The purpose of this study was to design and develop diagnostic test for analysis of student misconception in chemical bonding materials. Diagnostic that we develop in this study was four-tier diagnostic test. the diagnostic test consisted of 25 questions which cover 20 indicator in chemical bonding materials. From the test result obtained the higest was in a determine the bonding that consist in the compound (39,45%) and the lowest misconception was in a interpret the process in chemical bonding formation process (1,83).

This research aimed at knowing the quality of test item derived from its validity, reliability, difficulty level, discriminator power, and distractor effectiveness. Quantitative descriptive method was used in this research. Interview and documentation were the techniques of collecting the data. The data source used was in evensemester exam questions that were in the forms of multiple-choice, student answer sheet, and answer key. Anates 4.0.9 program was to analyze the quality of test items. The research findings of the analysis of multiple-choice test item quality on semester final exam of Chemistry subject at the eleventh grade of State Islamic Senior High School 2 Kepulauan Meranti showed that in the validity analysis there were 6 valid test items (17%) and 29 non validitems (83%); in the reliability analysis it was obtained the reliability score 0.955; in the difficulty level analysis there were 12 easy test items (34%), 17 medium items (49%), and 6 hard items (17%); in the discriminator power analysis there were 4 very good test items (11.5%), a good item (3%), 19 items (54%) that should be revised, and 11 items (31.5%) that should be eliminated; in the distractor effectiveness there 26 very good options (19%), 10 good options (7%), 25 poor options (18%), 55 bad options (39%), and 24 very bad options (17%). Therefore, it could be concluded that the quality of test items could be stated bad.

Analysis of phosphorus content in green beans was done. Sampling was conducted with a random method (random) from 3 different markets namely the market of Panam, the market of Arengka and the market of Giant. This study aims to analyze the levels of phosphorus in the green beans in the markets of Pekanbaru. The method used in this study is the UV-Vis spectrophotometer, which measured at a wavelength of 400 nm. Research was conducted at the Laboratory of Pathology, Entomology and Microbiology (PEM) Faculty of Agricultural and animal husbandry Pekanbaru Riau Suska UIN 2010. Based on the results obtained from 3 samples of green beans that were analyzed, the results showed that phosphorus levels in green beans from the market of Arengka is 82.3 mg/10g, from Panam Market is mg/10g 88.05 and market of Giant is 89.63 mg/ 10g. From 3 different markets that phosphorus levels obtained ranged from 82.3 to 89.63 mg/10 gr.

It was a quasi-experimental research with pretest and posttest design.  It was instigated by the low of student learning achievement on Thermochemistry lesson.  This research aimed at knowing the effect of implementing Teams Games Tournament (TGT) learning model with Kokami media toward student learning achievement on Thermochemistry lesson.  The subjects of this research were the eleventh-grade students of Natural Science of State Senior High School 1 Tambusai Utara.  Simple random sampling technique was used in this research, and it was obtained two classes—the eleventh-grade students of Natural Science 2 as the experimental group and the students of Natural Science 1 as the control group.  The data were collected by using observation, preliminary data test that was homogeneity, final data tests that were pretest and posttest, and documentation.  Kp formula was used to know the effect of implementing TGT learning model with Kokami media toward student learning achievement.  The effect difference was analyzed by using independent sample t-test.  The analysis results of preliminary and final data showed that tobserved was 3.184 and ttable was 1.995 at 0.05 significant level.  The score of tobserved was higher than ttable, so H0 was rejected and Ha was accepted.  It meant that there was an effect of implementing TGT learning model with Kokami media toward student learning achievement on Thermochemistry lesson at the eleventh grade of Natural Science of State Senior High School 1 Tambusai Utara, and the effect was 16.3%.Keywords: Learning Achievement, Teams Games Tournament (TGT), Kokami Media, Thermochemistry

Research on new university student misconceptions about bond in NaCl compounds has been done to identify possible misconceptions. Student misconceptions are observed using a misconception analysis instrument consisting of statements accompanied by right and wrong choices and open reasons. Based on the analysis of the instrument that has been done found that the students experience the concept of ionic bonding in the compound NaCl. Students experience misconceptions why NaCl is an ionic compound. In addition, misconceptions are also found about the physical properties of the associated NaCl compounds, ie students believe that NaCl is a compound with a brittle bond and no breaking of bonds in NaCl solution and NaCl has electrolyte properties in solid phase. Keyword: misconception, bond, NaCl PENDAHULUANTeori belajar kontruktivisme menekankan kepada suatu proses pembelajaran yang menuntut siswa untuk lebih aktif dalam proses menemukan suatu pengetahuan. Siswa selaku pembelejar harus aktif mencari segala sesuatu yang berhubungan dengan materi pelajarannya dari berbagai sumber. Proses pembelajaran sendiri adalah suatu proses yang menghubungkan pengetahuan yang sudah dimiliki dengan pengetahuan baru yang akan diperlajari siswa.[1]- [4] Kimia adalah ilmu pengetahuan yang memiliki tiga struktur utama yaitu makroskopis, mikroskipis dan simbol. Pada tingkat makroskopis menyangkut sifat yang dapat diamati secara langsung yang mana biasa ditemuin siswa pada kehidupan sehariharinya. Tingkat mikroskopis termasuk elektron, proton, atom, ion dan molekul, serta interaksi yang terjadi diantara mereka seperti ikatan kimia dan reaksi kimia. Sedangkan simbol meliputi termasuk didalamnya permamaan kimia.[5] Ilmu kimia adalah ilmu penetahuan yang mengkaji tentang materi, perubahan materi dan energi yang menyertai perubahan materi tersebut. Sebagai salah satu bagian dari ilmu pengetahuan, kimia adalah salah satu pelajaaran yang sulit. Kimia adalah disiplin ilmu yang didominasi penggunaan model dan persamaan. Ilmu kimia terdiri dari konsep yang bersifat abstrak dan kompleks sehingga siswa dituntut untuk memahami konsep secara bertahap dan mendalam.[2], [6] Ikatan kimia dalam kurikulum 2013 revisi adalah materi yang diajarkan pada kelas sepuluh pada tingkat sekolah menengah atas. Ikatan kimia adalah salah satu konsep dasar yang harus dikuasai ketika mempelajari kimia karena pemahaman terhadap ikatan kimia akan berpengaruh hampir kepada semua topik kimia lainnya seperti senyawa karbon, protein, polimer, termodinamika dan asambasa. [7] Ikatan kimia adalah suatu materi yang mengajarkan tentang ikatan ion, ikatan kovalen, ikatan kovalen koordinasi dan ikatan logam kaitannya dengan sifat zat. Selain itu ikatan kimia siswa juga diajarkan bagaimana menentukan bentuk molekul dan menentukan interaksi antar molekul.Ikatan kimia adalah salah satu topik materi yang penting dalam kimia. Ikatan kimia merupakan materi yang abstrak karena sangat jauh dari kehidupan sehari-hari peserta didik. Sifat abstrak ini juga ditambah dengan ketidakmampuan ...