A good understanding of the three levels of chemical representations is required to understand the concepts of chemical bonding. However, most students are difficult to understand chemical bonding topics due to the abstract concepts and the learning resources used don’t fully integrate the three levels of chemical representations. Therefore, learning resources that cover all of the chemical representations and visualize the abstract concepts are needed. The purpose of this study is to determine the level of validity and responses of teachers and students to the developed chemical bonding module based on multiple representations assisted by AR  technology. This type of research is research and development that refers to the ADDIE instructional design model. The instrument used in this research is the sheet of validity and the response questionnaire. The collected data were analyzed using percentage analysis techniques. The product of this research is a chemical bond module based on multiple representations and an augmented reality chemistry simulator of chemical bonding application. The results of the expert's validation show that the average percentage of content, media, and language validity respectively are 99, 95, and 97% with very valid criteria, so that it can be used in the learning process. In addition, teachers and students gave a very good response to the product with a percentage of 90 and 87% consecutively. These findings indicate that the modules assisted by AR technology could support the chemistry teachers to explain the chemical bonding topic and help students visualize the abstract concepts of chemical bonds

Penelitian ini didasari dari hasil wawancara dengan guru dan peserta didik pada salah satu sekolah di Pontianak yakni peserta didik merasa bosan terhadap video ajar yang kurang menarik dan video yang digunakan tidak menyajikan konsep abstrak secara nyata seperti pada eksperimen tabung sinar katoda dan eksperimen hamburan sinar alfa. Penelitian ini bertujuan untuk menghasilkan video animasi yang valid pada materi perkembangan model atom dan mengetahui respon guru terhadap media video animasi pada materi perkembangan model atom sebagai media pembelajaran yang akan digunakan. Penelitian yang dilakukan termasuk dalam penelitian pengembangan (Research and Development) dengan model ADDIE dengan langkah yakni analyze (analisis), design (desain), develop (pengembangan) dan evaluate (evaluasi) yang hanya dilakukan sampai tahap pengembangan saja. Hasil dari validasi materi dan validasi media masing-masing memperoleh hasil rata-rata persentase sebesar 93% termasuk kategori sangat valid. Uji respon guru mendapatkan respon yang sangat baik karena memperoleh rata-rata persentase sebesar 90% dengan kriteria sangat baik. Berdasarkan hasil validasi materi dan validasi media serta respon guru dalam penelitian ini, maka dapat disimpulkan media video animasi pada materi perkembangan model atom layak digunakan dalam proses pembelajaran.

When learning offline, the implementation of interpersonal skills-based learning has been widely carried out. Study on the effectiveness of implementing interpersonal skills in chemistry learning has also been shown to improve students’ chemistry learning outcomes. However, the transition of the learning system to blended learning has reduced the communication process between students and between teachers and students. Even interpersonal skills-based learning cannot be implemented. Therefore, this research aims to find out the correlation value between student interpersonal skills and their chemistry learning outcomes during the blended learning system. The research design is quantitative descriptive, with 101 students from class XI IPA as the research sample. The instruments used in the research were questionners and documentation studies. Data from questioners and documentation were analyzed by rank spearman/correlation test. Based on the correlation test between student interpersonal skills and chemistry learning outcomes, it was found that the correlation value is equal to 0,639. The correlation value which is equal to 0,639 indicates that correlation between interpersonal skills and chemistry learning outcomes have a strong and mutually influencing relationship. Thus, interpersonal skills can improve student chemistry learning outcomes. The contribution of interpersonal skills in improving students’ chemistry learning outcomes during the blended learning system is 40.83%

This article describes the relationship between Siri' Na Pacce cultural values and the corrupt behavior of public employees in the Jeneponto Regency. The subject of this study is 58 public employees in one of the local government offices. The data are derived from a questionnaire in the form of a Likert scale consisting of items of the cultural values and corrupt behavior adapted from an expert. This study suggests that there is a relationship between Siri' Na Pacce cultural values and the corrupt behavior of public employees in Jeneponto regency.