Recommendation Conclusion and Recommendation 1. Conclusion

Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Chemistry Education Page 205

4.2. Recommendation

McKinnon 2013 found that the failure of students to understand the concept of the atomic structure can be caused by teachers do not develop perception skills of their students well. The current study found an evidence that there are significant relationship between the level of student perceptions and burden of misconception. Although when designing of learning to cure misconceptions on atomic structure, lectures have to pay attention on students who have low perception. A learning that facilitates the students with low perception level can be conducted using interactive ICT media providing the opportunity to the students to develop the perception spatial skills related to the atomic structure topic. References Al-Balushi, S. M., Ambusaidi, A. K., Al- Shuaili, A.H., Taylor, N. 2012. “ Omani twelfth grade students’ most common misconceptions in chemistry”. International Council of Associations for Science Education. Vol.23, No.3, pp.221-240. Bao, L. Redish, E.F. Model Analysis: Assessing the Dynamics of Student Learning. Bodner, G. M. Domin, D. S. 2000. Mental Models: The Role of Representations in Problem Solving in Chemistry. Paper represented at Departement of Chemistry, Purdue University, West Lafayette. Coll, R.K. Tailor, N. 2002. Mental models in Chemistry: Senior Chemistry Students. Mental Models of Chemical Bonding. Chemistry Education: Research and Practice in Europe, Vol. 3, No. 2, pp. 175-184. Coll, R.K. Lajium, D. 2011. Models and modelling. New York: Springer Science+Business Media B.V. pp.3-21. Dahar, R.W. 2011. Teori-teori Belajar Pembelajaran. Jakarta: Erlangga. [Bahasa Indonesia] Foliaki, V. 2010. Transparent Rings Atomic Model TRAM. [Online] Accesed on 2014 October 21 from http:elearn.usp.ac.fj file.php13380Week20420Science20 MdoelsTRAM20Activity.pdf. Lajium, D.A.D. 2013. Students’ Mental Models of Chemical Reactions. Thesis. submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy at The University of Waikato. New Zealand. Laliyo, L.A.R. 2011. Model Mental Siswa dalam Memahami Perubahan Wujud Zat. Jurnal Penelitian dan Pendidikan, Vol.8 No. 1. [Bahasa Indonesia] Levine, M.W. Shefner, J.M. 2000. Fundamentals of sensation and perception. New York : Oxford University Press. Lien, Chi- Shun. 2013. Text Coherence, Reading, Ability, And Childern’s Scientific Understanding. Bulletin of Educational Psicology, Vol.44 4, pp. 875-904. Ling, J. Catling, J. 2012. Psikologi Kognitif. [Cognitive Psychology]. Jakarta: Erlangga. [Bahasa Indonesia] MacKinnon, G. R. 2000. Students understanding of orbitals. A survey ERIC Document NO: ED433248. Park, J.E. 2006. Student Perception And Conceptual Development As Represented By Student Mental Models Of Atomic Structure. Dissertation. Presented In Partial Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Chemistry Education Page 206 Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University. Suyono, A., Muchlis Setiarso, P. 2013. Diseminasi Model Prevensi dan Kurasi Miskonsepsi Siswa pada Konsep Kimia. Laporan Hasil Penelitian Unggulan Perguruan Tinggi Tahun I tidak dipublikasikan. Surabaya: Lembaga Penelitian.[Bahasa Indonesia] Suyono, A., Muchlis Setiarso, P. 2014. Diseminasi Model Prevensi dan Kurasi Miskonsepsi Siswa pada Konsep Kimia. Laporan Hasil Penelitian Unggulan Perguruan Tinggi Tahun II tidak dipublikasikan. Surabaya: Lembaga Penelitian. [Bahasa Indonesia] Wang, C.Y. 2007. The Role of Mental-Modeling Ability, Content Knowledge, and Mental Models in General Chemistry Students’ Understanding About Molecular Polarity. Dissertation. Presented to the Faculty of the Graduate School University of Missouri – Columbia. Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015 ISBN: 978-602-74204-0-3 Chemistry Education Page 207 THE ABILITY OF TEACHERS OF SLB HEARING IMPAIRMENT TO TEACH SCIENCE IN CHEMISTRY MATERIAL USING INTERACTIVE MULTIMEDIA AND CHEMISTRY KIT Sri Poedjiastoeti 1 , Dian Novita 1 , Bertha Yonata 1 , Sukarmin 1 1 Department of Chemistry, Faculty of Mathematics and Natural Sciences, State Univerity of Surabaya, Surabaya, Indonesia diannovita.kimiagmail.com Abstract The aims of this study are to find out the ability of teacher of hearing impairment in teaching science subjects especially chemistry material using an interactive multimedia MMI and Chemistry Kit. These capabilities in terms of increased understanding of chemistry materials elements, compounds and mixtures, the use of MMI, carry out practical skills, and peer teaching. Study participants were 12 teachers from 5 senior high school of hearing impairment SMA LB Tunarungu in Sidoarjo, East Java. This study began with practicum using chemistry kit and proceed with the understanding of concepts through MMI. The next activity is peer teaching in groups. The instruments used were pretest and posttest sheets to determine the increase comprehension. Other instruments are sheet of observations to determine the activity of the use of MMI, performance assesment sheet to determine the skills lab, and observation sheet to figure out the teaching skills. Based on observations demonstrate adequate teaching ability. The ability of teachers in terms of a pretest and posttest showed increased criteria. When using the MMI, the participants demonstrated appropriate activity those are text reading, watching video content, pay attention to animation, practice quizzes, and do the final test. No participants showed activity only played navigation without studying the contents. The ability of participants to use tools in a simple lab obtained an average score of 78.75. Participants are divided into 3 groups of peer teaching to teach material elements, compounds and mixtures. Observations of peer teaching on the elements indicates the average value of 76.842 category enough, the group compounds gain ratings of 72.105 enough categories, and the mix to obtain ratings 91.6 excellent category. Keywords: SLB teachers, interactive multimedia, chemistry kits, and teaching skills

1. Introduction