dasar penelitian untuk mengembangkan ilmu pengetahuan dan teknologi. Memahami kelemahan dan kekuatan penelitian kuantitatif dan kualitatif serta penelitian mixed method di dalam konstalasi metologi penelitian secara luas. Memahami dengan baik hasil-hasil penelitian yang telah dilakukan dan kemungkinan penerapannya di dalam pendidikan Kimia dan pendidikan Sains pada umumnya. Memahami cara merancang dan melaksanakan penelitian kuantitatif.
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Hakekat penelitian, jenis & proposal penelitian, masalah penelitian, kajian pustaka, variabel & hipotesis, desain/rancangan penelitian, populasi dan sampel, instrumen penelitian, reliabilitas & validitas instrumen, analisis data, pembahasan dan kesimpulan, laporan penelitian.
Tujuan / Objectives
Dari kegiatan kajian dan latihan mahasiswa mampu mengembangkan wawasan, pengetahuan dan pemahaman tentang penelitian dengan paradigma positivisme, trampil merancang dan melaksanakan penelitian kuantitatif dengan baik dan benar. Diharapkan mahasiswa juga mampu mengambil manfaat dari penelitian-penelitian pendidikan Kimia dan pendidikan Sains untuk merancang penelitiannya sendiri.
Referensi / References
1. Ary, D., Jacob, L.C., Razavieh, A., & Sorensen, C. 2009. Introduction to Research in Education, 8th Ed.. Belmont: Wadsworth Cengage Learning.
2. Christensen, L.B. 1977. Experimental Methodology. Boston: Allyn & Bacon.
3. Huck, S.W., Cormier, W.H., & Bounds Jr., W.G. 1974 Reading Statistics and Research. New York: Harper & Row.
4. Mehrens, W.A. & Lehmann, I.J. 1975. Measurement and Evaluation in Education and Psychology. New York: Holt Rinehart & Winston.
5. Tuckman, B.W. 1978. Conducting Educational Research. New York: Harcourt Brace Jovanovich
MKPS803 Metodologi Penelitian Kualitatif (Qualitative
Research Methodology) (2 Sks/2 Js)
Kompetensi / Competence
Mahasiswa diharapkan memiliki wawasan yang memadai tentang penelitian kualitatif, mulai dari paradigma dasar yang digunakan, jenis-jenis penelitian kualitatif, disain dan prosedur penelitian kualitatif, teknik pengambilan data dalam penelitian kualitatif, analisis dan pengembangan makna dari data kualitatif, serta penjaminan validitas dan kredibilitas disain dan prosedur penelitian kualitatif.
The students are expected to have an adequate view and understanding of qualitative research, from its basic paradigm, types and designs of qualitative research, qualitative research procedure, data collection techniques, data analysis and development of meaning, validity and credibility of qualitative study.
Bahan Kajian / Learning Materials
Paradigma fenomenologi, jenis, disain dan prosedur penelitian kualitatif termasuk studi kasus, studi kasus multi situs, etnografi, grounded theory, langkah-langkah/prosedur penelitian kualitatif, teknik dan instrumen pengambilan data, peneliti sebagai instrumen utama, pengolahan dan analisis data, validitas dan kredibilitas penelitian kualitatif.
The paradigm of phenomenology, types and designs of qualitative research as case study, multiple-site case study, ethnography and grounded theory research, the procedure of qualitative study, instruments and the techniques of data collection, researcher as the
46 Katalog Program Studi S2 &S3 Pendidikan Kimia
main instrument, data management and analysis, validity and credibility of qualitative study.
Tujuan / Objectives
Memberikan bekal pengetahuan dan ketrampilan kepada mahasiswa untuk melakukan penelitian kualitatif secara utuh atau sebagai komponen dari disain mixed method. Hal ini diperlukan karena tidak semua permasalahan di dalam pembelajaran sains/kimia dapat dikaji dan dicarikan solusinya dengan menggunakan paradigma positivisme atau penelitian kuantitatif. Sejumlah permasalahan pembelajaran lebih tepat dikaji dan dicaraikan solusinya dengan menggunakan paradigma fenomenologi di mana sebuah permasalahan harus dikaji sebagai sebuah fenomena unik dan utuh, dan tidak dapat ditemukan solusinya hanya dengan menggunakan data yang berupa angka.
