DESAIN DIDAKTIS ORGANIC LIGHT-EMITTING DIODES UNTUK PENGUATAN VIEW OF NATURE OF SCIENCE AND TECHNOLOGY MAHASISWA CALON GURU KIMIA

• Main Author: Rini Fath Marsya, - (Author)
• Format: Book
• Published: 2020-01-02.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44883/2/T_KIM_1707604_Title.pdf; http://repository.upi.edu/44883/3/T_KIM_1707604_Chapter1.pdf; http://repository.upi.edu/44883/4/T_KIM_1707604_Chapter2.pdf; http://repository.upi.edu/44883/5/T_KIM_1707604_Chapter3.pdf; http://repository.upi.edu/44883/6/T_KIM_1707604_Chapter4.pdf; http://repository.upi.edu/44883/7/T_KIM_1707604_Chapter5.pdf; http://repository.upi.edu/44883/8/T_KIM_1707604_Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Teachers and pre-service chemistry teachers must have an accurate view of nature of science and technology (VNOST) capabilities in order to teach the whole concept of chemistry. This research aims to strengthen the VNOST of pre-service chemistry teachers through organic light-emitting diodes (OLED) learning. The didactical design was needed so that the learning process can be well planned. Development of didactic design of OLED using the model of educational reconstruction framework. The research participants were undergraduate degree students of the Chemistry Education at the Indonesia University of Education. Based on the findings of VNOST before the learning process, it was known that the ability of VNOST students was not accurate which distributed into has merit and naïve categories. Scientist conception was needed to determine the scientific view of the chemical concepts used in OLED learning. Student preconceptions related to OLED concepts were used to predict student responses in the development of the didactical design. The development of the didactical design of OLED uses the stages of learning science and technological literacy which help students actively involved in learning. The didactical design considers the diversity of students' responses to the expected didactic situation along with the educator's anticipation of the response before the learning process takes place. Validation of the OLED didactical design was analyzed using CVR and CVI. The didactical design was declared valid with the acquisition of a CVR value of 1.00 and a CVI value of 1.00. Implementation of a didactical design shows that the type of response that often arises was the elaborative type which was able to develop the previous information. Based on the OLED didactical design implementation, it was known that OLED didactical design was able to strengthen the VNOST of pre-service chemistry teachers, proved by the changes in students' views on science and technology become more accurately after learning takes place.