S3 Pendidikan Kimia

STRUKTUR KURIKULUM

 

Struktur kurikulum Prodi Doktor Pendidikan Kimia Pascasarjana UM mulai angkatan 2015 diberikan dalam Tabel berikut.

 

Tabel 1. Kurikulum S3 Pendidikan Kimia

KODE MK

MATAKULIAH

Sks

Js

SEMESTER

1

2

3

4

5

6

A.

Matakuliah Landasan Keilmuan Dan Pendidikan

 

 

 

 

 

 

 

 

I

Matakuliah Umum  8 sks

 

 

 

 

 

 

 

 

MKPS902

Filsafat Pendidikan

2

2

X

–

–

–

–

–

MKPS903

Wawasan Pendidikan

2

2

X

–

–

–

–

–

MKPS905

Disain Penelitian dan Analisis Data

4

4

–

X

–

–

–

–

II

Matakuliah Spesialisasi Bidang Studi 18 Sks

 

 

 

 

 

 

 

 

PKIM901

Pengembangan Strategi Pembelajaran Kimia

2

2

X

–

–

–

–

–

PKIM902

Problema dan Prospek Perkembangan Pendidikan Kimia

2

2

_

X

–

–

–

–

PKIM903

Evaluasi dan Pengembangan Program Pendidikan Kimia

2

2

–

– X

–

–

–

–

PKIM904

Seminar: Kajian dan Analisis Penelitian Bidang Studi 

2

2

–

–

X

–

–

–

NKIM901

Review Struktur dan Kereaktifan Senyawa Organik*

3

3

X

–

–

–

–

–

NKIM902

Review Kimia Analitik*

3

3

X

 

–

–

–

–

NKIM903

Review& Pengembangan Materi Struktur dan Kereaktifan Senyawa Anorganik*

3

3

X

–

–

–

–

–

NKIM904

Review & Pengembangan Materi Kinetika dan Dinamika  Reaksi – Reaksi Kimia*

3

3

X

–

–

–

–

–

NKIM905

Filsafat dan Kimia Bioteknologi*

3

3

X

–

–

–

–

–

NKIM906

Sain dan Teknologi Material**

1

1

–

–

X

–

–

–

NKIM907

Spektroskopi molekul**

1

1

–

–

X

–

–

–

NKIM908

Kapita selekta reaksi-reaksi organik**

1

1

–

–

X

–

–

–

PKIM905

Inovasi Pembelajaran Kimia berbasis Laboratory Activity dan E-learning**

1

1

–

–

X

–

–

–

PKIM906

Inquiri dalam Pembelajaran Kimia**

1

1

–

–

X

–

–

–

III

Disertasi 30 sks

 

 

 

 

 

 

 

 

MDIS991

 Seminar Usulan Disertasi

2

–

–

–

X

X

–

–

MDIS990

 Disertasi

28

 

 

 

 

 

 

 

 

Cakupan Kegiatan:

 

 

 

 

 

 

 

 

 

·         Seminar progress individu

2

–

–

–

X

–

–

–

 

·         Seminar hasil penelitian

2

–

–

–

–

–

X

X

 

·         Publikasi jurnal internasional

4

–

–

–

–

–

X

X

 

·         Bimbingan Penulisan dan Ujian Disertasi#

20

–

–

–

X

X

X

X

Jumlah Seluruh SKS

56

–

15

8

7

20

4

2

Keterangan:

  1. * = Dipilih 3 matakuliah (8-9 sks)
  2. ** = Dipilih minimal 1 matakuliah
  3. # = Dilaksanakan dalam 4 (empat) semester

 

DESKRIPSI MATAKULIAH (COURSE DESCRIPTION OF DOCTORATE PROGRAM)

 

MKPS902 Filsafat Pendidikan (Philosophy of  Education) (2 Sks/2 Js)

Kompetensi / Competence

  1. Mendeskripsikan hakikat sains (NOS = the Nature of Science) dan inkuiri saintifik.
  2. Mendeskripsikan hakikat pendidikan sains menurut filsafat konstruktivistik dan filsafat behavioristik.
  3. Mengaitkan permasalahan filosofis dengan pendidikan sains dan teknologi.
  4. Mengajukan pandangan filosofis pribadi terhadap sains dan teknologi serta membuat kesimpulan terkait dengan isu-isu mutakhir yang berkembang dalam dunia pendidikan.
  5. Mendesain pembelajaran sains berbasis hakikat sains (NOS).

 

  1. Describe the nature of science (NOS = the Nature of Science) and scientific inquiry.
  2. Describe the nature of science education according to the constructivist and behaviorism philosophy.
  3. Linking the philosophical problems with science and technology education,
  4. Asking personal philosophical views of science and technology and make conclusions related to the current issues that develop in education.
  5. 5. Designing learning science-based The Nature of Science (NOS).

