95630539 education journal
TUGAS KEPUSTAKAAN KIMIA
JURNAL PENDIDIKAN
Applying Game-Based Learning Media in Chemistry for Senior High
School to Increase Ability in Problem Solving
Disusun oleh:
Miftahul Izzati Laili
103194031
Pendidikan Kimia Internasional 2010
Universitas Negeri Surabaya
Fakultas Matematika dan Ilmu Pengetahua Alam
Jurusan Kimia
2012
Applying Game-Based Learning Media in Chemistry for Senior High
School to Increase Ability in Problem Solving
Miftahul Izzati Laili
Mathematics and Natural Science Faculty
Surabaya State University
ABSTRACT
Chemistry is usually supposed as bored lesson. It is caused by the using of method
is still traditional method. There is less variation in chemistry lesson, so student in
not interesting. To break the argument, it is needed new method. Implementation
of game can be chosen because it is more interesting for student. So, student can
study more enjoy and accept the material easily. Besides that, actually
implementation of game in chemistry can be used to increase the ability of
problem solving for student, because in implementation of chemistry game need
logical to solve the problem.
Key word: game, problem solving
BAB I
INTRODUCTION
A.
BACKGROUND
Chemical subjects which are often seen as a difficult subject due to the
model or method of teaching used by teachers still tend to be traditional.
According to Osborne and Miller, in the subjects of chemistry there is a lack
of variety in teaching and learning activities. This resulted in chemical
subjects sometimes considered unattractive and boring. To change the
situation that has been attached for a long time it takes an approach that it
can be used to attract and involve students actively. Many researchers have
proved that the chemistry is taught in a variety of different methods can be
used to increase student interest.
Teaching aids and methods used in the highly influential learning to
enhance students' interest in chemistry subjects At the present time there has
been a pedagogical innovation in the classroom, one of which i was learning
to integrate the game because in some subjects with very specific content
such as chemistry, games tend to show a beneficial effect when applied in
learning activity.
Games in education also can be one of practical materials to achieve a
classroom or a creative chemistry subjects. Application of game-based
media can be an alternative option can be selected to be applied in learning
chemistry because the game can provide many opportunities for students to
learn science in an interesting and vocabulary. Some types of games that can
be applied, among others, the real games and computer games. Real games
that can be applied in chemistry are crossword puzzles, Sudoku of chemistry
and using card.
B.
FORMULATING PROBLEM
Is the application of game-based learning media can be used to study in
chemistry is not boring for students?
C.
OBJECTIVE
To know the application of game-based learning media can be used to study
in chemistry is not boring for students.
D.
BENEFITS
The benefit for this journal is teacher can apply the application of gamebased learning media can be used to study in chemistry is not boring for
students.
BAB II
DISCUSSION
In 1992, Randel et al. conduct a literature review on 68 studies of
educational computer games are conducted 1984-1991. In a review Randel, et al.
explained that although there are variations in the results of research, including
more supportive of using the traditional way rather than the application of the
game and some claim that there is no difference between traditional instruction
and application of games against students, but in contrast to Randel, et al who
concluded that the application of games in the classroom is consistently perceived
as more attractive than traditional instruction. These contrasting results due to
factors such as student gender, student's background, game design teacher
competence in carrying out the game as a learning tool and teaching others.
Meanwhile, Jean et al. discuss how differences in gender or sex may respond
differently to the game and how it affects the student's performance while playing
educational games. According to Jean, et al. "The study provides evidence that the
PQ (Phoenix Quest - games) more attractive girls because it is supported by age
and gender and because of the puzzle and the search involved in the whole
game". On the other hand, studies conducted by Hong and Liu rationalize the
influence of student background and game design on students' performance when
playing games. According to Hong and Liu, a student who has been accustomed
to make the game better performance when compared with students who are not
accustomed to the game. In addition, the difficulty and complexity of the game
also affect the performance of students. On another matter, and Sheard
Rubijesmin through their research on students' social skills while playing games
in the class reported that: "The most important issue is not the object or the
technology used in teaching and learning, but how it is implemented and its
benefits." This shows the importance of competence of teachers in implementing
educational games as a tool in teaching and learning in the classroom.
In addition, according to the statement that education has many purposes.