This course is aimed to facilitate the students develop knowledge and skills in conducting qualitative research as the main design or as part of mixed-method study.Yhis is important as not all problems in chemistry education can be studied through quantitative investigation. For a great number of problems in chemistry education, the paradigm of phenomenology seems to be more suitable as the main tool for finding the solutions.
Referensi / References
Douglas, J.D. (1976). Investigative Social Research. Beverly Hill, Ca.: Sage.
Lincoln, Y.S. (1985). Naturalistics Inquiry. Beverly Hill, Ca.: Sage. Patton, M.Q. (1980). Qualitative Evaluation Method. Beverly Hill,
Patton, M.Q. (1986). Utilization-Focused Evaluation. Beverly Hill, Ca.: Sage.
Yin, R.K. (2011). Qualitative Research from Start to Finish. New York: Guilford.
MKPS806 Statistik Inferensial (Inferential Statistics) (2 sks/2 js) Kompetensi / Competence
Memahami kaidah inferensi statistik, membedakan statistik inferensial dengan statistik deskriptif, membedakan statistik parametrik dan statistik non parametrik, memahami kaidah distribusi normal, memahami kaidah penarikan sampel dan reprsentativeness sampel, mengambil keputusan penelitian berdasar hasil analisis data, probabilitas kesalahan atas keputusan yang dibuat, memahami berbagai prosedur pengolahan data dengan stantistik.
Understanding the principles of statitistical inference, understanding the difference between descriptive and inferecial statitistics, normal distribution, sampling techniques and the representativeness of samples. Making statistical decision from data analysis and the probability of mistakes committed in the decicions.Using various statistical procedures for analyzing data. Bahan Kajian / Learning Materials
Statitistik deskriptif dan inferensial, parametrik vs non parametrik, populasi dan sampel, hubungan antara sampling dan inferensi statistik, penggunaan berbagai teknik sampling. Dua teknik inferensi statistik: rentangan kepercayaan (confidence interval) dan pengujian hipotesis (hypothesis testintg). Teori probabilitas untuk menetapkan kesamaan sifat sampel dan populasi, uji hipotesis. Cara
48 Katalog Program Studi S2 &S3 Pendidikan Kimia
meminimalkan berbagai kemungkinan kesalahan dalam penerimaan dan penolakan hipotesis. Teknik/prosedur statistik untuk melakukan inferensi yang terkait dengan distribusi (cross-tabulation/Chi-square), uji beda kelompok (uji-t dan analisis varian satu jalur dan dua jalur), korelasi dan prediksi (correlation and regression). Prosedur statistik untuk situasi penelitian tertentu. Interpretasikan hasil analisis data.
Descriptive and inferencial statitistics, parametric and non-parametric statitistics, sampling and statistical inference. Confidence interval and hypothesis testing, Mistakes committed in the hypothesis testing. Various statistical techniques for data analysis: relationship, difference, trends, and the direction of tendency shown by the data.
Tujuan / Objectives
Melalui kajian pustaka, presentasi, diskusi dan latihan mahasiswa memperoleh kemampuan dan ketrampilan menerapkan kaidah dan penggunaan prosedur statitistik untuk menganalisis data kuantitatif, menafsirkan hasilnya, memaksimalkan kekuatan dan meminimalkan kelemahan analisis statistik dan dapat mengurangi resiko kesalahan yang ditimbulkannya. Memiliki kemampuan untuk memilih prosedur statistik yang tepat untuk deskripsi data, menguji perbedaan dan hubungan, dan menganalisis kecenderungan arah simpulan yang ditunjukkan data.
Through a litterature study, presentation and discussion, students obtain the ability and skills for implementing the principles of statitistical inference in quantitative data analysis, understanding the results, optimize the strenghts and reduce the weaknesses of the inference. Students will also have ability to choose a correct statitistical procedure to analyze data, in the context of
relationship, difference, trends, and the direction of tendency shown by the data.
Referensi / References
1. Zeller, R.A. & Carmines, E.G. 1978. Statistical Analysis of Social Data. Chicago: Rand MacNally.
2. Popham, W.J. & Sirotnik, K.E. 1973. Educational Statistics. Use and Interpretation. New York: Harper & Row.
3. Huck, S.W., Cormier, W.H., & Bounds, W.C. (Jr.) 1974. Reading Statistics and Research. New York: Harper and Row. 4. Lumsden, J. 1974. Elementary Statistical Method. Nedlands
(WA): UWA-Press.
