User:Musfiq Amrullah

Journal of UIN SGD Bandung 2013 SOCIOSCIENTIFIC ISSUES BASED LEARNING APPLICATION TO DEVELOP STUDENT CRITICAL THINKING SKILLS ON THE CONCEPT OF FOOD ADDITIVES (Classroom Research on Class VIII-D of SMPN 1 Cileunyi-Bandung) By: Musfiq Amrullah *, Dr. Ida Farida, and Ratih Pitasari, M.Pd 1 Department of Chemistry Education, FMIPA Sunan Gunung Djati State Islamic University Bandung Abstract Learning in accordance with critical thinking skills is SSI-based learning (Socioscientific Issues) with five stages viz Engage (invite), Explore (investigate), Explain (explain), Extend (expanding) and Evaluate (assessing). The purpose of this study is describing the application of Socioscientific Issues-based learning to the concept of food additives, analyzing students' critical thinking skills each stage of learning Socioscientific Issues and analyzing skills critical thinking of students after learning Socioscientific Issues. Method The research used is classroom research, with research subjects as many as 28 students of class VIII-D SMPN 1 Cileunyi-Bandung. That instrument used in this study in the form of student worksheets, guidance sheets teacher observation, assessment formats and tests of students' critical thinking skills. Results research shows that learning is done very well with the percentage of performance is 91%. Data analysis shows Socioscientific based issues are effective for developing students' critical thinking skills. This can be seen from the average value of the sheet student work each indicator of critical thinking skills at each stage viz Engage stage (90) with very good category, Explore stage (83) with very good category, Explain stage (80) with very good category, stage Extend (73) with good category, Evaluate stage (69) with enough categories. Overall indicators of critical thinking skills at each stage SSI learning is known to mean an overall value of 74 which means students experience good skills development Keywords: Socioscientific Issues -based Learning, Thinking Skills critical, food additives. 1. Introduction The era of globalization now this, human resources are quality will be a factor the nation can compete with the nation the other. With competition, formal education becomes a motivation to build resources humans become quality. Science education especially chemistry has great potential for Page 2 2 Journal of UIN SGD Bandung 2013 improve the quality of resources human and able to participate in building a country (Taufiq 2011: 14). Education is necessary continue to be developed along with progress of the times. Implementation education is not far from the process learning. In this case, Science learners in SMP / MTs, in a manner specifically aimed at getting students to understand the relationship between concepts Science and its application in completing problems of daily life (Purlistyani 2012: 3). Based on preliminary studies through an interview at SMPN 1 Cileunyi in the district of Bandung, in part students do not yet know the issues circulating today regarding additives food like one of the issues food containing coloring textiles, what the characteristics of food are using textile dyes (synthesis) and what are the dangers when consumed by we, many students are many don't know yet. This matter caused, apparently students haven't can connect concepts chemistry with its application in everyday life. Due formal education nowadays, most only focus on lack of scientific learning linked in controversial issues which is debated in the present, but the learning is focused on non-controversial issues (Reis and Galvao, 2008: 2). So students' critical thinking skills poorly developed and unable to associate concepts already studied applied in everyday life. According to Amri and Ahmadi (in Purlistyani, 2012: 2) Critical thinking is needed, because students are always faced with problems that require solving problem in everyday life. For overcome problem solving Such logic is required and right, so it is embraced good critical thinking. Skills development think critically on the concept of additives food is very important because it can instill students' scientific literacy in solving problems and make chemistry a science a staple in daily life. The process of learning critical thinking Page 3 3 Journal of UIN SGD Bandung 2013 students from learning through discovery, what observations are seen environment and applying new knowledge in life everyday (Purlistyani 2012: 18). This can be seen based on the facts stated by print media, apparently in part people still don't know on controversial issues now, one of them is the issue Circulation of dangerous additives in our food frequent consumption. For example often we encounter natural dyes use turmeric on ingredients food is tofu, but partially people use turmeric no done again, because of its color have given less bright turmeric and less attractive, whereas use chemicals like Rhodamin B produces color bright, aiming to attract consumers believe even more, that know who already uses rhodamine b looks like it's still fresh. According to the Indonesian Minister of Health, substances This dye has a lot synonyms, including D and C Red no 19, Food Red 15, ADC Rhodamine B, Aizen Rhodamine and Brilliant Pink B. Rhodamin is commonly used in the textile industry. At first this substance is used as a coloring agent fabric or clothing. Mix the coloring agent