The method used in reaching the objective is also very diverse. One way is using
the game. The game has contributed significantly to the informal and formal
learning. Besides playing games that involve two or more people is an important
component of my social development and social life. By type, there are two kinds
of games that can be applied to study chemistry, there are manual game and
computer-based games (computer games). The game manual can be applied in
learning chemistry among others are card games, puzzles, Sudoku and soon.
While computer games are games that you can use the periodic table by Martin,
FactGAME by Ramette and CHeMoVEr by Russell. But there are some
disadvantages of computer games, among others, the emergence of individual
attitudes considering the game using your own computer without having to DAPT
done in groups with other students.
There are some example of manual games that can be applied in chemistry
learning and how to play it.
1. Sudoku of Chemistry
The Royal Society of Chemistry developed a formula that uses a
chemical Sudoku heptane and isomers thereof. While Crute and Myers
(2007) and Perez and Lamoureux (2007) developed for organic Sudoku
in their class. The way this game is similar to Sudoku in general, which
consists of 9x9 grids that is divided into 3x3 squares. Simply put, the
goal of the game is to fill all the boxes - small boxes in columns and
rows. But beside that, there are benefits of the educational value of
problem solving. Thought process used is not directed by others. This
process appears on its own, without coercion because of the use of these
puzzles they still enjoy the problem solving process. Moursund (2007)
mentions that in further research, this process can be applied when faced
with bigger problems.
Example of chemistry Sudoku in organic matter
2. Electron Configuration Battleship
Purpose: To teach students how to look at an element on the periodic
table and instantly determine its electron configuration.
Materials: 1 Manila file folder per student, 2 laminated periodic tables
per folder, dry-erase or overhead markers (1 per student).
Assembly: Tape the periodic tables to the top and the bottom of the
inside of the manila folder, both of them right-side up.
Playing the Game:
The game is played like traditional battleship in groups of two
students. Each student has the manila folder open so that the opponent
cannot see either of his/her periodic tables.
Each player puts a line through the appropriate number of elements to
indicate an aircraft carrier (5 elements), a battleship (4 elements), a
submarine (3 elements), a destroyer ( 3 elements), and a PT boat ( 2
elements). Note: the number of ships can be increased which will
create more "hits" and more fun!
The first player calls a valence configuration for an element of his/her
choice. For example, carbon would be 2p2 The other player states the
name of the element called (in order to verify understanding of the
"code" between the players), and then says "hit" or "miss."
The player stating the configuration marks the top periodic table to
note shots taken, and the player being "shot at" marks hits and misses
on the bottom periodic table.
Play continues until all ships are "sunk."
Extensions:
The method of stating configurations can vary.
For
example, Ge could be stated 4p2 or 4s2 4p2. Iron could be stated 3d6 or
4s2 3d6, etc…
3. Marble Madness
Purpose: Students will begin to understand the principle of ionic bonding
and electron transfer as they transfer marbles to one another in order to
satisfy the conditions stated by the instructor.
Materials: 1 small cup for each students, four marbles for half of the
students (the other half of the students get no marbles – just an empty
cup)
Set-up: Students who have marbles are told that they are the marble
givers while those without marbles are told that they are the marble
acceptors. When a giver wants to give a marble to an acceptor he must
place the marble in the acceptors cup and then must remain next to the
acceptor.
When a group of students believe they have satisfied the
instructor’s conditions, they raise their hands, and the instructor will
check to see if they are correct.
Game Play:
a. Instructor shouts out the conditions: e.g. Each GIVER must give 2
marbles; Each ACCEPTOR must accept 3 marbles.
b. Students must begin the transfer process as givers and acceptors
interact: e.g. in the scenario students will have to realize that there
need to be 3 givers and 2 acceptors in order to satisfy the conditions
stated.
c. When a group of students raises their hands, check to make sure they
have transferred the marbles correctly: e.g. each of the 3 GIVERS has
only two marbles remaining in his or her cup, while each of the 2
ACCEPTORS has three marbles in his or her cup.
d. Discuss with entire class how to arrive at correct grouping of
GIVERS and ACCEPTORS.
Notes:
a. This is a great way to begin the discussion of ionic bonding and ionic
compound formula writing, and it avoids the dreaded criss-cross
algorithm. (However, some students will eventually discover this
trick.)
b. Begin with easy conditions: e.g. Each GIVER must give 1 marble;
Each ACCEPTOR must accept 1 marble. Then move on to more
difficult conditions. A favorite is the give 3 / accept 4 scenario. If
students have not yet figured out the criss-cross trick, this one will
have their heads spinning.