PKIM801 Pengembangan Assessmen Pembelajaran Kimia (Assessment Development of Chemistry Education) (2Sks/2Js) Kompetensi/Competence
Mampu mengembangkan suatu model asesmen pembelajaran kimia berdasarkan kajian instrumen penilaian kimia sekolah, instrumen berpikir tingkat tinggi/berpikir kritis dan penilaian diagnostik, instrumen ujian nasional dan olimpiade kimia lokal dan penilaian olimpiade kimia internasional sekolah menengah, serta instrumen penilaian domain kimia dalam instrumen TIMSS/ PISA.
Able to develop an assessment model of chemistry instruction based on the review of: instuments of school chemistry assessment, higher order thinking skills/critical thinking and diagnostic assessment; instrument of national examination, local and international chemistry olympiad and instrument of chemistry domain in TIMSS/PISA.
50 Katalog Program Studi S2 &S3 Pendidikan Kimia
1. Reviu prinsip-prinsip dasar penilaian kimia di sekolah (review of basic principals of chemistry assessment at school)
2. Mengkaji instrumen penilaian kimia sekolah, ujian nasional dan olimpiade kimia lokal (review of instrument of school chemistry assessmen, national examination, and local chemistry olympiads)
3. Reviu instrumen penilaian kimia sekolah, berpikir tingkat tinggi/ berpikir kritis dan penilaian diagnostik.(Review of instruments: school chemistry assessment, higher order thinking skills/critical thinking and diagnostic assessment) 4. Mengkaji instrumen penilaian olimpiade kimia internasional
sekolah menengah. (Examine instrument of international chemistry olympiads)
5. Mengkaji instrumen penilaian domain kimia dalam TIMSS/ PISA (Examine instrument of chemistry domain in
TIMSS/PISA)
Daftar Pustaka / References
1. Domin, D. S. 1999. A Content Analysis of General Chemistry Laboratory Manuals for Evidence of Higher-Order Cognitive Tasks. Journal of Chemical Education, Vol. 76 No. 1 (543-547)
2. McMillan, J. H. 2007. Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction. New York: Allyn & Bacon.
3. Näsström, G. 2009. Interpretation of standards with Bloom's revised taxonomy: a comparison of teachers and assessment experts', International Journal of Research & Method in Education, 32(1), 39 — 51
PKIM802 Pengembangan Kurikulum Pendidikan Kimia (Currculum Development of Chemistry Education) (2 Sks/2 Js)
Kompetensi / Competence
Mampu mengembangkan suatu model kurikulum pendidikan kimia berdasarkan kajian terhadap teori pengembangan kurikulum, kurikulum kimia di sekolah, dan perbandingan berbagai kurikulum pendidikan kimia nasional dan internasional.
Able to develop a model of Chemitry Education curriculum based-on the review of curriculum development theories, Chemistry Education curriculum at school level, and comparation study of Chemistry education curriculum on national and international level.
Bahan Kajian / Learning Materials
Review terhadap model-model teori pengembangan kurikulum, prinsip-prinsip pengembangan kurikulum, struktur kurikulum, kurikulum kimia sekolah 25 tahun terakhir, perbandingan kurikulum pendidikan kimia di sekolah di dalam dan luar negeri, hubungan kurikulum pendidikan kimia sekolah dan universitas, praktik mengembangkan model kurikulum pendidikan kimia di sekolah.
Review of Models of curriculum development theory, principles of curriculum development, structure of chemistry curriculum, School Chemistry curriculum in last 25 years, comparation study on Chemistry education curriculum at national and international level, interconnection between school and university chemistry curriculum, and practice to develop a model of school Chemistry curriculum.
52 Katalog Program Studi S2 &S3 Pendidikan Kimia
Setelah melakukan analisis perkembangan, prinsip-prinsip, struktur kurikulum, serta melakukan kajian terhadap kurikulum-kurikulum yang digunakan di sekolah di Indonesia dan internasional, mahasiswa dapat mengembangkan suatu model kurikulum kimia yang dapat diterapkan di Indonesia.