will produce colors that are interesting. According to Winarno (in Siregar, 2013: 5) rhodamin b itself its use is strictly prohibited in activities or production processes food. During the period 1963-1970, from the results of FAO / WHO research per day consumption limit of some of the dyes that are often referred to as ADI ( Acceptable Daily Intake ). Only There are several types of coloring agents ADI limits have been established can be absorbed by the body that is Sunset Yellow at 5.0 mg / kg, Erythrocin is 1.25 mg / kg, Amaranth 1.5 mg / kgBB, Indigotine at 2.5 mg / kg, Fast Green at 12.5 mg / kg body weight and tartrazine at 7.5 mg / kgBB. According to Siregar (2013: 6) Rhodamin B should not used as a dye in food, because it can cause disease disorders of liver function Page 4 4 Journal of UIN SGD Bandung 2013 in our body, if the dose too much can cause heart cancer. Then additives rumored like MSG ( monosodium glutamate ) added into meatballs, soup, chiki, and other snacks, usage MSG aims to improve and delicious food, so make consumer to be addicted to consume them, Soto, meatballs, chiki already given MSG flavoring without ADI has set limits ( Acceptable Daily Intake ). According to Conscience (2013: 1) MSG is often associated with negative influences which can disrupt the nervous system brain. In fact, high doses can cause epileptic seizures, headache, numbness, sweating, heart palpitations, nausea and fatigue. this reaction is known as complex symptoms of MSG ( Monosodium glutamate ). With so knowledge of the concept of substances food additives, students can think to sort out the foods that are Does not contain additives dangerous. In this case, students can also develop the skills think critically. Therefore, the concept of this additive is important delivered to students, because students can find out the benefits of first-hand chemistry lessons in everyday life, apparently in its use in society, this additive is used in amounts that exceed the limit predetermined dosage average without knowing the effect Side effects of using additives this but student could develop the skills think critically, then students must directly involved in learning process (Purlistyani, 2012: 19). Based on these learning needs to be applied in the process of reasoning power for find a few concepts or material being studied and can develop skills think critically. False one approach learning that can be applied develop the skills students critical thinking for understand the concept of additives Page 5 5 Journal of UIN SGD Bandung 2013 food is learning based on Socioscific Issues, because learning is based Socioscientific Issues are stressful learning conceptualize inward daily life and issues the controversy that concerns social fields and real problems in world community (Sandra, 2010: 3). Learning SSI streamline learning on aspects of daily life with science issues pros and cons and social issues in the environment community, so learning This SSI has a curiosity students about controversial issues in everyday life. According to Sadler (2003: 514) Socioscientific based learning Issues refer to social issues which is still controversial and related to science conceptual. Lesson chemistry that connected with life everyday is not a thing new. Learning STS model ( Science Technology Society ) or STSE ( Science Technology Society Environment ) based on context also linking social problems and technology with concepts science and have included it too values social in the teaching has also been tried for applied, however its relevance is still in doubt many parties (Bencze, 2010: 4). Learning based on Socioscientific Issues could develop critical thinking students on an issue or problems encountered in the world real. According to Nuangchalem (2009: 242) argued that learning based on SocioScientific Issues create an relationship to educational goals science, which is high-level thinking, ability to discuss, ability argue science, and inquiry learning. The problem of this research that is How application learning based on SSI (Sociological Issues) on concepts food additives in class VIII-D SMPN 1 Cileunyi Bandung ?, how to think skills critical student every stage Page 6 6 Journal of UIN SGD Bandung 2013 learning based on SSI ( Socioscientific Issues ) on concepts food additives in class VIII-D SMPN 1 Cileunyi-Bandung ?, and how to think skills students critically after SSI learning based ( Socioscientific Issues ) on the concept of food additives in class VIII-D SMPN 1 Cileunyi-Bandung ?. So the purpose of this study is describing the application learning based on SSI ( Socioscientific Issues ) on concepts food additives in class VIII-D Middle School 1 Cileunyi-Bandung, analyze thinking skills critical student every stage learning based on SSI ( Socioscientific Issues ) on concepts food additives in class VIII-D SMPN 1 Cileunyi-Bandung and analyze thinking skills critical students in grades VIII-D SMPN 1 Cileunyi-Bandung after learning based on SSI ( Socioscientific Issues ) on concepts food additives. 