Proceeding of International Conference on Chemistry and Chemical Eduction (ICCCE)

ANALYSIS OF LEARNING DIFFICULTIES OF STUDENTS MAJORING IN CHEMISTRY ANALYTICAL CHEMISTRY COURSE

2024-06-02T11:36:51+00:00

Analytical Chemistry I, II, and III are three analytical chemistry courses that must be attended by all Chemistry Department students. Analytical chemistry is the study of separation, identification, and quantification of chemical components in both natural and artificial materials. Studying analytical chemistry can be likened to learning a foreign language due to the abstract nature of many concepts. The purpose of this study was to determine the learning difficulties faced by chemistry majors taking analytical chemistry courses. In this study, a qualitative descriptive method was used. The data collection method used was by distributing questionnaires, making observations and interviews. The data obtained were then analysed descriptively. The results showed that the availability of teaching materials (57.78% with a moderate category), the ability of students to master the material (58.31% with a moderate category), and the quality of practicum implementation (69.73% with a moderate category) were the main obstacles that caused learning difficulties for chemistry students taking analytical chemistry courses. Based on these findings, a solution is given for further research to innovate the development of teaching materials integrated with projects in analytical chemistry practicum in order to improve students' ability to master analytical chemistry material

ANALYSIS OF THE NEED FOR AUGMENTED REALITY (AR)-BASED CHEMISTRY CARDS IN ELEMENTAL CHEMISTRY MATERIALS

2024-06-02T11:41:22+00:00

The research aims to analyze students' needs for augmented reality (AR)-based chemistry cards in elemental chemistry materials. This research employs a qualitative descriptive method. The subjects of this research are chemistry a teacher and twelfth-grade science students at one of the public high schools in Ogan Komering Ulu Regency. Data collection techniques include interviews and questionnaires. The research instruments consist of interview guidelines and Google Forms questionnaires. Based on the research results, it can be concluded that there is a need to develop augmented reality-based chemistry cards for elemental chemistry materials.

UTILIZATION OF COFFEE GROUNDS ACTIVATED CARBON BIOADSORBENT FOR RODHAMIN B REMOVAL

2024-06-02T16:05:08+00:00

Coffee grounds are coffee's starch essence that can be used as activated carbon. Because activated carbon has a high adsorption power and a huge surface area, its utilization is highly maximized. The purpose of this study is to give findings on the utilization of coffee grounds, which may be converted into activated carbon, as a bioadsorbent for the dye Rhodamine B. The study's findings indicate that the larger the surface area of the activated carbon, the greater the adsorption capacity. The production of activated carbon involves two processes: the carbonation process at a high temperature between 400 and 850°C to produce ideal carbon, and the physical activation process at a high temperature between 650 and 900°C. The percentage of Rhodamine B adsorbed by chemically and physically activated coffee grounds activated carbon was 89.1125% and 60.7923%, respectively, indicating that chemically activated carbon is more effective than physical activated carbon in adsorbing Rhodamine B dye waste.

ASSESSMENT RUBRIC BASED ON GUILFORD’S CREATIVITY THEORY

2024-07-09T11:50:13+00:00

This study aimed to develop and validate a comprehensive assessment rubric for evaluating student teachers' creativity in developing assessment indicators derived from specific learning objectives in early childhood education. Employing a mixed methods approach with an exploratory sequential design, the research integrated qualitative and quantitative phases. The qualitative phase involved observations and document analyses, revealing a predominant focus on cognitive domains and a reliance on provided examples, indicating limited creativity. Thematic analysis identified key patterns that informed the initial rubric draft. The quantitative phase included pilot testing with ten students, feedback collection, and inter-rater reliability assessment using Cronbach's alpha, which confirmed the rubric's reliability. Detailed descriptors for each creativity dimension of fluency, flexibility, originality, and elaboration were refined through iterative feedback. The study concluded with a validated rubric that offers a robust tool for assessing creative thinking, highlighting the need for ongoing training and support to enhance its application in teacher education programs.