After doing the analysis of development, structure, and principles of curriculum, and also doing comparation study to school chemistry currculum from national and internationa level, student able to develop a model of school chemistry curriculum that relevant to Indonesian school condition.
Daftar Pustaka / References
1. Janesick, V.J. 2005. Curriculum Trends: A Reference Handbook. Santa Barbara, California : ABC-CLIO, Inc. 2. Oliva, P.F. 1992. Developing the Curriculum, 3rd Ed. New
York: Harper Collins Publishers.
3. Barke, Hans-D., Harsch, G., & Schmi, S. 2012. Essentials of Chemical Education. Berlin: Springer-Verlag.
4. Blewitt, J. & Cullingford, C. 2004. The Sustainability Curriculum: Facing the Challenge in Higher Education. London: Earthscan.
5. Calik, M & Ayas, A. 2005. A comparison of level of understanding of Eight-grade students and science strudent teacher related to selected Chemistry Concepts. Journal of Research in Science Teaching, 42(6) pp. 638-667.
6. Porter, L.R. 2004. Developing an Online Curriculum: Technologies and Techniques. London:
7. BSNP. 2008. 8 Standar Pendidikan Nasional. Jakarta. 8. Permen Diknas 41/2007 Standar Proses.
9. Permendikbud RI nomor 54 tahuan 2013. Standar kompetensi lulusan pendidikan dasar dan menengah.
10. Permendikbud RI nomor 65 tahuan 2013. Standar proses pendidikan dasar dan menengah.
11. Permendikbud RI nomor 66 tahuan 2013. Standar penilaian pendidikan.
PKIM803 Pendekatan Pembelajaran Kimia (Chemical
Learning Approach) (2 Sks/2 Js)
Kompetensi / Competence
Mengetahui berbagai pendekatan pengajaran kimia/sains, mengetahui proses penyusunan skenario pembelajaran, mengetahui peranan laboratorium dan alat bantu pengajaran kimia, mengetahui berbagai model/pendekatan/strategi pembelajaran kimia.
Comprehend some approach in chemistry teaching and learning chemistry/science, understand the process of making teching plans, understand the use of laboratory and teaching aids in chemistry, understand some models/approaches/strategy in teaching and learning chemistry.
Bahan Kajian / Learning Materials
(1) Filosofi, landasan teoritik, serta tujuan pembelajaran (instructional and nurturant), (2) Model / pendekatan / strategi pembelajaran kimia: pemerolehan konsep, advance organizer, induktif, inquiri, STS, remediasi kesalahan konsep, CAI, pendekatan proses/
(1) Philosophy, theoretical base and objective of teaching and learning (instructional and nurturant),(2) models/approach/chemistry teaching strategy: concept attainment, advanced organizer, inductive, inquiry, STS, misconception remediation, CAI, process approach.
54 Katalog Program Studi S2 &S3 Pendidikan Kimia Tujuan / Objectives
Setelah mempelajari filosofi, landasan teoritik, tujuan pembelajaran, model / pendekatan / strategi pembelajaran kimia / sains, mahasiswa mampu memodelkan berbagai strategi di dalam pembelajaran kimia / sains.
After learning the phylosophy, theoretical base, objectives of teaching and learning , models/approach, strategy and chemistry teaching, the students are able to model some strategies in the chemistry/science teaching and elarning.
Daftar Pustaka
1. Iskandar, S.M. 2004. Strategi Pembelajaran Konstruktivistik dalam Kimia. Malang: FMIPA UM.
2. Iskandar, S.M. 2011. Pendekatan Pembelajaran Sains Berbasis Konstruktivistik. Malang: Bayumedia Publishing
3. Herron, J.D. 1996. The Chemistry Classroom, Manual for Successful Teaching. Washington, DC: American Chemical Society.
PKIM804 Problematika Pendidikan Kimia (Problematics on
Subject Chemistry Education) (2 Sks/2 Js)
Kompetensi / Competence
Mampu mengembangkan alternatif-alternatif pemecahan masalah terhadap masalah-masalah kebijakan, implementasi kurikulum, penerapan standar proses dan evaluasi pembelajaran kimia di sekolah berdasarkan analisis komprehensif terhadap fakta dan data pelaksanaan pendidikan dan pembelajaran kimia di Indonesia.