2. Research methods The method used in this research is a method class research. This method aimed at for researching problems in class with goals The main is perfecting and to increase process learn teach. Subjects in this study is a class VIII-D student at SMPN 1 Cileunyi-Bandung with subjects research totaling 28 people, the determination of this subject is based on a preliminary study stated that at this school not yet ever use Socioscientific based learning Issues and desire of researchers to develop the skills think critically on the concept of additives food through learning based on SSI ( Socioscientific Issues ). Research on application Socioscientific based learning Issues are implemented through several stages. This stage is arranged so research that do take place regularly. Procedure research undertaken in conducting this research consisted of several stages, namely stages preparation, implementation phase and the final stage. The first stage is the stage This starts with analyzing Page 7 7 Journal of UIN SGD Bandung 2013 KTSP (Unit Level Curriculum Education), preliminary studies, analyze research journals that are relevant, analyzing the concept of substances additive food. Then preparation of research instruments, instrument validation and revision, next test the instrument. The second stage is the stage the research is done a series of stages of activity learning by using Student Worksheet (LKS) model Socioscientific learning issues which includes the Engage stage, Explore, Explain, Extend, and Evaluate. After do Socioscientific learning issues given a skills evaluation test think critically to find out students' critical thinking skills. The third stage is the final stage research, in the final stages analysis and compilation Research reports include, analysis and interpretation of the data obtained from the results of LKS and skills tests critical thinking, data processing, data analysis and discussion then drawing conclusions. Data collection is done according to the type of data and instrument used. On this research data obtained in the form of qualitative data and data quantitative. Quantitative data originated from the activity assessment format student discussion, worksheet scores and tests evaluation after learning. Data obtained is presented in form the table so that more communicative and next visualized through a graph stems, then processed with calculate averages and significance average difference. While the data Qualitatively obtained from the results observation guidelines. After data collected, processed data based on steps following: a. Analysis of Student Worksheets Data obtained from LKS is student ability data in forming and building his knowledge and skills students' critical thinking in the process learning on the concept of additives food. This LKS data is processed with the following stages: 1) Identifying LKS answers Page 8 8 Journal of UIN SGD Bandung 2013 that have been filled out by students. 2) Give a score on each point worksheet. 3) Summing the scores each group gets. 4) Averaged each LKS score group, 5) Presenting data in table form based on average values average LKS at each stage learning and indicators learning for each each study group. Presentation table data is used because of the use of more tables efficient and communicative enough. In the learning process conducted two types of assessment formats, namely the assessment of students' oral presentations and assessment of student activities within group. The value of oral presentations students are used to knowing the value of each group at the stage Explain (explain), whereas the value of student activity in groups used to find out the value student affective. Rating format oral presentation of students at the stage explain. How to process the data includes the following steps: 1) Calculate and add up scores in accordance with the format requirements assessment used. 2) Turns scores into grades. 3) Interpret the value of that was obtained. Student activity assessment format when discussing processing the data includes steps following: 1) Calculate and add up the scores according to the provisions of the valuation format used. 2) Change the score be value. 3) Determine percentage data score for each group achievement student then presented. 4) Categorize student achievement. b. Observation Guidance Sheet Analysis of the results of the observation guidelines, processing data on the results of the guidelines observations made include steps following: 1) Data summed or grouped corresponding with instrument used. For subjects who "do" are scored 1 and for Subjects that are "no did "given a value of 0 (Arikunto, 2008: 242). 2) Change the score to be value. 3) Interpret results that are got. c. Critical thinking skills test Page 9 9 Journal of UIN SGD Bandung 2013 Thinking skills test data critical obtained from the results research is a data improved learning outcomes and generic science skills of students. After the data is collected, then the data is processed as follows: 1) Checking student answers and calculate scores which is obtained. 2) Processing scores obtained is value. 3) Calculate the average value each achievement group. 4) Interpret the value of that obtained by the student achievement group based on scale category ability. Data on the results of subsequent studies analyzed. Analysis directed to answer the problem formulation previously formulated. Data Analysis results, then presented and was given discussion. Presentation of data using tables and graph. Discussion of the results research is a explanation and interpretation of data presented. After discussion of research results, then Furthermore, conclusions are drawn to answer formulation problem based on data already collected. 