4. The Great Stoichiometry Relay Race
Purpose: Students will work as a team in a relay race format in order to
solve stoichiometry problems.
Game Play: Use the same format as above for stoichiometry problems.
Sample:
If the decomposition of 10.0 grams of water is performed at STP.
Calculate the number
of liters of oxygen gas that would be produced.
Player 1: 2H20 2H2 + O2 pada STP
10.0
L?
Player 2: 10,0 g H20 x (1 mol H20 / 18,0 g H20)
Player 3: 10,0 g H20 x (1 mol H20 / H20 18,0 g) x (1 mol O2 / 2 mol H20)
Player 4: 10,0 g H20 x (1 mol H20 / H20 18,0 g) x (1 mol O2 / 2 mol H20)
x (22,4 L O2 / 1 mol O2)
Pemain 5: 10,0 g H20 x (1 mol H20 / 18,0 g H20) x (1 mol O2 / 2 mol
H20) x (22,4 L O2 / 1 mol O2) = 6,22 L O2
Based on these four examples of games, almost all of them implement the use of
problem-solving strategies that are found suitable. By George Polya, there are six steps to
solve out the problem. The following is a strategy that has been modified for different
domains so that students can benefit from learning and understanding the strategy and
practice in solving various problems.
A. Understand the problem. In this stage, students are directed so that they
can define problems clearly exist. This requires knowledge of the problem
domain, which may be interdisciplinary.
B. Determine a plan of action. This is a thinking activity. What strategies
will the students apply? What strategies will be used in solving the
problem.
C. Good thinking - both about the consequences of the plan.
D. Implement the action plan. Do it in a good and true.
E. Re-examine whether the strategies used in accordance with the objectives.
F. Perform a careful analysis of the steps that have been made.
In other sources, explain that there is part of the problem solving discipline.
In general, each - each discipline can be defined as a unique combination of:
a. The types of problems, tasks and activities
b. Tools, methodologies, and types of evidence and arguments used in
solving problems, completing tasks, and record sharing accumulated
results.
c. Accumulation of achievements such as results, achievements, products,
performances, scope, power, and so forth.
In addition to the benefits gained from the application of game-based
learning media to enhance the ability for resolution of the issue, there are also
some barriers, among others, at least the time provided for each time face to face
and the ability of teachers in the running game, because not all the teachers love
the game-based learning media . In fact, in general, students will be given a lesson
if the lesson is barkesan and taught in a way that favored by the students. In
addition, the material on the subjects of chemistry that has pretty much rote
learning tends to be more difficult to be understood by students. Using of the
game could be one way to eliminate the impression it is difficult and not
enjoyable. However, this also cannot be carried out continuously since not all the
chemical material is in the form of rote, but also calculations and lab work.
BAB III
CLOSING
A. CONCLUSSION
From the discussion above, it can be concluded that application of game
based learning in chemistry can be used as one of alternative to increase
student ability in problem solving. It is caused by game can generate problem
logical. Besides that, applying game based learning can be used as means in
learning, so student are more interesting to study chemistry with different
ways.
REFFERENCES
Carson, James. 2007. A Problem with Problem Solving: Teaching Thinking
without
Teaching
Knowledge.
http://math.coe.uga.edu/tme/issues/v17n2/v17n2_Carson.pdf )
(
Howe,
Michael,
et
al.
2005.
Chemistry
as
Fun
and
Games.
(http://nobel.scas.bcit.ca/chemed2005/tradingPost/TUPM_S2_4_15ChemFun
Games.pdf )
Moursund, Dave. 2006. Introduction to Using Games in Education: A Guide for
Teachers
and
Parents.
(http://darkwing.uoregon.edu/~moursund/dave/index.htm )
Osman, Kamisah dan Nurul Aini Bakar. ….. Implementation of Educational
Computer Games in Malaysian Chemistry Classroom: Challenges for Game
Designers.
(http://www.wseas.us/e-
library/conferences/2011/Penang/EDU/EDU-18.pdf )
Purtadi,
Sukisman.
2007.
Menggali
Nilai
Sudoku
Kimia.