 

Bahan Kajian / Learning Materials

  1. Hakikat sains (NOS) dan inkuiri saintifik
  2. Filsafat konstruktivistik dan filsafat behavioristik dalam pendidikan sains
  3. Isu-isu mutakhir yang berkembang dalam dunia pendidikan
  4. Contoh-contoh pembelajaran sains berbasis hakikat sains (NOS)
  5. Filosofi, dan perkembangan bioteknologi modern serta kontribusi bioteknologi dalam menunjang kehidupan manusia.

 

  1. The Nature of Science (NOS) andscientificinquiry
  2. Constructivistand behaviorism philosophyin science education
  3. The currentissuesthat developedin education
  4. Examples oflearningscience based on The Nature of Science (NOS)
  5. Philosophy and the developmentof modernbiotechnologyas well as thecontributionof biotechnologyin supportinghuman life.

 

Tujuan / Objectives

Melalui studi literatur, diskusi, presentasi dan penugasan terstruktur, diharapkan mahasiswamampumemahami:kaitan antara hakikat sains dan inkuiri saintifik, filsafat konstruktivistik dan behavioristik dalam pendidikan sains, tanggap terhadap permasalahan yang berkembang dalam pendidikan sains dan teknologi, mampu mengajukan pandangan filosofis terhadap isu-isu mutakhir yang berkembang, dan mampu mendesain pembelajaran sains berbasis hakikat sains (NOS).

 

Through thestudy ofliterature, discussions, presentations and structured assignments, students are expected toable to understand: the link between the nature of science and scientific inquiry, constructivist and behaviorism philosophyin science education, responsive to the growing problems ins cience and technology education, able to propose a philosophical view of the current issues that develop, and able to design science learning based on The Nature of Science(NOS).

 

Daftar Pustaka / References

  1. Flick, L.B. & Lederman, N.G. 2006. Scientific Inquiry and the Nature of Science: Implication for Teaching, Learning & Science Education. Nederland: Springer.
  2. Derek, Hodson. 1985. Philosophy of science, science and science education. Studies in Science Education, No.12: 25-57.
  3. McComas, W.F. 1998. The principle elements of the nature of science: Dispelling the myths. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53–70). Dordrech: Kluwer Academic Publishers.
  4. McComas, W. F., Clough, M.P., & Almazroa, H. 1998. The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies. Netherlands: Kluwer Academic Publishers
  5. Bernal, P.J. 2006. Addressing the Philosophical Confusion Regarding Constructivism in Chemical Education. Journal of Chemical Education, Vol. 83(2): 324-326.
  6. Kurikulum 2013.

 

MKPS905 Desain Penelitian dan Analisis Data (Research Design and Data Analysis) (4 Sks/4 Js)

Kompetesi / Competence

Memahami berbagai disain penelitian pendidikan kimia dan penerapannya untuk menemukan jawaban atas masalah yang diteliti. Menganalisis kekuatan dan kelemahan disain penelitian tertentu dan ketepatannya untuk digunakan di dalam permasalahan pendidikan kimia tertentu. Memahami berbagai teknik analisis data yang diperoleh dengan penerapan disain penelitian tertentu dan memaknai hasil analisis dalam konteks masalah yang diteliti.

Comprehend various research designs and their applications in chemical education research to find out answers to the problems examined. Analyze the strengths and weaknesses of the research design and appropriateness for use in particular chemical education issues. Comprehend the different techniques for data analysis obtained with the application of particular research design and interpret the results of the analysis in the context of the problems examined.

 

Bahan Kajian / Learning Materials

Berbagai sumber terutama dalam bentuk artikel jurnal yang melaporkan hasil-hasil penelitian pembelajaran kimia dan artikel ulasan tentang disain penelitian dan analisis data.

Various resources primarily in the form of journal articles which report research results in chemistry education and review articles about research design and data analysis.

 

Tujuan / Objectives

Melalui analisis kritis atas berbagai laporan penelitian yang dimuat di dalam jurnal, mahasiswa dapat menentukan rancangan penelitian yang akan digunakan di dalam penelitian disertasinya. Dapat menggunakan berbagai teknik analisis data terutama yang terkait dengan penelitian disertasinya dan mengembangkan makna dari hasil analisis tersebut.

Through critical analysis of various research reports published in scientific journals, students are able to determine research design appropriated with their dissertation research. Students are able to use various data analysis techniques, primarily associated with their dissertation research, and develop the meaning of the analysis results.

 

Daftar Pustaka / References

  1. Cresswell, J.W. 2008. Educationla Research: Planning, conducting, and Evaluating Quantitative and Qualitative Research, 3rd Ed. New Jersey: Pearson Prentice Hall.
  2. Various Journals articles, especially published in highly reputable journals such as: Research in Science Education, Journal of Research in Science Teaching, Science Education, International Journal of Science Education, and International Journal of Research in Science and Mathematics Education.

 

PKIM901 Pengembangan Strategi Pembelajaran Kimia (Development of Chemistry Teaching strategy) (2 Sks/2 Js)

Kompetesi / Competence

Mampu mengembangkan strategi pembelajaran kimia inovatif berdasarkan analisis kritis filosofis pembelajaran, teori-teori dan model-model pembelajaran, serta karakteristik materi kimia sekolah dan perguruan tinggi.