3. Results research and discussion a. Description Application Learning Socioscientific Issues on the Concept of Additive Substances Food Based on observations during the learning process, and according to the description learning that has previously been made, the application of learning based on Socioscientific Issues on the concept of food additives is done for 1 meeting. Activity followed by socialization Socioscientific based learning Issues. The learning process on the concept of food additives by using learning based on Socioscientific Issues done through several stages learning, namely stages: 1) Engage (Invites) At this initial stage, researchers invite students to study more about additives food by giving controversial issues related Page 10 10 Journal of UIN SGD Bandung 2013 with food additives. Issue used in learning this is a controversial issue regarding addition of additives to food. Researchers provide stimulus by giving it a the article "48% Hazardous Substances in Children's snacks. " Then students analyze the article in order could develop further student curiosity to the concept of food additives. 2) Explore (Probe) As response on question about additives food in the previous stage ( Engage stage ), at this stage researchers divide students into five groups. Each group must investigate physical changes on three food samples that are occurred during the practicum do. The purpose of implementation practicum is so students can identifying relevance and irrelevance in the color of tofu by using soapy water as an indicator. 3) Explain (Explain) This stage starts with how The teacher encourages students to explain cognitive understanding students verbally. Then teacher ask each group representative to present verbally in front of the class, then the stage this, students connect what is has been studied in stages before (the Engage and stage Explore ) as well as try to describe it verbally. 4) Extend (Extend) On stage this student expand his knowledge with link the concept of additives food on aspects life, like the legal aspect, health and the economy (profit). So learning at this stage is more applicative, because it demands students to link the concept of additives food with daily life day. It is intended to broaden students' insights about food additives as well as train to solve problems. Student in groups to discuss LKS the. Following are the students' activities on extend stage. Page 11 11 Journal of UIN SGD Bandung 2013 5) Evaluate (Evaluation) After four stages ( engage, explore, explain and extend ) Socioscientific based learning Issues already implemented, teacher give an opportunity to students who still don't understand to ask. Then when students no longer ask questions, LKS this is given to evaluate mastery of students' concepts of material that has been taught on previous stages. At the stage this concludes the teacher and student learning outcomes, after that students given an evaluation in the form of a test critical thinking. After that, teacher close the learning process. b. Analysis The skills Critical Thinking Students on Every Stages of Learning Based on SSI ( Socioscientific Issues ) Assessment of thinking skills critical students at each stage Socioscientific based learning Issues done based on study groups. Analysis results students' critical thinking skills class VIII SMPN 1 cileunyi- Bandung on the concept of additives food by applying Socioscientific based learning Issues can be seen in Table 1.1 Table 1.1. Student LKS grades on every stage learning Socioscientific Issues Accordingly Whole Information: 1 = Formulate answers about substance-related issues food additives. 2 = Identifying relevance and irrelevance regarding food additives. 3 = Identify the reasons for which stated regarding additives food. 4 = Formulate answers about side effects and abuse food additives. 5 = All indicators above 1 through 4 and similarities and differences food additives Based on table 1.1. LKS Value at each stage of learning based on Socioscientific Issues illustrated in the following diagram this No Indicator CBC on every stage Study groups Score- flat Interpretation I II III IV V 1 Engage : 1 100 100 100 100 50 90 Very good 2 Explore : 2 100 67 100 67 83 83 Very good 3 Explain : 3 75 90 85 70 80 80 Very good 4 Extend : 4 83 50 83 83 67 73 Well 5 Evaluate: 5 90 60 80 70 50 69 Enough Average 89 73 89 78 66 79 Well Page 12 12 Journal of UIN SGD Bandung 2013 Figure 1.1 Diagram of average value average critical thinking skills each student study group at the learning stage Socioscientific Issues c. Analysis The skills Students' Critical Thinking After Based learning Socioscientific Issues For knowing the results students' critical thinking skills after the application of learning based on Socioscientific Issues on the concept of food additives. Student given a thinking skills test critical. In addition to knowing critical thinking skills that are developed, skills test data Critical thinking can be used for know student learning outcomes during the learning process. Then the results of data analysis Critical thinking skills are cultivated based on on division student achievement groups in class into groups of high, medium and low. Division of groups based on standard calculations deviation obtained by the average value critical thinking skills test on all indicators can be seen in Table 1.2 Table 1.2 Average scores of test results