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The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained from the online article database ERIC, Scopus, and SINTA. The purpose of a review is to give information to teachers and researchers in chemistry education about the definition of multiple representations, the influence of multiple representations on chemistry learning outcomes, and how to implement various representations in chemistry learning models or strategies. The review results showed that the definition of numerous representations referred to both three levels of chemical representation and the tetrahedral representation of chemistry. Also, it referred to the use of various media. The influence of multiple representations on chemistry learning outcomes included improving concept understanding, improving performance, reducing mental effort, improving self-efficacy, making better cognitive structures, improving mental models, and reducing misconceptions. Multiple representations have also been implemented in several learning models or strategies such as "Inquiry," "Inquiry 5E," "Guided Inquiry," "Problem Solving," "Thinking," "Aloud Pair Problem Solving (TAPPS)," "Problem Posing (PP)," "Cognitive Dissonance," and "Multiple Representation Based Learning (MRL)."

This study aims to develop a digital module that encourages expression and analyses the improvement of the social competence skills of early childhood teachers after using digital modules. The research and development methods and experimental methods were used. Data collection was carried out using a questionnaire, pre-test--post-test and documentation. Data were analysed descriptively, qualitatively and quantitatively. Qualitative analysis was carried out through data reduction and curative analysis through inferential statistics with t-test. The results showed that the digital module had been developed through expert validity tests, limited trials and extensive tests. The digital module that has been developed is able to improve the social competence of early childhood education programme teachers. This is indicated by the transformation of teachers in cognitive, affective and behavioural aspects in dealing with children, and teachers begin to get used to using encouraging expressions.

Scientific/chemical literacy is currently the goal of science education in many countries. Students' chemical literacy can be developed through an innovative learning strategy that explicitly direct student learning to aspects of chemical literacy. This research aimed to examine the effectiveness of SOIE (Strengthening, Orientation, Investigation, and Evaluation) innovative learning strategies on students' chemical literacy. The study used a quasi-experiment with pretest-posttest control group design. The research subjects consisted of two classes (N=68) first year students in a public university: the experimental (n = 34) and the control (n = 34) groups. The experimental group was taught using the SSI context based SOIE strategy, while the control group was taught using conventional methods. Students' chemical literacy was measured using a chemical literacy test (r = 0.761) and the data were analysed using ANCOVA. The results showed that the innovative strategy significantly improves students' chemical literacy, and it greatly affected all aspects of chemical literacy measured (e.g. content, epistemic, and procedural knowledge). The average score of each aspect in the experimental group was higher than that of students in the control group. The research implication lies in incorporating explicit literacy aspects and socio-scientific issues in chemistry learning.

This study focuses on the effectiveness of the Learn Social online platform on the speaking skills of English Literature 2018 students of University of Sumatera Utara. The purpose of this research is to know if the Learn Social online platform is effective in improving the speaking skills of students of English Literature 2018, at the University of Sumatera Utara. The method used in this research is a qualitative descriptive method and the indicators used in determining the effectiveness are those proposed by Slavin (2000). The results of this study indicate that three of four indicators of the Learn Social online platform are effective on students' speaking skills, except the indicator of instruction is not yet effective. This can be seen through the results of the questionnaires that were distributed to respondents, English Literature 2018 students, University of Sumatera Utara. Four indicators are instruction (not effective), the appropriate level of instruction (effective), incentive (effective), and time (effective).

Pteridophyte classification has undergone many changes both from morphology as well as phylogeny aspects. Thus, a variety of learning experiences are required to promote understanding on concepts and managing learning activities--this study aimed at determining the impact of CIRGI and CirGi Unification on students' metacognitive skills. A quasi-experiment was applied with pre-post control group design. The sample used was 70 students of Botany Phanerogam class at Universitas Negeri Jakarta, Indonesia. Data was collected with metacognitive skills, student questionnaire responses to learning, and observation sheet of syntax implementation. The metacognitive test instrument was verified as valid and reliable. One-way ANCOVA was used as data analysis technique. This study's conclusion revealed that there was an influence of CIRC and CirGi unification on the student's metacognitive skills. The influence was higher compared to those using conventional learning models.