(http://staff.uny.ac.id/sites/default/files/Menggali%20Nilai%20Edukasi%20S
udoku%20Kimia.pdf )
JURNAL PENDIDIKAN
Applying Game-Based Learning Media in Chemistry for Senior High
School to Increase Ability in Problem Solving
Disusun oleh:
Miftahul Izzati Laili
103194031
Pendidikan Kimia Internasional 2010
Universitas Negeri Surabaya
Fakultas Matematika dan Ilmu Pengetahua Alam
Jurusan Kimia
2012
Applying Game-Based Learning Media in Chemistry for Senior High
School to Increase Ability in Problem Solving
Miftahul Izzati Laili
Mathematics and Natural Science Faculty
Surabaya State University
ABSTRACT
Chemistry is usually supposed as bored lesson. It is caused by the using of method
is still traditional method. There is less variation in chemistry lesson, so student in
not interesting. To break the argument, it is needed new method. Implementation
of game can be chosen because it is more interesting for student. So, student can
study more enjoy and accept the material easily. Besides that, actually
implementation of game in chemistry can be used to increase the ability of
problem solving for student, because in implementation of chemistry game need
logical to solve the problem.
Key word: game, problem solving
BAB I
INTRODUCTION
A.
BACKGROUND
Chemical subjects which are often seen as a difficult subject due to the
model or method of teaching used by teachers still tend to be traditional.
According to Osborne and Miller, in the subjects of chemistry there is a lack
of variety in teaching and learning activities. This resulted in chemical
subjects sometimes considered unattractive and boring. To change the
situation that has been attached for a long time it takes an approach that it
can be used to attract and involve students actively. Many researchers have
proved that the chemistry is taught in a variety of different methods can be
used to increase student interest.
Teaching aids and methods used in the highly influential learning to
enhance students' interest in chemistry subjects At the present time there has
been a pedagogical innovation in the classroom, one of which i was learning
to integrate the game because in some subjects with very specific content
such as chemistry, games tend to show a beneficial effect when applied in
learning activity.
Games in education also can be one of practical materials to achieve a
classroom or a creative chemistry subjects. Application of game-based
media can be an alternative option can be selected to be applied in learning
chemistry because the game can provide many opportunities for students to
learn science in an interesting and vocabulary. Some types of games that can
be applied, among others, the real games and computer games. Real games
that can be applied in chemistry are crossword puzzles, Sudoku of chemistry
and using card.
B.
FORMULATING PROBLEM
Is the application of game-based learning media can be used to study in
chemistry is not boring for students?
C.
OBJECTIVE
To know the application of game-based learning media can be used to study
in chemistry is not boring for students.
D.
BENEFITS
The benefit for this journal is teacher can apply the application of gamebased learning media can be used to study in chemistry is not boring for
students.
BAB II
DISCUSSION
In 1992, Randel et al. conduct a literature review on 68 studies of
educational computer games are conducted 1984-1991. In a review Randel, et al.
explained that although there are variations in the results of research, including
more supportive of using the traditional way rather than the application of the
game and some claim that there is no difference between traditional instruction
and application of games against students, but in contrast to Randel, et al who
concluded that the application of games in the classroom is consistently perceived
as more attractive than traditional instruction. These contrasting results due to
factors such as student gender, student's background, game design teacher
competence in carrying out the game as a learning tool and teaching others.
Meanwhile, Jean et al. discuss how differences in gender or sex may respond
differently to the game and how it affects the student's performance while playing
educational games. According to Jean, et al. "The study provides evidence that the
PQ (Phoenix Quest - games) more attractive girls because it is supported by age
and gender and because of the puzzle and the search involved in the whole
game". On the other hand, studies conducted by Hong and Liu rationalize the
influence of student background and game design on students' performance when
playing games. According to Hong and Liu, a student who has been accustomed
to make the game better performance when compared with students who are not
accustomed to the game. In addition, the difficulty and complexity of the game
also affect the performance of students. On another matter, and Sheard
Rubijesmin through their research on students' social skills while playing games
in the class reported that: "The most important issue is not the object or the
technology used in teaching and learning, but how it is implemented and its
benefits." This shows the importance of competence of teachers in implementing
educational games as a tool in teaching and learning in the classroom.
In addition, according to the statement that education has many purposes.