students' critical thinking skills on every indicator based on achievement groups student Information: Indicator 1: formulate answers about issue that related to substances food additives. Indicator 2: identify relevance and irrelevance regarding additives food Indicator 3: Identify reasons that is stated regarding additives food Indicator 4: formulate answers about side effects Group k Achievement Indicator Score- flat Interpr ethation 1 2 3 4 5 High 80 100 90 60 100 90 Well Is 55 92 35 41 70 82 Well Low 41 83 50 33 75 50 Enough 58 on average 91 58 45 81 74 Well Page 13 13 Journal of UIN SGD Bandung 2013 and substance abuse food additives Indicator 5: equality and additive difference food Value whole every indicator of skills test questions critical thinking based on groups achievements can be described inward Diagram 3.7 follows: Figure 1.2 Diagram of mean values average thinking skills test results critical students on each indicator based on achievement groups student 4. Discussion of Research Results Globally, this research has five stages contained in learning based on Socioscientific Issues on concepts food additives namely stages Engage (invite), Explore stage (Investigate), stage Explain (Explain), stage Extend (Expanding) and the Evaluate stage (Rate). But in the process learning is only used four stages namely the Engage stage, Explore, Explain, and Extend, while stage Evaluate is a test of thinking skills critical students, where each student working on evaluation questions then used as a test student learning outcomes. Based on the analysis results of the Table 1.1 the average value of a student worksheet (LKS) at all stages learning is 79 with interpretation well. Stages learning that gets value the highest average is the stage Engage that is equal to 90 with very good interpretation, whereas the lowest average value is the stage Evaluate that is equal to 69 with enough interpretation. Following this served discussion of achievements each stage, includes stage: a. Engage (Invite) Based on the analysis of Table 1.1, at the Engage value acquisition stage the average student worksheet is 90 with very good interpretation. Pg This proves that ability Page 14 14 Journal of UIN SGD Bandung 2013 students in formulating answers about issues related to food additives in this case very good. Observation results of teacher activities and students conducted by observer during the learning process take place and explain that all learning processes are on the Engage stage is accomplished with very good, by percentage 100% implementation, this means all teacher and student activities on this stage is carried out entirely corresponding with description learning. b. Explore. Based on the results of the average analysis average value of LKS 2, average value of LKS at the Explore stage of 83 with very good interpretation. Pg this is because practicum is very effect on science materials especially chemistry, because natural science learning usually has to be practiced to be more easy to understand. This is in line with Yunita (2009: 20), activities practicum has an impact very large especially building understanding concepts, besides that students always save a concept by identifying through practicum, which is knowing the ingredients food coloring is natural or artificial additives. c. Explain (Explain) Based on the results of the assessment oral presentation of students on each study groups, which are contained in Table 1.1, the average score average of 90 with categories very good, whereas for category ability is on get an average value of 80 with very good categories and groups low achievement scored 70 with good categories. Thing turned out by learning from Socioscientific learning issues with explain or presenting encouraging students become more active in put forward opinion, provide solutions to an issue happening now and learning accept rebuttal from others. This is in line with the Ausubel theory (Dahar, 1996: 111) that learning meaningful not just finding own knowledge, but it can learn by explaining or Page 15 15 Journal of UIN SGD Bandung 2013 connect other concepts to solve a problem, although the answer only guessing from the problem that there is. Observation results of teacher activities and students, show that implementation of the learning process at this stage by 90% with very good interpretation. d. Extend (Extend) Based on the average value of LKS at each stage, the Extend stage get an average value of 83 with a very good category, while for category ability is being acquired average value of 67 with categories enough and the achievement group is low get a score of 50 with a category less. That can be explain that average student's ability to associate concept with aspects of life lower than ability students to investigate an issue, solving solutions to a issues, as well as students' abilities in communicate. That is because some students are still not many knowing information regarding the concept of additives in daily life, so allow students to accept information indirectly regarding food additives from the surrounding environment, so can add students' insights regarding food additives other than knowledge gained in learning process in school. Arifin (2000: 111) argues that association with friends, reading and electronic media will very take effect to success student in gain knowledge. During group discussions take place in