The excretory system should be taught through constructivism so as conceptual understanding could be built well, and students could apply their knowledge in daily life. The research aims to find out the influence of a learning model of Cooperative Integrated Reading and Composition (CIRC) based on scientific approach (Cirsa) on conceptual understanding of excretory system. The methods used include quasi-experiment with pre-test and post-test control group design. Instruments used are conceptual understanding tests of excretory system referring to Bloom's revised taxonomy of C1 to C6 consisted of 12 question items that are valid and have high-reliability categories. The research is conducted in 11th grade of Mathematics and Science of a senior high school in excretory system subject. Learners involved in the research consist of 68 people. Sampling technique uses simple random sampling. The results of Kolmogorov-Smirnov test and Fisher test obtained that conceptual understanding excretory system data are normally distributed and homogeneous. The results of hypothesis testing on normalized gain and effect size calculation indicate that there was an influence of Cirsa learning model on conceptual understanding of excretory system which cateqorized into effective. Based on the research findings, it is expected that excretory system learning could be taught to learners using Cirsa learning model.

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students' understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners' understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (F[subscript ount] = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners' conceptual understanding.

This survey explored Indonesian science teachers' experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers' views on student competencies that can be fostered through SSI-based education, the connection of SSI-based pedagogies with students' character formation, potential topics for implementing SSIs in science education, and the teachers' interest in such implementation. Data were collected with the help of a questionnaire that was administered to 99 science teachers. This was then followed up by interviews with 20 intentionally selected teachers taken from the overall sample. The study revealed that teachers' familiarity with SSI-based pedagogies varies greatly. Regardless of their familiarity with the term, some of the teachers had already implemented corresponding practices at varying levels of intensity. Although almost all of the participants saw potential in SSI-based pedagogies for increasing student competency development and character formation, most of the respondents did not implement SSI-based teaching very often in their lessons. They mentioned several challenges that hindered them in implementing SSI in their teaching practices. Reasons included the lack of necessary students' competencies, a lack of teacher expertise, the content in the official curriculum, inadequate facilities, and a lack of time for lesson preparation and implementation. When asked for ideas in implementing SSI-based education, teachers basically suggested topics related to the environment or technology as suitable for SSI-based education. In spite of the many challenges, most of the teachers were still interested in implementing SSIs in their classes.

New Inquiry-Based Learning (NIBL) was developed to improve students' multiple higher-order thinking skills (M-HOTS), such as thinking critically, analytically, creatively, and practically (CACP). This study aimed to examine the increase of students' M-HOTS ability, their perceptions of the NIBL model, and the contribution of the NIBL model to the learning outcomes. A quasi-experiment of the nonequivalent control group design was implemented in this study. Research subjects were university students majoring in chemistry education and enrolling in the Organic Chemistry course. The experiment and the control groups consisted of 34 and 32 students, respectively. The collected data were analyzed by using t-test and ANCOVA procedures. N-Gain scores were calculated to measure the differences in the increase in learning outcomes. Eta square values measured the contribution of NIBL. The results of this study revealed that there were differences in the learning outcomes of the experiment and control group. The CACP thinking skills and the mastery of organic chemistry concepts of the experiment group increased significantly. The N-Gain scores of practical thinking skills aspect were on medium category, and for critical, analytical, and creative thinking, as well as for mastery of organic chemistry concepts were on high categories. For the control group, the N-Gain scores of all categories were on low or medium categories. The NIBL model effectively improved the prospective chemistry teachers' M-HOTS in terms of CACP thinking skills and contributed significantly to the increase in the students' mastery of organic chemistry concepts.

