Module Handbook

Module designation

Module 1. Introduction to Education

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Dr. Kasmudin Mustapa, M.Pd

2. Dr. Ratman, M.Si

3. Dewi Satria Ahmar, S.Pd., M.Pd.

4. Magfirah, M.Pd

5. Detris Poba, M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Team Based Project
Structured assignments (i.e., paper)

Workload

26,7 hours for contact hours, 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO 3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools and the evaluation of chemistry teaching.

Content

Students will learn about:

the nature of man and his relationship with education, the nature of education, the limits and necessities of education, the concept of education as a system, the components of education, the path of education, the concept of lifelong education, the relationship between school and society, the relationship between education and development, schools of education, educational problems and solutions, and the concept of national education. In its implementation, students are guided to discuss various topics and solutions to existing problems according to the topic of discussion.

Examination forms

The weight of each assessment component is 15% for Assessment from group discussion and student activity, 25% for case method assignment product, 30% project product, 15% for Midterm Exams, and 15% for Final Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Students must attend 15 minutes before class starts, switch off all electronic devices, inform the lecturer if they will not attend the class due to sickness, etc., submit all class assignments before the deadline, and attend the exam to get final grade. Presence greater than 75% of the material aren’t not eligible for final test.

Reading list

Ratna Pangastuti, et al. 2023. Introduction to Education. West Sumatra: Azka Pustaka
Nurwahyuniami. 2023. Introduction to Education. Yogyakarta: Bintang Semesta Media.
Abdul Kadir, et al. 2015. Basics of Education. Jakarta: Prenada Media.
Triyono Urip, and Mufarohah. 2018. Bunga Rampai Pendidikan. Yogyakarta: DeepPublish.
Guntur Maulana, et al. 2022. Basics of Education. Sukoharjo: Predina Pustaka.
Cucu Sutianah. 2021. Foundations of Education. Pasuruan: Qiara Medika.
Kasmudin Mustapa, Dewi Satria Ahmar, et al. 2023. Literature Review: 21st Century Skills Learning Through Numeracy Literacy Integration In Promoting The National Literacy Movement. https://ejournal.uinmybatusangkar.ac.id/ojs/index.php/alfikrah/article/view/872

Module designation

Module 2. Pancasila Education

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Dr. Hasdin M.Pd

2. Nasran, M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Structured assignments (i.e., paper)

Workload

26,7 hours for contact hours and 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

Content

Students will learn about:

a basic understanding of the basic concepts of Pancasila as the basis of state philosophy and all matters related to the existence and realization of Pancasila values in the life of the nation and state in every field of development. This course discusses Introduction to Pancasila Education, Pancasila in the Current History of the Indonesian Nation, Pancasila as the State Foundation of the Republic of Indonesia, Pancasila as the State Ideology of the Republic of Indonesia, Pancasila asa System of Philosophy, Pancasila as a System of Ethics, Pancasila as the Value Basis for Science Development.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 20% for midterm exam, and 20% for final exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Students must attend 15 minutes before the class starts, switch off all electronic devices, inform the lecturer if they will not attend the class due to sickness, etc., submit all class assignments before the deadline, and attend the exam to get final grade. Presence greater than 75% of the material aren’t not eligible for final test.

Reading list

Main:

Textbook of Pancasila Education for Higher Education Mold I. Directorate General of Learning and Student Affairs 2016
Pancasila Education Module. 2013. Ministry of National Education.
Juraid Abdul Latief. 2004. Pancasila Education, Palu: Yamiba.
M.S, Kaelan. 2010. Pancasila Education. Yogyakarta: Paradigm
Zubair, AC. 1990. Lectures on Ethics. Jakarta: Rajawali Press. Supporters:
Bakry, Noor MS. 2010. Pancasila Education. Yogyakarta: Student Recommended literature .
Efriza. 2009. Political Science (From Political Science to Government Systems). Bandung: Alfabeta.
Fuady. M. 2010. The Concept of Democratic State. Bandung: RefikaAditama.
Syafei, I. K. 2011. Introduction to Government Science. Bandung: Refika Aditama.
Syafei. I. K. 2011. Indonesian Government System. Jakarta: Rineka Cipta.

Module designation

Module 3. Indonesian Language

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Drs. Pratama Bayu Santisa, M.Si

2. Nur Halifah, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Structured assignments (i.e., paper)

Workload

26,7 hours for contact hours and 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

Indonesian language personality development course to enrich thoughts, ideas, and scientific attitudes into various forms of quality scientific work. This course discusses (1) the position and function of Indonesian, (2) Indonesian spelling, (3) diction (4) effective sentences (5) types of text, (6) literature reviews, (7) design of activity proposals and research proposals, (8) popular scientific articles, and (9) report preparation techniques. This lecture is carried out using PBL, TBL, case study and inquiry learning approaches through discussion, exercise, and presentation techniques.