The method used in reaching the objective is also very diverse. One way is using
the game. The game has contributed significantly to the informal and formal
learning. Besides playing games that involve two or more people is an important
component of my social development and social life. By type, there are two kinds
of games that can be applied to study chemistry, there are manual game and
computer-based games (computer games). The game manual can be applied in
learning chemistry among others are card games, puzzles, Sudoku and soon.
While computer games are games that you can use the periodic table by Martin,
FactGAME by Ramette and CHeMoVEr by Russell. But there are some
disadvantages of computer games, among others, the emergence of individual
attitudes considering the game using your own computer without having to DAPT
done in groups with other students.
There are some example of manual games that can be applied in chemistry
learning and how to play it.
1. Sudoku of Chemistry
The Royal Society of Chemistry developed a formula that uses a
chemical Sudoku heptane and isomers thereof. While Crute and Myers
(2007) and Perez and Lamoureux (2007) developed for organic Sudoku
in their class. The way this game is similar to Sudoku in general, which
consists of 9x9 grids that is divided into 3x3 squares. Simply put, the
goal of the game is to fill all the boxes - small boxes in columns and
rows. But beside that, there are benefits of the educational value of
problem solving. Thought process used is not directed by others. This
process appears on its own, without coercion because of the use of these
puzzles they still enjoy the problem solving process. Moursund (2007)
mentions that in further research, this process can be applied when faced
with bigger problems.
Example of chemistry Sudoku in organic matter
2. Electron Configuration Battleship
Purpose: To teach students how to look at an element on the periodic
table and instantly determine its electron configuration.
Materials: 1 Manila file folder per student, 2 laminated periodic tables
per folder, dry-erase or overhead markers (1 per student).
Assembly: Tape the periodic tables to the top and the bottom of the
inside of the manila folder, both of them right-side up.
Playing the Game:
The game is played like traditional battleship in groups of two
students. Each student has the manila folder open so that the opponent
cannot see either of his/her periodic tables.
Each player puts a line through the appropriate number of elements to
indicate an aircraft carrier (5 elements), a battleship (4 elements), a
submarine (3 elements), a destroyer ( 3 elements), and a PT boat ( 2
elements). Note: the number of ships can be increased which will
create more "hits" and more fun!
The first player calls a valence configuration for an element of his/her
choice. For example, carbon would be 2p2 The other player states the
name of the element called (in order to verify understanding of the
"code" between the players), and then says "hit" or "miss."
The player stating the configuration marks the top periodic table to
note shots taken, and the player being "shot at" marks hits and misses
on the bottom periodic table.
Play continues until all ships are "sunk."
Extensions:
The method of stating configurations can vary.
For
example, Ge could be stated 4p2 or 4s2 4p2. Iron could be stated 3d6 or
4s2 3d6, etc…
3. Marble Madness
Purpose: Students will begin to understand the principle of ionic bonding
and electron transfer as they transfer marbles to one another in order to
satisfy the conditions stated by the instructor.
Materials: 1 small cup for each students, four marbles for half of the
students (the other half of the students get no marbles – just an empty
cup)
Set-up: Students who have marbles are told that they are the marble
givers while those without marbles are told that they are the marble
acceptors. When a giver wants to give a marble to an acceptor he must
place the marble in the acceptors cup and then must remain next to the
acceptor.
When a group of students believe they have satisfied the
instructor’s conditions, they raise their hands, and the instructor will
check to see if they are correct.
Game Play:
a. Instructor shouts out the conditions: e.g. Each GIVER must give 2
marbles; Each ACCEPTOR must accept 3 marbles.
b. Students must begin the transfer process as givers and acceptors
interact: e.g. in the scenario students will have to realize that there
need to be 3 givers and 2 acceptors in order to satisfy the conditions
stated.
c. When a group of students raises their hands, check to make sure they
have transferred the marbles correctly: e.g. each of the 3 GIVERS has
only two marbles remaining in his or her cup, while each of the 2
ACCEPTORS has three marbles in his or her cup.
d. Discuss with entire class how to arrive at correct grouping of
GIVERS and ACCEPTORS.
Notes:
a. This is a great way to begin the discussion of ionic bonding and ionic
compound formula writing, and it avoids the dreaded criss-cross
algorithm. (However, some students will eventually discover this
trick.)
b. Begin with easy conditions: e.g. Each GIVER must give 1 marble;
Each ACCEPTOR must accept 1 marble. Then move on to more
difficult conditions. A favorite is the give 3 / accept 4 scenario. If
students have not yet figured out the criss-cross trick, this one will
have their heads spinning.