Able to develop develop inovatif strategy for teaching chemistry based on critical analysis of instructional philosophys, theories and models of teaching, and also characteristic of school and university’s chemistry content.

 

Bahan Kajian / Learning Materials

Fasilitasi belajar: rancangan, perencanaan, dan penyajian pembelajaran; belajar bermakna: bertanya, diskusi, kerja kelompok; konsep mengajar dan ketrampilan mengajar, strategi pembelajaran eksperimentak dan tidak langsung, strategi pembelajaran kolaboratif, pembelajaran konsep, pembelajaran berbasis masalah, pendekatan khusus pada pembelajaran praktikum, praktik pengembangan stategi pembelajaran inovatif.

Facilitating learning: Lesson and unit planning and delivery, Engaging learning: questioning, discusion, seatwork, and homework; teaching concept and teaching skill, the indirect and experimental instructional strategies, the collaborative learning strategy, teaching concepts, teaching  for thinking problem-based learning, selecting approach to teach chemistry in the laboratory, and practise to develop innovatif teaching strategy for certain chemistry content.

 

Tujuan / Objectives

Setelah mengkaji fasilitasi belajar, belajar bermakna, membelajarkan konsep, strategi-strategi pembelajaran tidak langsung dan eksperimen, pembelajaran kolaboratif, dan pembelajaran berbasis masalah, mahasiswa dapat mengembangkan strategi-strategi pembelajaran kimia yang inovatif relevan dengan karakteristik materi kimia.

After deeply study on facilitating learning, engaging learning, teaching concepts, the indirect and experimental instruction strategies, the collaborative learning strategy, and teaching for thinking and problem-based learning, students able to develop innovatif strategies for teaching chemistry that relevant with chemistry content characteristics.

 

Daftar Pustaka / References

  1. Lang, H.R. &d Evan, D.N. 2006. Models, strategies, and methods for effective teaching. Boston: Pearson.
  2. Pienta, N.J., Cooper, M.M., & Greenbowe, T.J. 2009. Chemists’ guide to effective teaching. New Jersey: Prentice Hall.
  3. Herron, D.J. 1996. The Chemistry Classroom, Formulas for Succesful Teaching. Washington, D. C: American Chemical Society.
  4. Cruickshank, D.R., Jenkins, D.B., & Metcalf, K.K. 2006. The act of teaching. 4Th Ed. New York: McGraw Hill Companies, Inc.
  5. Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel,S., & Rubin, C. 2004. Teaching As Inquiry Asking Hard Questions to Improve Practice and Student Achievement. New York: Teacher College Press.

 

PKIM902 Problema dan Prospek Perkembangan Pendidikan Kimia (Problem and Prospect in Developing Chemistry Education) (2 Sks/2 Js)

Kompetensi / Competence

Mengidentifikasi, menganalisis dan menghasilkan rancangan solusi atas masalah-masalah aktual yang banyak dijumpai di dalam pendidikan Kimia/Sains. Antisipasi problema-problema pendidikan kimia yang mungkin akan timbul sebagai akibat makin berkembangnya ilmu kimia dan pembelajarannya.

Indentifying, analysing, and producing a plan for solving actual problems in Science/Chemistry Education. Anticipating the emergence of new problems or array of problems in Science/Chemistry education because of the development of Chemistry and its learning.

Bahan Kajian / Learning Materials

Berbagai teks dan laporan penelitian terutama yang dimuat di dalam jurnal-jurnal pembelajaran bereputasi.

There is no limitation of the uses of resources for this course. However the relevance and ‘the state of the art’ status of the resources should become the main considerations of the resource to analyze.

Tujuan / Objectives

Melalui kajian kritis dan analitik mahasiswa menetapkan pilihan masalah untuk dikaji secara mendalam dan ditemukan solusinya. Memaksimalkan potensi pemecahan masalah yang prospektif dan tidak memiliih disain pemecahan yang mungkin akan menimbuilkan kesulitan di dalam analisis datanya. Mahasiswa juga mampu mengantisipasi, memprediksi akan timbulnya masalah yang memerlukan pemecahan. Mahasiswa juga diharapkan mampu mengantisaipasi masalah yang akan timbul sebagai akibat dari makin berkembangnya berbagai hal terkait.

Through a crytical analysis students are able to identify probliems in Chemistry Education which need urged solutions. Students are expected to be able to effectively find a solution which will smartly and efficiently solve the problem without creating more complexity to the problem itself. Students are also expected to be able to anticipate the emergence of new problemsin the future of Chemistry Education because of the development of the field.

Daftar Pustaka / References

Berbagai teks dan laporan penelitian terutama yang dimuat di dalam jurnal-jurnal pembelajaran bereputasi.

Research reports and articles especially published in reputable education journals.