High school students learn the basic voltaic and electrolytic cell concepts during their last year prior to entering an undergraduate teacher-education science degree. During the 4 years of university, students complete a sequence of topics designed to build on conceptual understanding presented in previous years. At the end of their degrees, graduating students are expected to have developed a comprehensive understanding of the subject that they are required to teach. In this research, we designed and developed a 12-item diagnostic instrument which addressed 10 propositional content knowledge statements based on the grade 12 chemistry curriculum that will be taught. In this cross-section study, 50 grade 12 high school students and 216 preservice chemistry teacher education undergraduates in years 1-4 responded to the Electrochemistry Conceptual Test (ECT) consisting of 12 two-tier multiple-choice items. The instrument was content validated by authors and peers prior to administration and when implemented had a Cronbach alpha reliability coefficient of 0.64. Overall, the students across years possessed basic knowledge about electrochemical cells but frequently were unable to explain their knowledge. While the grand mean trend in understanding electrochemistry concepts from high school through university study did show some improvement, the mean scores remained relatively low, and the year group means per item showed no such trend exacerbated by items having varying levels of difficulty. Based on this research, the lack in understanding about electrochemical concepts suggests that instruction in high school and ongoing university chemistry education faces ongoing challenges.

Keberadaan industri di Kabupaten Gresik menjadi salah satu sumber pencemaran lingkungan termasuk terjadinya pencemaran perairan di Wilayah Industri Pesisir Kecamatan Manyar dan Gresik, tidak ada pembuangan khusus limbah Bahan Berbahaya Beracun (B3) menyebabkan banyaknya pengaduan terkait pembuangan limbah B3 secara liar. Jenis limbah B3 dari proses produksi dua diantaranya adalah kadmium dan timbal. Sifat logam berat yang dapat terakumulasi dalam tubuh makhluk hidup (salah satunya manusia) akan mempengaruhi kualitas hidup dan dapat menimbulkan masalah kesehatan pada rentang waktu tertentu. Tujuan adanya penelitian ini adalah untuk mengukur dan menganalisis kadar kadmium dan timbal pada ikan belanak. Penelitian ini merupakan penelitian deskriptif observasional dengan metode survei yang dilakukan di pantai utara. Pengambilan sampel dilakukan menggunakan Teknik incidental sampling pada September 2021 yang dibantu oleh nelayan setempat dengan menggunakan jaring. Kriteria sampel, ikan belanak yang tertarik pada titik sampel yang telah ditentukan, sampel ikan yang didapatkan kemudian dianalisis dengan metode Atomic Absorption Spectrometer (AAS) di salah satu laboratorium di Surabaya. Data kadar kadmium dan timbal pada ikan belanak akan dianalisis dengan menggunakan teknik analisis data univariat. Hasil uji kadar kadmium dan timbal dibandingkan dengan nilai baku mutu yang telah ditetapkan dalam Standar Nasional Indonesia 7378:2009 terkait Batas Maksimum Cemaran Logam Berat dalam Pangan. Kadar kadmium di bawah 0,1 mg/kg atau berkisar antara (-1,1663 sampai -0,0751 mg/kg) sedangkan nilai timbal berada di bawah 0,3 mg/kg atau berkisar antara (-1,2414 sampai -0,5665 mg/kg). Sehingga ikan belanak layak untuk dikonsumsi masyarakat namun tidak berlebihan. Batas maksimum yang dapat ditolelir oleh manusia dalam mengonsumsi ikan belanak dalam satu minggu untuk orang dewasa 12,5 g (setengah ekor ikan belanak ukuran sedang) dan untuk anak-anak 3.75 g (seperempat ekor ikan belanak ukuran sedang). Konsumsi kadmium pada lingkungan yang tercemar jika perhari mencapai 140-260 gram/hari dapat menyebabkan proteinuria. FAO menetapkan asupan kadmium bulanan sementara yang dapat ditoleransi pada tahun 2010 adalah sebesar 25 g/kg berat badan.