Able to develop alternatives to solve some problems on policy, curriculum implementation, application of process and evaluation chemistry teaching standard at school based on comprehensive analysis of facts and data of chemistry instructional and education in Indonesia.
Bahan Kajian / Learning Materials
Kecenderungan pembelajaran sains (kimia) 10 tahun terakhir, analisis kebijakan pendidikan di Indonesia, masalah-masalah berdasarkan fakta dan data yang terkait dengan: penerapan kurikulum terkini, penerapan standar-standar pendidikan, penerapan standar proses dan standar penilaian pada matapelajaran kimia di sekolah; miskonsepsi dalam pembelajaran kimia, pembelajaran praktikum, topik-topik kimia kontekstual.
Trends on Science (Chemistry) teaching in last 10 years, analysis of education polecy in Indonesia, problems based-on facts and data relate to: implementation currrent curriculum, implentetion of education standards, implementation of process and evaluation standard on teaching Chemistry at school, misconception on teaching Chemistry, some topics on contextual Chemistry.
Tujuan / objectives
Setelah mengkaji kecenderungan pembelajaran kimia terkini dan masalah-masalah yang terkait dengan penerapan kurikulum, standar proses dan penilaian, miskonsepsi serta topik-topik kimia kontekstual, mahasiswa dapat mengembangkan suatu alternatif pemecahan masalah pembelajaran kimia yang relevan.
After deeply study on trend of current teaching Chemistry and problems arise relate to curriculum implementation, process and
56 Katalog Program Studi S2 &S3 Pendidikan Kimia
evaluation stadard, misconceptions and also some topics on contextual Chemisty, student able to develop alternatives to solve related problems on teaching Chemisty.
Daftar Pustaka / References
1. Barke, H-D., Harsch, G., & Schmi, S. 2012. Essentials of Chemical Education. Berlin: Springer-Verlag.
2. Herron, J.D. 1996. The Chemistry Classroom. Formula for Successful Teaching. Washington DC: American Chemical Society.
3. Barke ,H.D., Al Hazari, & Yitbarek, S. 2009. Misconceptions in Chemistry Addressing Perceptions in Chemical Education. Berlin: Springer.
4. Moore, K.D. 2005. Effective Instructional Strategies: From Theory to Practice. California: Sage Publication, Inc.
5. Cruickshank, D. R., Jenkins, D. B., & Metcalf, K.K. 2006. The act of teaching. 4th Ed. New York: McGraw Hill companies, Inc.
6. Hall, G. E., Quinn, L. F., & Gollnick, D. M., 2008. The joy of teaching making a difference in student learning. (tejemahan oleh Soraya Ramli). Jakarta: PT Indeks.
7. Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel,S., & Rubin, C. 2004. Teaching As Inquiry Asking Hard Questions to Improve Practice and Student Achievement. New York: Teacher College Press.
PKIM805 Kajian Penelitian Mutakhir Pendidikan Kimia (2 Sks/2 Js)
Kompetensi / Competence
Mengetahui berbagai metode dan pendekatan penelitian pengajaran kimia / sains, mengetahui berbagai model penelitian dan
pengembangan pendidikan kimia / sains, mengetahui masalah-masalah dalam penelitian kimia / sains, mengetahui implikasi dan pemanfaatan hasil penelitian bagi pengembangan pengajaran kimia / sains.
Understand some methods and approach chemistry/science education understand some models in reseach and and development in chemistry/science, understand some implication and application of research result for the development of chemistry education/science
Bahan Kajian / Learning Materials
Jurnal-jurnal penelitian pendidikan kimia / sains yang mutakhir yang di unduh dari berbagai sumber.
Some journals in chemistry education which can be downloaded from some resources.
Tujuan / Objective
Setelah mengkaji jurnal-jurnal penelitian pendidikan kimia / sains, mahasiswa dapat memperoleh pengetahuan tentang pendidikan / pengajaran kimia pada khususnya, dan sains pada umumnya sebagai bidang penelitian, serta menerapkan di dalam penelitian di Indonesia. After reviewing some journals in chemistry and science education, the students can gain knowledge about education and teaching-learning chemistry and science in general as a research topic and to apply it in the reseach in Indonesia.
Daftar Pustaka / References
Artikel-artikel jurnal pendidikan kimia yang relevan, terutama yang