Examination forms

The weight of each assessment component is 40% for attendace and participation activity, 30% for assignment (case method and project), 15% for midterm exam, and 15% for final exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Yunidar. 2012. Effective Indonesian in Higher Education. Malang: Surya Pena Gemilang.
Wijayanti, Sri Hapsari. 2014. Indonesian Language Writing and Presentation of Scientific Work. Jakarta. PT. Raja Prafindo.
Arifin, Zainal and Tasai S Amran. 2004. Cermat Berbahasa Indonesia for Higher Education. Jakarta: Akademika Presindo.
Directorate General Higher Education, Ministry of Education and Culture. 2013. Indonesian Language Lecture Module. Jakarta
Language Development and Coaching Agency. 2016 General Guidelines for Indonesian Spelling Fourth Edition. Jakarta.
KBBI V. 2016-2020.Offline Application of Language Development and Bookkeeping Agency, KEMENDIKBUD RI.

Module designation

Module 4. English Language

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

Dra. Hj Hastini, S.Pd., M. Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments (i.e., paper)

Workload

26,7 hours for contact hours and 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

general English which includes both the main skills namely listening, speaking, reading and writing; and the sub-skills namely pronunciation, vocabulary. The course covers a variety of topics that reflect English as a means of communication both oral and written. It uses a communicative approach and various creative teaching methods and techniques where students are given the widest possible opportunity to use English in class.

Examination forms

The weight of each assessment component is 20% for attendace and participation activity, 50% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Beaven, B. 2002. Headstart. Oxford University Press.
Azar, B.S. 1989. Understanding and Using English Grammar. New Jersey: Prentice Hall Regents.
Broukal, M. 1993. Weaving It Together.Boston. Heinle & Heinle.
Harrison, Richard. Headway Academic Skills: Reading, Writing, and Study Skills L1. Britain: Oxford University Press.
MKU English Team. 2007. English 1. UPT Bahasa Tadulako University.
Philpot, Sarah. Headway Academic Skills: Reading, Writing, and Study Skills L2. Britain: Oxford University Press

Module designation

Module 5. Basic mathematic

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Drs. Baharuddin Paloloang, M.Si.

2. Muhammad Fachri B.P., S.Pd., M.Si., M.Pd.

3. Bakri M., S.Pd., M.Si.

4. Drs. Tegoeh S. Karniman, M.Pd.

5. Dr. Gandung Sugita, M.Si.

6. Alfisyahra, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments (i.e., paper)

Workload

26,7 hours for contact hours and 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:	Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.
PLO6:	Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

Assessment of matrices to solve systems of linear equations, functions, limit functions, continuity of functions, derivatives of functions and their applications, integrals and their applications.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Purcell, E. J. et al. 2010. Calculus Volume I, 8th Edition (Translation). Jakarta: Erlangga
Finney, R.L., Weir, M.D., Giordano F.R., 2001. Thomas’ Calculus 10th Edition. USA: Addison-Wesley Publishing Company
Adams, R. A. and Essex, C. 2018. Calculus: A Complete Course (9th Edition). Toronto: Pearson.
Hass, J., et all, 2018. Thomas’ Calculus 14th Edition. USA: Addison-Wesley Publishing Company.

Module designation

Module 6. Basic Physic

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Dr. Nurjannah, S.Pd., M.Pd.

2. Wahyuni N. Laratu, S.Pd., M.Pd

3. Gustina, S.Pd., M.pd

4. Ketut Alit Adi Untara, S.Pd., M.Pd.

5. Ielda Paramita, S.Pd., M.Pd

6. Ulfah Khuzaimah, S.Pd., M.Pd

7. Muhammad Zaky, S.Pd., M.Pd

8. Miftah, S.Pd., M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments

Workload

26.67 hours for contact hours, 32 hours for Independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Content

Students will learn about:

Vectors, Kinematics of Particles, Dynamics of Particles, Fluids, Thermophysics, Modern Physics, Static and Dynamic Electricity, and Magnetism, through active learning with a combination of methods discussion, question answer and implementation of laboratory activities.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Bueche, F.J.,2000, Schaum19s Outline of College Physics, McGraw-Hill.
Sarojo, A.G.,2014, Basic Physics Series Mechanics, 5thedition , Salemba Teknika.
Serway, R.A., and Jewett,J.W., 2010, Physics for Scientists and Engineers with Modern Physics, SalembaT eknika.