The purpose of this study was to find out the application of the Problem Based Learning learning model in increasing students' understanding of mathematical concepts in learning Mathematics on the material of a two-variable linear equation system in class X IPA SMA AL-HASSAN BALIKPAPAN. The implementation of this research was through a cyclical review process consisting of four stages, namely planning, action, observation, and reflection. Procedure This research was carried out in two cycles, namely the first cycle and the second cycle. Each cycle consists of 4 meetings. In this study, the subjects in this study were students of class X with a total of 20 students consisting of 9 male students and 11 female students. Data collection in this study was carried out by tests, documentation and observation. Data analysis was carried out by classifying student data, presenting data, interpreting data, and concluding. Based on the results of the study, several conclusions can be drawn to answer the question that the PBL learning model can improve students' mathematical concept comprehension tests in Class X IPA SMA AL-Hassan Balikpapan. This is based on the results of the test for understanding the mathematical concept of the two-variable system of equations (SPLDV) material for students in cycle I who achieved scores above 65 in PBM only achieving a score of 90%, the results obtained from tests of students' understanding of mathematical concepts in PBM increased from the first cycle with a score above 65 reaches 100%.

This work is aimed at finding out the effect of the implementation of the metacognitive learning strategy on the quality of prospective chemistry teacher's scientific explanations. This study used a quasi-experimental method with a pretest -- post-test control group design. The participants of this research were the students of two classes of Chemistry Education Study Program of a state university in Malang, Indonesia. One class was taught using expository learning (EL) and another class was taught using the metacognitive learning strategy consisting of four stages (preparing, doing, checking, and assessing & following-up) abbreviated to MS-PDCA. The data of the quality of scientific explanations obtained from the test (reliability = 0.78) were then analysed using descriptive and inferential statistics. The research results showed that 1) the improvement in the quality of scientific explanations for two aspects (technical and conceptual validity) of the students taught using MS-PDCA was higher than that of the students taught using EL. 2) MS-PDCA learning enhanced the skills of constructing scientific explanations in the technical and conceptual validity aspect proportionally. It can be concluded that MS-PDCA can be used effectively in science learning, especially for the study of materials requiring conceptual construction and deep understanding of the relationship among the related concepts.

Qualified educational institutions in Indonesia are recognized for their effectiveness, efficiency, and productivity. Leaders must pioneer, create, and encourage the growth of the quality culture in schools. They should handle the change and create the educational renewal toward the quality such that school achievement can be achieved effectively. School effectiveness is influenced by the external and internal factors. Thus, reviewing teacher professional competencies must mediate the effect of teacher innovation and emotional intelligence on school effectiveness. The samples of this research include 333 civil servant teachers (PNS) of the State Elementary School in Malang City Indonesia, and the data analysis used in this study is structural equation models. Results corroborate that innovation and emotional intelligence affect teacher professional competence and school effectiveness. Such competence can mediate the effect of teacher innovation and emotional intelligence on school effectiveness.

The level of meat production from purebred chickens in East Java Province from 2009 to 2019 reached 510,535.29 tons. The existence of heavy metal contamination in chickens are dangerous for human health due to the lack of good facilities and infrastructure on broiler farms including land and locations that must be environmentally friendly, and when rearing chickens in paying attention to the needs of water and feed for broiler chickens that are not polluted by heavy metals. The objective of this study was to describe the levels of heavy metals in chicken meat at X Chicken Farm in Kertosari Village, Pakusari District, Jember Regency. This research was a type of descriptive research. The subjects of this study were 20 samples of broiler chicken, well water, and 4 respondents. The sampling technique used purposive sampling. Data analysis used descriptive to describe the use of chicken feed, sources of drinking water, and the presence of heavy metal levels of Pb and Cd in chicken. The result indicate that as many as 20 samples of chicken meat contained levels of heavy metals Pb and Cd below the quality standard values according to Indonesian Nasional Standard (SNI) 7387:2009), namely (pb 0.3/kg) and (Cd