PKIM903 Evaluasi dan Pengembangan Program Pendidikan Kimia (Evaluation and Development of Chemical Education Program)(2 Sks/2 Js)

Kompetensi / Competence

  1. Menguasai secara mendasar dan mengevaluasi secara komprehensif dan konseptual program evaluasi dalam pendidikan dan pembelajaran kimia;
  2. Mengembangkan program pendidikan kimia berbasis hasil-hasil evaluasi secara komprehensif dan konseptual.

 

BahanKajian / Learning Materials

  1. Kajian esensial dan konseptual keunggulan dan kelemahan teknik dan prosedur evaluasi, meliputi: (1) analisis prinsip-prinsip dan filosofi penilaian dan implementasinya pembelajaran kimia, (2) teknik tes dan non tes dalam penilaian (asesmen) berbasis taksonomi bloom, (3) ragam tes dalam pembelajaran sains-kimia, (4) asesmen alternatif: kebutuhan terhadap asesmen alternatif, asesmen performansi, observasi dan pertanyaan, presentasi dan diskusi, projek dan investigasi, portofolio dan jurnal, dan jenis lainnya asesmen alternatif;
  2. Pengembangan program pendidikan dan pembelajaran kimia berbasis hasil-hasil evaluasi pada berbagai jenjang pendidikan, meliputi: (1) mengidentifikasi dan membatasi kebutuhan untuk pengembangan, (2) merancang pengembangan, (3) mengkonstruksi pengembangan, dan (4) mendeseminasikan hasil-hasil pengembangan.

 

  1. Advantage and disadvantage of technical and procedure of evaluation, including: (1) principles and phylosophical of assessment analysis, (2) test and non-test in assessment based-on Bloom Taxonomy, (3) types of assessment in learning science-chemistry, (4) alternative assessment: need to assessment alternative, performance assessment, observation and question, presentation and discussion, project and investigation, portfolio and journal, and other alternative assessment;
  2. Development of chemistry education and learning program based-on evaluation results in education levels: (1) identifying and defining need for development, (2) designing development, and (4) deseminating development products.

 

Tujuan / Objectives

Melalui kajian literatur, presentasi, dan diskusi, mahasiswa dapat:

  1. Menalar dan mengevaluasi secara komprehensif dan konseptual evaluasi dalam pendidikan dan pembelajaran kimia.
  2. Mengembangkan program pendidikan dan pembelajaran kimia berbasis hasil-hasil evaluasi secara komprehensif dan konseptual.

 

Through literatur study, presentation, and discussion, student should be able to:

  1. think and review comprehensively and conceptual about evaluation in

     science-chemistry educating and learning;

  1. develop chemistry educating and learning based-on evaluation results

     comprehensively and conceptually.

 

Daftar Pustaka / References

  1. Enger, S.K & Yeger, R.E. 2009. Assessing student understanding in science. California: Crowin Press.
  2. Glencoe Science Professional Series. —-. Alternate Assessment in The Science Classroom. New York: McGraw-Hill.
  3. Hassard, J. 2005. The Art of Teaching Science: Inquiry and Innovation in Middle School and High School. New York & Oxford: Oxford University Press.
  4. Bybee, R.W., Powell, J.C., & Trowbridge, L.W. 2008. Teaching Secondary School Science: Strategies for Developing Scientific Literacy. Colombus: Pearson-Merill Prentice Hall.
  5. Thiagarajan, S., Semmel, D.Sl, & Semmel, M.I. —-. Instructional Development for Training Teachers of Exceptional Children: A Source Book.
  6. Undang-undang dan Peraturan Pemerintah tentang Pendidikan dan/atau Kurikulum dan yang relevan terbaru.
  7. Peraturan Menteri Pendidikan dan Kebudayaan (atau yang relevan) tentang Pendidikan dan/atau Kurikulum dan yang relevan terbaru.

 

NKIM901 Review Struktur dan Kereaktifan Senyawa Organik (Review of Structure and Reactivity of Organic Compound) (3 Sks/3 Js)

Kompetesi / Competence

  1. Menguasai secara mendasar dan komprehensif hubungan antara struktur dengan sifat fisik dan kereaktifan senyawa-senyawa organik.
  2. Mengembangkan materi pembelajaran hubungan antara struktur dengan sifat fisik dan kereaktifan senyawa-senyawa organik.

 

  1. 1. Mastering fundamentally and comprehensivelyrelationship of structure to physical properties and reactivity of organic compounds.
  2. Developing teaching material of relationship of structure to physical properties and reactivity of organic compounds.

 

Bahan Kajian / Learning Materials

Ikatan valensi dan hibridisasi serta terapannya dalam molekul organik, struktur dan ikatan kimia molekul organik, pereaksi dalam reaksi organik, katalisis asam-basa pada reaksi organik, reaksi adisi, reaksi substitusi, reaksi elimininasi, dan reaksi intramolekular. Bahan ajar (teaching material): ciri-ciri dan pengembangannya.

Valence bond theory and hibridization, and its application in organic molecul, structure and chemical bonding in organic molecule, reactant in organic reaction, acid-base catalysis on the organic reactions, addition-substitution-elimination, and intramolecular reactions. Teaching material: characters and its development.