Module designation

Module 7. Basic Chemistry

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

Prof. Dr. Tri Santoso, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments

Workload

26.67 hours for contact hours, 32 hours for Independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Content

Students will learn about:

Stoichiometry, Atomic Structure & Periodic System of Elements, Chemical Bonding, Solutions, Colloidal Systems, Reaction Rates, Chemical Equilibrium, Organic Chemistry, and Green Chemistry as well as appropriate laboratory activities through discussions, assignments, and lab work.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Basic Chemistry Textbook, 2021, Basic Chemistry Team, FKIP UNTAD
Raimond Chang. Basic Chemistry 1 and 2. Erlangga Publisher.
Silberberg, M.S., 2007. Principles of General Chemistry. Mc Graw Hill Companies, Inc. Newyork.
Chang, Raymond. 2005. General Chemistry The Essential Concepts Third Edition. USA: McGraw Hill.
Brady and Humiston. 2004. General Chemistry, Principles and Structures. New York: John Willey and Sons.

Module designation

Module 8. General Biology

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

1. Dr. Abd. Hakim Laenggeng, M.Kes.

2. Dr. Mohammad Jamhari, M.Pd

3. Dr. Lilies, M.P.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments

Workload

26.67 hours for contact hours, 32 hours for Independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Content

Students will learn about:

various biological concepts and theories about the history of life which includes Biology as a science and the characteristics of living things; Levels of organization of life, hierarchy of life ranging from atoms to the biosphere; structure and function of cells, animal tissues and tissues. plants, animal and plant body structure and function (morphology and anatomy), and plant reproduction, biosystematics of organisms, animals and plants, genetics and evolution, discussing about variation, mutation and evolution, ecosystems, communities, populations, behavior influenced by factors. genetic and environmental, biotechnology and evolution.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Kasim, A., Jamhari, M., & Nurdin, M. (2015). General Biology Module-Revision I. Palu: Study Program. Biology Education Study Program UNTAD.
Kimbal, J. W. (1993). Biology (5th Edition), Translation by Tjitrosomo, S. S. & Sugiri, N. Jakarta: Erlangga.
Yatim, W. (1987). Modern Biology (1st Edition). Bandung: Tarsito.
Campbell, N. A. & Reece, J. B. (2012). Biology Volume 2 (8th Edition), Translation. Jakarta: Erlangga.
Grady, E. O’., Cashmore, J., Hay, M., & Wismer, C. (2013). Principles of Biology-An Introduction to Biological Concepts. Los Angeles: Creative Commons Corporation
Jhonson, K. D. (1984) Biology in Introduction. London: Commings Publishing Company. Simpson, G. G., Pittendrigh, C. S., & Tiffany, L. H. (1957). Life: an Introduction to Biology. New York: Harcourt, Brace and Company.
Palennari, M., Lodang, H., Faisal., & Muis, A. (2016). General Biology, Part One. Makassar: Alauddin University Press.

Module designation

Module 9. Learner Development

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

1. Dr. Afadil, M.Si

2. Dewi Satria, M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools and the evaluation of chemistry teaching.
PLO 5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation;

Content

Students will learn about:

the nature of growth and development, laws of development, phases of development, factors that influence development, overview and characteristics of learners, human and learner needs, physical growth, cognitive development, cognitive process development, cognitive skills, self-concept development, and moral and spiritual development. Learning is carried out using case study and team-based project methods.

Examination forms

The weight of each assessment component is 15% for participation activity, 60% for assignment (case method and project), 25% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Indriani, Fitri. Learner Development integrated with Islamic Values. Yogyakarta: UAD Press.
Dwiyono, Yudo. 2021. Learner Development. Yogyakarta: Deep Publish
Michael Rechard, et al. 2021. Learner Development: Concepts and Issues. Yayasan Kita Tulis.
Rahmat, Saeful Pupu. 2018. Learner Development. Jakarta: Bumi Aksara
Yurissetiowati. 2021. Early Childhood Development. Klaten: Lakeisha Publisher.
Kurniati Euis, and Rahmawati, Yeni. 2011. Strategies for Developing Creativity in Early Childhood. Jakarta: Kencana.
Daruma, A. Razak, Samad, Sulaiman, and Mustafa. 2007. Learner Development. Makassar: FIP UNM
Afadil, et al. 2023. Application of interactive multimedia-assisted discovery learning model to students’ critical thinking skills of electrolyte and non-electrolyte solution. https://pubs.aip.org/aip/acp/articleabstract/2619/1/080002/2887476/Application-of- interactive-multimedia-assisted
Dewi Satria Ahmar, et al. Teachers’ Candidates’ Perceptions and Their Knowledge of 21st-Century Skills. https://jurnal.ahmar.id/index.php/eduline/article/view/1698

Module designation

Module 10. Learning and Teaching

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

1. Dr. Kasmudin, M.Pd

2. Dewi Satria, M.Pd

3. Detris Poba, M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 3:

PLO 5:

Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools and the evaluation of chemistry teaching.