process learning, observers do assessment of student activities in groups, the next one serve as student affective value in process learning. Based on the analysis of Table 3.1, student activities in groups dominated by achievement groups high with a value of 88 with very good interpretation, moderate achievement group with a value of 78 with interpretation good and low achievement group Page 16 16 Journal of UIN SGD Bandung 2013 with a value of 67 with interpretation enough. Activities in groups are the best in mastery language when delivering information and criticism, current thinking patterns convey information / opinions, clarity of focus in the direction of the question and mindset when giving criticism with a value of 88, meanwhile lowest student activity with grades 67 with enough interpretation is student activities in giving ability to speak (in provide information, hold opinions, arguing) is dominated by lowest group students. Critical thinking skills which is applied in implementation Socioscientific based learning This issue consists of five indicators which includes: (1) formulating answers about related issues with food additives; (2) identifying relevance and irrelevance regarding additives food; (3) identify the reasons which is stated regarding additives food; (4) formulating an answer about how to deal with it misuse of food additives; and (5) similarities and differences in substances food additives. 5. Conclusions Based on research results regarding the application of learning based on Socioscientific Issues for develop the skills students' critical thinking on the concept of substances food additives to class students VIII-D SMPN 1 Cileunyi-Bandung, the conclusion is as following: 1. Application learning based on Socioscientific Issues on the concept of Food additives going very well, with the percentage of performance learning by 91%. Pg this can also be seen from the value average learning outcomes on each stage which includes stages Engage with averaged 90, Explore (Investigate) on average value 83, Explain (Explain) with an average value of 80, Extend (Expanding) to the average 73 grades and Evaluate (Assess) with an average value of 69. Stage Engage obtains the highest average value of Page 17 17 Journal of UIN SGD Bandung 2013 90 of the stages other learning with very good interpretation. 2. At the student evaluate stage given a skills test students' critical thinking. Indicator the highest is third and fifth indicators, i.e. identify the reasons for which expressed and equation and difference with categories very good, while on indicators formulate answers about substances related issues additives, to identify relevance and irrelevance of additives food and formulate the answer about additive abuse food by category low. 3. Critical thinking skills students after doing learning based on Socioscientific Issues on the concept of food additives to experience development, in accordance with the results of the value analysis average skill indicator critical thinking by 74 in good category, which means as a whole student to experience development critical thinking skills that are enough. By group student achievement, group high achievement experience development the skills high critical thinking with an average value of 91, while the achievement group medium and low with value an average of 81 and 45. 6. References Arikunto, S. (2008). The basics Educational Evaluation. Jakarta: Rineka Cipta. Bencze et al. (2010). Student- Teachers' Actions on Socioscientific Issues: Primary & Secondary Research Influences. Department of Curriculum, Teaching and Learning : University of Toronto Canada Dahar, WR (1996). Theories Study. Jakarta: Erlangga. Nuangchalerm, P. (2009). "Development of Socioscientific Issues- Based Teaching for Page 18 18 Journal of UIN SGD Bandung 2013 Preservice Science Teachers ". Journal of Social Sciences 5 (3), 239- 243. Nurani, NA (2013). Reveal Dangers of Using MSG [Online]. Available:http: // heal th.okezone.com/read/2013/0 1/26/482/75207 / unfold- danger-use-msg. [September 11, 2013]. Purlistyani, Ika. (2012). Analysis The skills Think Critical Class XI Students at Learning Traits Colloid by Method Discovery-Inquiry. Essay UPI Chemistry Education Bandung: not published. Reis and Galvao. (2008). " Teaching Controversial Socio- Scientific Issues in Biology and Geology Classes: A Case Study ". Electronic Journal of Science Education Volume13. Sadler. DT (2003). " Informal Reasoning Regarding Socioscientific Issues: A Critical Review of Research ". Journal of Research in Science Teaching. Vol. 41, 513-536. Sandra (2010). Pedagogy in Action the SERC Portal For Educator. [Online]. Available: http: / http: //serc.carleton.edu /sp/library/issues/index.html. [September 27, 2010]. Siregar et al. (2013). Analysis The content of Rhodamin B and Artificial Sweeteners (Saccharin) in Fruits Watermelon ( Citrullus Lanatus ) which is sold at Traditional Markets and Markets Modern City of Medan Year 2013. Essay Faculty Health The community University North Sumatra: no was published. Taufiq, Masitoh. (2011). Effectiveness Classroom Science Learning High Based Multimedia Interactive For Improve skills Student Critical Thinking Prospective elementary school teachers. Essay MIPA University Sriwijaya: not published. Page 19 19 Journal of UIN SGD Bandung 2013 Yunita. (2009). 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