No abstract

Miskonsepsi merupakan masalah besar yang telah menjadi pusat perhatian bagi para pendidik dan peneliti pendidikan pada mata pelajaran ilmu pengetahuan alam, khususnya kimia. Salah satu  materi dalam kimia yang dianggap siswa cukup sulit sehingga tinggi kemungkinannya untuk terjadi miskonsepsi adalah materi kesetimbangan kimia. Miskonsepsi pada siswa perlu diidentifikasi dengan cepat supaya dapat segera ditangani sehingga tidak menganggu pembelajaran selanjutnya. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi siswa pada materi kesetimbangan kimia menggunakan tes three tier berbasis web. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Responden pada penelitian ini adalah 178 siswa SMA kelas 11. Hasil dari penelitian ini menunjukkan persentase rata-rata miskonsepsi yang dialami siswa pada setiap konsep dalam materi kesetimbangan kimia berkisar antara 43,91% - 62,06%. Siswa mengalami miskonsepsi pada konsep kesetimbangan kimia, konsep tetapan kesetimbangan kimia, dan konsep Prinsip Le-Chatelier. Selain itu, penelitian ini juga menunjukkan bahwa tes three tier berbasis web dapat mengefisienkan waktu dalam mengolah data dan identifikasi miskonsepsi

The percentage of children under five in RW 2 with the characteristics of chronic nutritional status is 8 people or 73%. Chronic indicators describe the nutritional problems of children under five in the long term, due to low BW/U index, short BW/U, normal BW/TB. The purpose of this study was to determine the nutritional quality, protein quality of the formula. knowing the best treatment, organoleptic quality of the formula for the use of local food ingredients: potato (Solanum tuberosum L), catfish (Clarias Sp), and broccoli (Brassica oleracea L). This type of research is experimental with a completely randomized design (CRD). The level of treatment was the ratio of potato: catfish: broccoli, namely P1 (40:30:30), and P2 (30:45:25). The croquette snack formula at treatment levels 1 and 2 had nutritional values, namely energy of 156 Kcal and 125 Kcal. The value of P1 protein is 7.6 grams, P2 is 8.85 grams, P1 fat is 6.36 grams and P2 is 2.76 grams. Nutritional content in P1 is better than P2 seen from the calculation of nutritional value and protein quality. The digestibility quality of P1 was higher at 94.4. The level of treatment P1 (40:30:30) was the best treatment level in terms of the number of Nh, which was 0.53. Organoleptic quality at P1 was preferred by panelists for the attributes of color, taste, texture, and aroma of potato croquettes, which obtained an average value on a scale of 3. This study concluded that the addition of catfish increased the protein and phosphorus content in the croquette formula. The addition of broccoli increases the content of vitamin C and phosphorus. P1 nutritional quality (energy, protein, fat, carbohydrates). The best treatment is treatment 1 with a higher value than treatment 2 and the organoleptic quality of the P1 formula is preferred by the panelists than P2.

This pre-experimental study examines the effectiveness of project-based learning (PBL) on the writing skills of Class 9D students at SMP Negeri 48 Surabaya during the academic year 2022/2023, specifically focusing on procedure text. The goal is to enhance students’ writing abilities, particularly in the area of procedural writing. The study involves a single group of 42 students from Class 9D, selected through convenience sampling. The intervention consists of implementing PBL, where students actively engage in hands-on activities, collaborative projects, and authentic writing tasks related to procedure texts. The intervention period is designated for active student participation in procedure text-based projects. Pre-test and post-test assessments evaluate the impact of PBL on writing skills, considering criteria such as organization, clarity, coherence, and language proficiency. The analysis compares the writing scores from these assessments. The findings aim to provide insights into the effectiveness of PBL in enhancing students’ writing skills within the context of procedure text. Implications of the study suggest that implementing PBL strategies in writing instruction offers significant benefits to students. Authentic tasks and hands-on experiences foster creativity, critical thinking, and problem-solving skills. Educators can incorporate PBL into procedure text instruction based on these findings. Integrating PBL strategies into the curriculum enhances students’ writing skills. Providing professional development opportunities assists teachers in designing and implementing effective PBL activities. Further research is needed to explore the long-term effects of PBL on writing skills across different genres and grade levels.

Due to the Covid 19 pandemic, teachers are forced to be able to integrate technology into the  classroom to ensure  the teaching learning continuity, since the face to face in the classroom is not possible during pandemic.  Thus, Socrative is used to conduct the middle test. The online examinations are used as a solution  to make the school program still go on. This study focuses on students’ perceptions on the use of Socrative in the middle test.. The research involved 80 participants consisting  of 42 students of 8th and 38 students of 7th class from SMPN 48 Surabaya East Java. The data were collected through questionnaires and were analyzed to get the students perception. The results of the study indicated that  majority of participants considered the use of Socrative in the middle test  practical, effective and efficient in terms of time. Although slow-speed internet is considered to be one of difficulties in using Socrative, most of the participants agreed that the examination online enable them to get new and powerful learning experience.