 

Tujuan /Objectives

Melalui perkuliahan, diskusi, memahami isi artikel jurnal yang relevan, dan penyelesaian tugas, mahasiswa memiliki pemahaman yang mendasar dan komprehensif tentang: (1) Ikatan valensi dan hibridisasi serta terapannya dalam molekul organik, (2) struktur dan ikatan kimia molekul organik, (3) pereaksi dalam reaksi organik, (4) katalisis asam-basa padar eaksi organik, (5) reaksi adisi, reaksi substitusi, reaksi elimininasi, dan reaksi intramolecular, dan (6) bahan ajar: ciri-ciri  dan pengembangannya.

 

Through expository lecture, discussion, comprehend content of relevant journal articles, and completion of assignments, students have fundamental knowledge and comprehensive understanding about: (1) Valence bond theory and hibridization, and its application in organic molecul, (2) structure and chemical bonding in organic molecule, (3) reactant in organic reaction, (4) acid-base catalysis on the organic reactions, (5) reactions of addition-substitution-elimination, and intramolecula; and (6) teaching material: characters and its development.

 

Daftar Pustaka / References

  1. Carroll. F.A. 2010. Perspectives on Structure and Mechanism in Organic Chemistry, 2nd Ed. Toronto: John Wiley & Sons, Inc.
  2. Miller, B. 2004. Advanced Organic Chemistry: Reaction and Mechanism, 2nd Ed. New Jersey: Pearson Prentice Hall.
  3. Isaacs, N.S. 1987. Physical Organic Chemistry. New York: John Wiley & Sons, Inc.

 

NKIM902 Review Kimia Analitik (Review on Analytical Chemistry) (3 Sks/3 Js)

Kompetensi / Competence

Memahami dengan komprehensif prinsip dan konsep dasar kimia analitik baik kimia analitik konvensional maupun instrumentasi. Menjelaskan perkembangan kimia analitik dan kebutuhan aplikasi kimia analitik untuk analisis bahan.  Melakukan kajian mengenai metode analitik yang digunakan untuk menjelaskan sifat-sifat bahan.

 

Understand comprehensively the principles and basic concepts of conventional and modern analytical chemistry.  Explain the development of analytical chemistry and the needs of analytical chemistry application for material analysis.

 

Bahan Kajian / Learning Materials

Ruang lingkup kimia analisis yang meliputi analisis konten, analisis struktur senyawa, analisis distribusi dan analisis proses, review aspek-aspek mendasar dari kimia analitik, review metode-metode analitik konvensional maupun modern: kromatografi, spektroskopi, MS, elektrometri dan sensor, beberapa aplikasi modern kimia analitik terkini: kimia lingkungan dan kimia bahan.

The coverage of analytical chemistry: content analysis, structural analysis, distribution analysis, process analysis; review on fundamental aspects of analytical chemistry; review on fundamental aspects in analytical chemistry: review on elementary concepts, some aspects of measurement, statistics and data evaluation.  Review on conventional and modern methods in analytical chemistry: chromatography, spectroscopy, mass-spectroscopy, electrometry and sensors, some modern application in analytical chemistry: environmental chemistry chemistry and material chemistry

 

Tujuan / Objectives

Melalui studi literatur, diskusi kelompok, memahami isi artikel jurnal yang relevan, dan penyelesaian tugas, mahasiswa dapat memecahkan masalah-masalah kimia analitik secara komprehensif serta membuat rancangan mengenai aplikasi metode analitik terutama penggunaan instrumentasi modern untuk memberi deskripsi mengenai sebuah material maju.  Merancang langkah-langkah analitik untuk memecahkan masalah-masalah analitik secara komprehensif.

Through literature study, group discussion, relevant articles reviews, and submitting assignment the students can solve problems in conventional and modern analytical chemistry especially modern analytical chemistry to describe good materials. Designing analytical steps to solve problems in analytical chemistry in comprehensive way.

 

Daftar Pustaka / References

  1. Gary, D. C. 1986. Analytical Chemistry, 4th Ed. Canada: John Wiley & Sons.
  2. Harvey, D. 2000. Modern Analytical Chemistry. New York: Mc Graw Hill.
  3. Settle, F.A., 1997. Handbook of Instrumental Techniques in Analytical Chemistry, New Jersey: Prentice Hall, Inc.
  4. Skoog, D.A. & Leary, J.J., 1992, Principles of Instrumental Analysis, 4th Ed, Forth Word: Saunders College Publishing.

 

NKIM903 Review& Pengembangan Materi Struktur dan Kereaktifan Senyawa Anorganik (Review and Development Material of Structure and Reactivity of inorganic compound) (3 Sks/3 Js)

Kompetensi / Competence

  1. Menguasai secara mendasar dan komprehensif berbagai struktur penting dari senyawa-senyawa anorganik.
  2. Menguasai secara mendasar dan komprehensif hubungan antara struktur penting dari kereaktifan senyawa-senyawa anorganik
  3. Mengembangkan materi pembelajaran kimia anorganik dengan penekanan pada struktur dan kereaktifan senyawa-senyawa anorganik.