4. The Great Stoichiometry Relay Race
Purpose: Students will work as a team in a relay race format in order to
solve stoichiometry problems.
Game Play: Use the same format as above for stoichiometry problems.
Sample:
If the decomposition of 10.0 grams of water is performed at STP.
Calculate the number
of liters of oxygen gas that would be produced.
Player 1: 2H20 2H2 + O2 pada STP
10.0
L?
Player 2: 10,0 g H20 x (1 mol H20 / 18,0 g H20)
Player 3: 10,0 g H20 x (1 mol H20 / H20 18,0 g) x (1 mol O2 / 2 mol H20)
Player 4: 10,0 g H20 x (1 mol H20 / H20 18,0 g) x (1 mol O2 / 2 mol H20)
x (22,4 L O2 / 1 mol O2)
Pemain 5: 10,0 g H20 x (1 mol H20 / 18,0 g H20) x (1 mol O2 / 2 mol
H20) x (22,4 L O2 / 1 mol O2) = 6,22 L O2
Based on these four examples of games, almost all of them implement the use of
problem-solving strategies that are found suitable. By George Polya, there are six steps to
solve out the problem. The following is a strategy that has been modified for different
domains so that students can benefit from learning and understanding the strategy and
practice in solving various problems.
A. Understand the problem. In this stage, students are directed so that they
can define problems clearly exist. This requires knowledge of the problem
domain, which may be interdisciplinary.
B. Determine a plan of action. This is a thinking activity. What strategies
will the students apply? What strategies will be used in solving the
problem.
C. Good thinking - both about the consequences of the plan.
D. Implement the action plan. Do it in a good and true.
E. Re-examine whether the strategies used in accordance with the objectives.
F. Perform a careful analysis of the steps that have been made.
In other sources, explain that there is part of the problem solving discipline.
In general, each - each discipline can be defined as a unique combination of:
a. The types of problems, tasks and activities
b. Tools, methodologies, and types of evidence and arguments used in
solving problems, completing tasks, and record sharing accumulated
results.
c. Accumulation of achievements such as results, achievements, products,
performances, scope, power, and so forth.
In addition to the benefits gained from the application of game-based
learning media to enhance the ability for resolution of the issue, there are also
some barriers, among others, at least the time provided for each time face to face
and the ability of teachers in the running game, because not all the teachers love
the game-based learning media . In fact, in general, students will be given a lesson
if the lesson is barkesan and taught in a way that favored by the students. In
addition, the material on the subjects of chemistry that has pretty much rote
learning tends to be more difficult to be understood by students. Using of the
game could be one way to eliminate the impression it is difficult and not
enjoyable. However, this also cannot be carried out continuously since not all the
chemical material is in the form of rote, but also calculations and lab work.
BAB III
CLOSING
A. CONCLUSSION
From the discussion above, it can be concluded that application of game
based learning in chemistry can be used as one of alternative to increase
student ability in problem solving. It is caused by game can generate problem
logical. Besides that, applying game based learning can be used as means in
learning, so student are more interesting to study chemistry with different
ways.
REFFERENCES
Carson, James. 2007. A Problem with Problem Solving: Teaching Thinking
without
Teaching
Knowledge.
http://math.coe.uga.edu/tme/issues/v17n2/v17n2_Carson.pdf )
(
Howe,
Michael,
et
al.
2005.
Chemistry
as
Fun
and
Games.
(http://nobel.scas.bcit.ca/chemed2005/tradingPost/TUPM_S2_4_15ChemFun
Games.pdf )
Moursund, Dave. 2006. Introduction to Using Games in Education: A Guide for
Teachers
and
Parents.
(http://darkwing.uoregon.edu/~moursund/dave/index.htm )
Osman, Kamisah dan Nurul Aini Bakar. ….. Implementation of Educational
Computer Games in Malaysian Chemistry Classroom: Challenges for Game
Designers.
(http://www.wseas.us/e-
library/conferences/2011/Penang/EDU/EDU-18.pdf )
Purtadi,
Sukisman.
2007.
Menggali
Nilai
Sudoku
Kimia.
(http://staff.uny.ac.id/sites/default/files/Menggali%20Nilai%20Edukasi%20S
udoku%20Kimia.pdf )