This study aimed (1) to calculate the percentage of students who understand concepts, having misconceptions, and don’t understand concepts, (2) to identify students’ misconceptions of acid and base concept, and (3) to test the effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) instruction strategy in correcting students’ misconceptions of acid and base concept. This research uses descriptive and pre-experimental one-group pretest-posttest design. The sample consisted of 37 students of 11th grade IPA 4 MAN 1 Kudus. The misconceptions are identified using modified CRI (Certainty of Response Index) techniques and explored through semistructured interviews to get deep informations. The effectiveness of PDEODE instruction strategy was determined from the analysis of paired samples t-test. The results of this study are: (1) the level of students’ misconception of acid and base concept changed significantly after was repaired by PDEODE instruction strategy and (2) there were 45 kinds of students’ misconceptions of the subconcepts: characteristics of acids and bases, acid and base theories, strength of acid and base, neutralization reaction, and pH of solution

The digital module can be used as a solution in online learning during the Covid-19 pandemic. The purpose of this study was to develop and evaluate a Chemistry e-Module Based On Chemistry Triplet Representation and Unity of Sciences. Research and development were conduct to developed this e-module. The steps were: (1) research and information collected; (2) planned; (3) developed a primary form of product; (4) preliminary field-tested; (5) main product revision; (6) main field-tested; (7) operational product revision; (8) operational field-tested; (9) final product revision; (10) dissemination and implementation. Pre-test post-test control group design was applied to see the effectiveness of e-Module on critical thinking skills. Data were collected using test and non-test methods. The research subjects were students of the Chemistry Education Department, UIN Walisongo. Chemists and multi media experts have done the validation to test the initial quality of the products and give a feedback for the product improvement. The results of the validation test from experts reviews obtained a mean score of 3.85 from a maximum score of 4, which indicated that the e-Module was in the Eligible category. The media expert’s assessment got a mean score of 4.0 from a maximum score of 5 which means that the e-module was in the Appropriate category in media aspects. The e-Module got a mean score of 3.64 from the highest score of 4, which means that the e-module developed was in the very feasible category according to students. T-test results showed that there were differences in N-gain score between control and experimental group. It has been proved to be significantly different (sign test from SPSS showed < 0,05), with the mean score of the experimental class being higher than the control class. The Control group achieved an N-gain score of 0.53 (moderate category) otherwise experimental group achieved 0.80 (high category) which was higher than the control group.

<p class="Abstrakabstract">Penelitian pengembangan ini bertujuan untuk mengetahui karakteristik dan kelayakan modul pembelajaran kimia berbasis <em>unity of sci</em><em>e</em><em>nces</em> dan multi level representasi pada materi kesetimbangan. Model pengembangan yang digunakan adalah 4D (<em>define</em>, <em>design</em>, <em>develop</em>, dan <em>disseminate</em>) namun hanya dilakukan sampai tahap develop. Dalam pengumpulan data digunakan metode wawancara, observasi, dokumentasi, dan tes. Hasil validasi oleh ahli materi diperoleh presentase rata-rata sebesar 87,7% dengan kategori sangat layak. Dari hasil validasi ahli media diperoeh presentase rata-rata sebesar 88% dengan kategori sangat layak, sedangkan dari penilaian peserta didik diperoleh presentase rata-rata sebesar 90,22% dengan kategori sangat layak. Dari postes diperoleh nilai rata-rata sebesar 89,11. Dengan demikian modul kimia berbasis <em>unity of sciences</em> dan multi level representasi pada materi kesetimbangan kimia layak untuk digunakan sebagai sumber belajar peserta didik.</p>

One of the basics in studying quantitative chemistry is stoichiometry. Thus, skills are needed that can support students in studying stoichiometry. The purpose of this study was to determine the level of students' conceptual understanding, representation, and algorithm skills in stoichiometric material. The subjects in this study were students of the 2019 class D Chemistry study program who had studied stoichiometry in the Basic Chemistry course I. This study was a descriptive study, had a qualitative approach, and used a phenomenological design with research techniques such as tests and interviews. The results showed that the level of students' conceptual understanding ability was 32.5% in the intuitive understanding category, 37.5% in the functional misconception category, 6.25%, in the partial understanding category, 1.25% in the correct incomplete understanding category, and 22. ,5% best understanding category. The level of student representation ability in submicroscopic phenomena was 13.53% and symbolic phenomena was 70.13%. Meanwhile, the level of students' algorithmic ability is in the unstructural category, 3.75% in the multistructural category, 43.75% in the relational category, and 0% in the extend abstract category.

Today, students faced a disruption era. For those, students need to be prepared with digital-age literacy. Chemical literacy is one of them. This research was conduct to know the level of chemical literacy of chemistry teacher’s candidates and the effectiveness of reflective explicit inquiry-based learning (REIBL) over traditional instruction (TI) on fostering chemical literacy. The subject was a sophomore in the chemistry department. This research is using the PISA framework to analyze chemical literacy. The Instruments were Chemical Literacy Test (CLT) for investigating the context, content, and competencies. While the attitude was investigated using Chemical Literacy Questionnaire (CLQ). Before learning, the level of competencies was very low (38,89). While the context was low (49,54) and so do the content (41,67). But the attitude was good (76,22). After having REIBL, context, content, and competencies were good (72,22; 77,78; and 66,67), and attitude was excellent (80,3). The results reveal that REIBL is superior to TI on improving the dimension of context, content, and competencies. But there is no difference in attitude’s average between them.