 

  1. Mastering fundamentally and comprehensively some important structures of inorganic compounds.
  2. Mastering fundamentally and comprehensively relation between structure and reactivity of inorganic compounds.
  3. Developing inorganic teaching material emphasized on structure and reactivity of inorganic compounds.

 

Bahan Kajian / Learning Materials

Susunan hcp, ccp dan bcc, simetri titik dan simetri translasi dalam kristal, kelompok titik, kelompok ruang, kisi kristal, sel satuan, indeks Miller, dan indeks arah, struktur kristal NaCl, CsCl, ZnS, CaF2, TiO2, SrTiO3, spinel dan silikat. Kelompok ruang dan penentuan struktur berdasarkan metode difraksi. Kereaktifan senyawa dengan struktur tertentu.

 

Hcp, ccp dan bcc structures, point symmetry and translation symmetry in crystal, point group, space group, crystal lattice, unit cell, Miller indices, and index of direction, crystal structure of some important compounds such as NaCl, CsCl, ZnS, CaF2, TiO2, SrTiO3, spinel, and silicate. Space groups and determination of structure based on diffraction method. Reactivity of compound adopting specific structure.

Tujuan /Objectives

Melalui perkuliahan, diskusi, memahami isi artikel jurnal yang relevan, dan penyelesaian tugas, mahasiswa memiliki pemahaman yang mendasar dan komprehensif tentang: (1) susunan atom-atom dalam kristal; (2) simetri titik dan simetri translasi pada kristal, kelompok titik, kelompok ruang, kisi kristal, sel atuan, indeks Miller dan Indeks arah; (3) struktur kristal yang penting seperti struktur NaCl, CsCl, ZnS, CaF2, TiO2, SrTiO3, spinel, dan silikat; (4) kelompok ruang; dan (5) kereaktifan senyawa dengan struktur tertentu.

Through lecture, discussion, comprehend content of relevant journal articles, and completion of assignments, students have fundamental knowledge and comprehensive understanding about: (1) arrangements of atoms in crystal; (2) point symmetry and translation symmetry in crystal, point group, space group, crystal lattice, unit cell, Miller indices,  and index of direction; (3) crystal structure of some important compounds such as NaCl, CsCl, ZnS, CaF2, TiO2, SrTiO3, spinel, and silicate; (4) space groups; and reactivity of compound having specific structure.

 

Daftar Pustaka / References

  1. Atkins, P., Overton, T., Rourke, J., Weller, M., & Armstrong, F. 2006. Shriver and Atkins Inorganic Chemistry, 4th Oxford: Oxford University Press.
  2. Constable, E.C. 1990. Metals and Ligands Reactivity. New York: Ellis Harwood.
  3. Cotton, F.A. 1971. Chemical Applications of Group Theory, 2nd Ed. New Delhi: Wiley Eastern Limited.
  4. Huheey, J.E., J.E, Keiter, E.A., &Keiter, K.L. 1994. Inorganic Chemistry, Principles of Structure and Reactivity, 4th Ed. New York: Harper Collins College Publisher.
  5. Keetle, S.F.A. 1996. Physical Inorganic Chemistry, A Coordination Approach. Oxford: Spektrum Academic Publishers.
  6. Lee, J.D. 1991. Concise Inorganic Chemistry, 4th London: Chapman and Hall.
  7. Miessler, G. L. &Tarr, D.A. 1991. Inorganic Chemistry. New Jersey: Prentice-Hall, Inc.
  8. Wells, A.F. 1975. Structural Inorganic Chemistry, 4th Ed. London: Oxford University Press.

 

NKIM904 Review dan Pengembangan Materi Kinetika dan Dinamika Reaksi-Reaksi Kimia  (Review and Development Material of Kinetics and Dynamics of Chemical Reactions) (3 Sks/3 Js)

Kompetensi / Competence

Mahasiswa  memahami aspek empiris, hipotetik, dan teoretik dari  kinetika kimia dan dinamika reaksi kimia serta mampu mengembangkannya sebagai bahan kajian ilmiah.

Students understand the empirical, hypothetical, and theoretical aspects  of chemical kinetics and of chemical reactions dynamics and be able to develop a scientific study about this matter.

 

Bahan Kajian / Learning Materials

Konsep-konsep Dasar Kinetika Kimia,  Miskonsepsi dalam materi kinetika kimia, Prosedur-prosedur eksperimen, Analisis Data Kinetik, Teori reaksi kimia, Energi Potensial Permukaan, Reaksi Kompleks Fasa Gas, dan Reaksi Fasa Cair.

