Implementing online learning in a higher education environment requires an analysis of learning outcomes and their impact on students, lecturers, and the institutions that administer the learning. The implementation of online learning shows that the learning process takes place and the readiness of lecturers and students to implement online learning. The impact given by online learning is in the form of GPA and student perceptions of the learning process they experience. Based on the research results, various findings were obtained, including that mastery of online learning LMS was not optimal, learning outcomes in the form of GPA were relatively high, students' perceptions of online learning were still low, especially in terms of lecturer readiness and students' confidence in their competence after participating in learning.

Characteristics of chemical materials are (1) Abstract, (2) Complex and multidisciplinary, (3). Involves analytical arithmetic operations. The transition from high school to university level is a learning process that is quite difficult if it is not accompanied by the right understanding. Understanding the concept of chemical materials obtained from high school, when studied at the university level, different meanings are obtained. This different understanding is what we often call misconceptions. Therefore, to find out the misconceptions that occur in students is a necessity and need for lecturers or teachers, so that they can be used as guidelines and guidance to deal with these misconceptions. This study was conducted to identify the percentage level of difficulty and general chemistry misconceptions for students of mathematics education at the University of HKBP Nommensen, using a random sampling technique. This research was carried out in 5 stages, namely (1). Creating a four-tier test diagnostic instrument; (2) Judgment of instruments by experts; (3) Data collection and interviews (4). Data processing and analysis, (5). Conclusion. Based on the results of data analysis and identification results in this study, the category of student conceptions in the Acid-Base solution material is the percentage of students who experience several categories of conception, namely understanding concepts, understanding partially, misconceptions, not understanding concepts and cannot be coded. The percentage of these categories is as follows; 24% of students fall into the category of understanding concepts, 32% of students fall into the category of partial understanding, 11% of students fall into the category of misconceptions, 30% of students fall into the category of not understanding concepts and 2% of students fall into the category of not being able to code, which means that not all students answered all the questions in the four-tier diagnostic test instrument. There are 2% who did not answer the four-tier diagnostic test.

Soal cerita ialah soal yang memakai bahasa verbal serta umumnya berkaitan dengan permasalahan aktivitas kehidupan setiap hari. Jenis penelitian adalah deskriptif kualitatif guna melihat tingkat kesulitan peserta didik dalam menyelesaikan soal cerita pada materi perbandingan kelas VII UPT SMP Negeri 37 Medan. Populasi penelitian ini sebanyak 253 orang peserta didik dari keseluruhan kelas VII UPT SMP Negeri 37 Medan dengan teknik pengambilan sampel purposive sampling. Karena situasi saat ini pandemi Covid-19, banyaknya peserta didik di dalam masing-masing kelas dibatasi hanya 15 orang peserta didik. Sehingga pada penelitian ini, empat kelas dijadikan sebagai sampel dengan jumlah sebanyak 60 peserta didik.Berdasarkan hasil pengolahan dan analisis data kesulitan peserta didik dalam menyelesaikan soal cerita pada materi perbandingan, peneliti dapat mendeskripsikan bahwa; (1) kesulitan dalam menentukan hal yang diketahui dan ditanyakan diperoleh (16%), (2) kesulitan dalam membuat pemodelan matematika dari masalah yang ditemui diperoleh (28%), (3) kesulitan dalam memilih dan menggunakan rumus yang tepat untuk menyelesaikan masalah matematika diperoleh (44%), dan (4) kesulitan dalam menginterpretasikan hasil diperoleh (12%). Untuk peserta didik yang memperoleh nilai antara (0-44) sangat sulit atau sulit sekali sebanyak 15 orang peserta didik atau sebesar 25%, untuk nilai antara (45-49) kategori sulit sebanyak 20 orang peserta didik atau sebesar 33%, untuk nilai (60-74) dengan kategori sedang sebanyak 16 orang peserta didik atau sebesar 27%, untuk nilai antara (75-89) tidak kesulitan dalam menyelesaikan soal cerita sebanyak 9 orang peserta didik atau sebesar 15% dan untuk nilai antara (90-100) sangat tidak kesulitan untuk menyelesaikan soal cerita pada materi perbandingan adalah 0 atau tidak ada satu pun peserta didik. Mengacu pada hasil pengolahan data disimpulkan bahwa tingkat kesulitan peserta didik dalam menyelesaikan soal cerita pada materi perbandingan kelas VII UPT SMP Negeri 37 Medan memiliki kriteria “Tinggi” yaitu sebesar 33%.

Calistung ability is the basic knowledge that must be possessed by someone to be able to learn various things. SD Masehi Berastagi still has problems related to the completion of Calistung's low ability. The purpose of this service is to provide training and assistance to the community at SD Masehi Berastagi in order to be able to improve Calistung's abilities. The service method used is through the stages of observation, socialization, mentoring training, monitoring and evaluation. The implementation of the activity took place in February with the target community of SD Masehi Berastagi students. The results of this service obtained calistung learning media in the form of simple counting tools, picture cards, blackboards, colored pens, and books. The level of student participation in activities is classified as very high, which is indicated by the Calistung ability of the students of SD Masehi Berastagi which has increased after the implementation of the service.

The low students’ achievement, lack of variety of teaching methods on Basic Chemistry, lack of students’ engagement on teaching and learning process, misconception of Chemistry is difficult subject, and the changes of curriculum into KKNI on Industrial Revolution 4.0 that demand for the students are on the level 6 on the output based on the government legislation are the problems that need to be done on this study. This study aimed to find out the students’ achievement and response during the learning process on Basic Chemistry-Solubility and Solubility Product-class by using SETS approach based on KKNI. This is a quasi experiemental study through the distance learning. The technique of collecting the data was documentation and research instruments that consist of course outlines (RPS), students’ activity (observation sheet), and students’ work sheets that describe the activity with SETS method, pretest and post test, and the student’s questionnaire. The results showed that the implementation of SETS approach affects the students achievement thus there is enhancement on students achievement for the control and experimental class for 51.92% and the students response on the methods are 88%. The Concluded that there is an effect of Using SETS to improve student achievement and increasing student responses to learning.