Basic Concepts of Chemical Kinetics, misconceptions in chemical kinetics, experimental procedures, Kinetic Analysis of Experimental Data, Theories of chemical reactions, Potential Energy Surfaces, Reaction Complex in Gas Phases and Reactions in Solution

 

Tujuan / Objectives

Setelah mengkaji materi yang disajikan dalam matakuliah ini, berdiskusi, mengerjakan dan membahas latihan-latihan soal, mahasiswa dapat memahami konsep-konsep Dasar Kinetika Kimia,  menyadari adanya miskonsepsi dalam materi kinetika kimia, memahami prosedur-prosedur eksperimen, cara-cara analisis data kinetik, memahami Teori reaksi kimia, Energi Potensial Permukaan, Reaksi Kompleks Fasa Gas, dan Reaksi Fasa Cair.

After reviewing the material presented in this course, discussing, working and discussing the exercises, students can understand the concepts of Basic Chemical Kinetics, aware of the misconceptions in the chemical kinetics of the material, understand the experimental procedures, methods of kinetic data analysis, understand the theory of chemical reactions, Potential Energy Surfaces, reactions Complex in Gas Phase and in solution.

 

Daftar Pustaka / References

  1. Soustelle, Michel. 2011. An introduction to chemical kinetics. New York: John Wiley & Sons, Inc.
  2. Wright, M.R. 2004. An Introduction to Chemical Kinetics. New York: John Wiley & Sons, Ltd.
  3. Wilkinson, F. 1980. Chemical kinetics and Reaction Mechanisms. New York: Van Nostrand Reinhold Company.
  4. Griffiths, P.J.F. & Thomas, J.D.R. 1983. Calculations in Advanced Physical Chemistry, 5rd Ed. London: Edward Arnold.sical.

 

 

NKIM905 Filsafat dan Kimia Bioteknologi (Phylosophy and Chemistry of Biotechonology) (3 Sks/3 Js)

Kompetensi / Competence

(1) Menjelaskan: pengertian, ruang lingkup, dan aspek kimia bioteknologi serta peran bioteknologi dalam kehidupan manusia, (2) mendeskripsikan filosofi bioteknologi (3) mengambil hikmah dan sikap bioetika dalam perkembangan dan aplikasi bioteknologi.

(1) Explaining: definition, scope, and chemical aspects of biotechnology and the role of biotechnology in human life, (2) describe the philosophy of biotechnology (3) take the wisdom and attitude of bioethics in the development and application of biotechnology.

Bahan Kajian / Learning Materials

  1. Filosofi, dan perkembangan bioteknologi modern serta kontribusi bioteknologi dalam menunjang kehidupan manusia./ Philosophy and development of modern biotechnology and contribution of biotechnology in supporting human life.
  2. Review teknik dasar bioteknologi molekuler, bioteknologi untuk analisis: cloning, pelacakan DNA dan RNA (termasuk tes DNA), pelacakan protein (termasuk western blot dan Elisa), stem sell, DNA microarray, dan terapi gen./ Reviews the basic techniques of molecular biotechnology : cloning, tracking of DNA and RNA (including DNA testing), tracking proteins (including western blot and Elisa), stem cell, DNA microarray, and gene therapy.
  3. 3. Review produk dan pemanfaatan bioteknologi bidang kesehatan, pertanian dan industri./ Reviews of products and the application of biotechnology in health, agriculture and
  4. 4. Bionformatika sebagai factor penting dalam perkembangan bioteknologi: bank data hasil-hasil penelitian bioteknologi, aksesibilitas, dan perangkat lunak analisis./ Bionformatika as an important factor in the development of biotechnology: a data bank of results in biotechnology research, accessibility, and analysis software.
  5. 5. Bioetika dalam perkembangan dan aplikasi bioteknologi./ Bioethics in the development and application of biotechnology.

 

  1. Philosophy and development of modern biotechnology and contribution of biotechnology in supporting human life.
  2. Reviews the basic techniques of molecular biotechnology: cloning, tracking of DNA and RNA (including DNA testing), tracking proteins (including western blot and Elisa), stem cell, DNA microarray, and gene therapy.
  3. Reviews of products and the application of biotechnology in health, agriculture and industry.
  4. Bionformatika as an important factor in the development of biotechnology: a data bank of results in biotechnology research, accessibility, and analysis software.
  5. Bioethics in the development and application of biotechnology.

 

Tujuan / Objectives

Setelah mempalajari bioteknoloki melalui studi literature, diskusi,presentasi dan penugasan terstruktur mahasiswa mampu memahami: kaitan antara bioteknologi dan kimia, peran bioteknologi dalam kehidupan umat manusia, tanggap terhadap permasalah pemanfatan beioteknologi dalam kehidupan manusia dan mampu mengambil hikmah dan bietika dalam perkembangan penelitian dan aplikasi bioteknologi.

After learning biotechnology through literature study, discussion,  presentation and structured assignments students are able to understand : relation between biotechnology and chemistry, the role of biotechnology in human life, and perceptive in bioethics in biotechnology research and  applications.

 

Daftar Pustaka / References

  1. Glick, B.R., Pasternak, J.J., & Patten, C.L. 2010. Molecular Biotechnology, Principal and Applications of Recombinant DNA. ASM Press.
  2. Brown, T.A. 1995. Gene Cloning: An introduction, 3rd Ed. London: Chapman & Hall.
  3. Peruski Jr., L.F & Peruski A.H., 1997, The Internet And The New Biology: Tools For Genomic and Molecular Research. American Society For Microbiology, Washington D.C
  4. Lea, P.J. & Leegood, R.C. (Ed). 1999. Plant Biochemistry and Molecular Biology. Chicester: John Wiley & Sons.
  5. Harper D.R. & read A. P. 1994, DNA Finger Printing. Oxford “ BIOS Scientific Publisher Ltd.
  6. Maulik, S. & Patel, S.D. 1997. Molecular Biotechnology: Therapeutic Application And Strategies.  Stanford, California. www.ncbi.nlm.nih.gov.

 

MDIS990 Disertasi (Dissertation) (28 Sks)

Kompetensi / Competence

Mahasiswa mampu melakukan investigasi dan analisis, denganmenggunakan  metode ilmiah, atas masalah-masalah aktual dalam pendidikan kimia di tingkat sekolah menengah dan perguruan tinggi, menemukan solusi untuk masalah-masalah tersebut, dan mampu mengantisipasi untuk tidak timbulnya permasalahan yang sama di masa depan. Mahasiswa mampu merancang pembelajaran kimia yang efektif untuk diterapkan di masa yang akan datang. Mahasiswa mampu memaparkan proses investigasi dan analisinya serta hasil yang diperoleh dalam bentuk disertasi.

Students are able to carry out investigation and analysis, using scientific method, about actual chemistry education problem in the level of high school and university, and are able to avoid occurrence of the same problem in the future. Students are able to design chemistry learning effective to implement in the future. Students are able to describe their investigation and analysis processes and their finding in the form of dissertation. 

 

Tujuan / Objectives

Menghasilkan sebuah disertasi yang bermutu untuk setiap mahasiswa sebagai karya akhir wajib,  melalui proses penelitian dan penulisan ilmiah di bawah bimbingan dosen yang kompeten. Diusahakan setiap disertasi memberikan kontribusi yang berarti bagi perkembangan pendidikan kimi di masa yang akan datang.

Students are expected to produce a quality dissertation on chemical education area, through a process of scientific investigation and writing. In order to pdoduce this thesis students will work under supervision of competent lecturer(s). It’s expected that each thesis will contribute significantly to the development of chemical education in the future.

 

Bahan Kajian / Learning Materials

Disertasi dikembangkan dari permasalahan aktual dalam pendidikan kimia, dengan memanfaatkan semaksimal mungkin rujukan yang relevan, terutama yang diterbitkan dalam jurnal ilmiah internasional dalam waktu 5 – 10 tahun terakhir. Disertasi merupakan hasil akhir dari serangkaian kegiatan akademik mandiri mahasiswa yang berawal dengan pengkajian situasi aktual dan pengembangan pemikiran untuk menemukan solusinya, mengembangkan rancangan penelitian, melaksanakan penelitian lapangan dan diakhiri dengan penulisan menjadi bentuk disertasi. Di dalam proses ini mahasiswa diwajibkan melakukan minimal 1 x (satu kali) seminar tentang masalah yang diangkat dan rencana solusinya, dihadapan sesama mahasiswa dan dosen pembimbing dan bukan pembimbing. Untuk kepentingan pembimbingan mahasiswa dapat diminta melakukan lebih dari satu seminar.

This course gives the opportunity for the students to train themselves in planning, implementing and reporting a systematic and scientific study, in the field of Chemistry Education. This is done in order to fulfill the requirement of producing a dissertation in this field as the students’ final work. Students are given opportunities to prepare a proposal (or a pre-proposal) of a study to be discussed together with their fellow students under the guidance of their academic supervisors and seminar coordinator. From this activity the students will further develop their proposal and carry-out their investigation. The activity will culminate in the prodduction of a dissertation.

 

Daftar Pustaka / Referensi

  1. Barrass, R. 1991. Scientists Must Write: A guide to better writing for scientists, engineers and students. London: Chapman & Hall.
  2. Chandrasekar, R. 2002. How to Write A Thesis: A Working Guide. Perth: The University of Western Australia. Available on: http://ciips.ee.uwa.edu.au/pub/ HowToWriteAThesis.pdf.
  3. Gopen, D & Swan, J.A. 1990. The science of scientific writing. American Scientist, Vol. 78, pp. 550–558.
  4. Holtom, D & Fisher, E. 1999. Enjoy Writing Your Science Thesis or Dissertation!: A step by step guide to planning and writing dissertations and theses for undergraduate and graduate science students. London: Imperial College Press.
  5. Lindsay, D. 1997. A Guide to Scientific Writing, 2nd Ed. Melbourne: Addison Wesley Longman Australia.2.
  6. Van Wagenen, R.K. 1991. Writing A Thesis: Substance and Style, 3rd Ed. Upper Saddle River: Prentice Hall.
  7. Watson, G. 1987. Writing a Thesis: A Guide to Long Essays and Dissertations. New York: Longman.