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation;

Content

Students will learn about:

the nature of learning and learning, behavioristic learning theory and its implications, cognitive learning theory and its implications, humanistic learning theory and its implications, Gestalt learning theory and its implications, constructivism learning theory and its implications, Learning Principles, Motivation for learning, and problems in learning and learning.

Examination forms

The weight of each assessment component is 15% for participation activity, 55% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Cucu Sutianah. 2021. Learning and learning. Pasuruan: Qiara Medika
Darmawan Hareva, et al. 2023. Learning and Learning Theory. Sukabumi: Jejak Publisher
Riyanto, Yatim. 2014. New Paradigm in Learning as a New Recommended literature for Teachers / Educators in the Implementation of Effective and Quality Learning. Jakarta: Kencana.
Nuridayanti. 2022. Developing Motivation and Learning outcomes with Problem Posing. Pekalongan: NEM Publisher
Alderman M. Kay. 2008. Motivation for Achievement. New York: Taylor and France.
Sutan Rizki Wicaksono, Abdul Hakim, Kasmuddin Mustapa. 2023. School Based Management Impact and Its Perceptio
Kasmudin Mustapa, Siti Nuryanti, and Algifary. Generic Science Skills Profile of High School Students in Working on ChemistryQuestions Based on Gender.
Muhammad Fath Azzajjad, Dewi satria Ahmar, Kasmudin Mustapa, et.al. Literature Review: 21st Century Skills Learning Through Numeracy Literacy Integration In Promoting The National Literacy Movement.

Module designation

Module 11. Advanced Basic Chemistry

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

Dr. Afadil, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

Thermochemistry: Law of conservation of energy, exotherm reactions, endotherm reactions, and their enthalpy changes; relationship of heat to energy; H - U relationship for ideal gases; heat capacity equation; determination of Enthalpy of reaction through calorimetry: determination of heat of reaction experimentally; determination of enthalpy of reaction through Hess’s Law; determination of enthalpy of reaction through standard enthalpy of formation change data, and average bond energy; (2) Form of substance: concept of substance and its changes; laws applicable to ideal gas on substance; application of ideal gas equation on substance; application of van der waals equation on substance; concept of molecular diffusion and effusion events; changes in substance in liquids; and crystal systems; (3) Core Chemistry and Radioactivity: The law of conservation of mass; elementary particles; types of nuclei and their stability; and the use of radioisotopes; (4) elemental chemistry: non-metallic elements and metallic elements; and (5) Electrochemistry: the concept of oxidation-reduction; redox reaction equivalence; redox equivalents; cell potential and standard reduction potential; electrochemical cells; the spontaneity of redox reactions; the Nernst equation; and corrosion

Examination forms

The weight of each assessment component is 15% for participation activity, 60% for assignment (case method and project), 25% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Basic Chemistry Textbook, 2021, Basic Chemistry Team, FKIP UNTAD
Raimond Chang. Basic Chemistry 1 and 2. Erlangga Publisher.
Silberberg, M.S., 2007. Principles of General Chemistry. Mc Graw Hill Companies, Inc. Newyork.
Chang, Raymond. 2005. General Chemistry The Essential Concepts Third Edition. USA: McGraw Hill.
Brady and Humiston. 2004. General Chemistry, Principles and Structures. New York: John Willey and Sons

Module designation

Module 12. English for Chemistry

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

1. Prof. Mery Napitupulu, M.Sc., Ph.D

2. Prof. Daud K Walanda, M.Sc., Ph.D

3. Dra. Vanny M. Tiwow, Ph.D

4. Prof. Anang Wahid, Ph.D

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

English Language

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education

Content

Students will learn about:

basic concepts: chemistry words and concept, chemicals, laboratory equipment, chemistry process, chemistry speech, and chemistry presentation in English through discussion, assignment, and practice.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Saleh, Naveed; 2014, The Complete Guide to Article Writing: How to Write Successful Articles for Online and Print Markets, Writer’s Digest Books: Ohio
Foong May Yeong, 2014, How to read and critique a scientific research article : notes to guide students reading primary literature (with teaching tips for faculty members), World Scientific: New Jersey
Theresa Clementson, 2005, Natural English Pre-Intermediate Reading And Writing Skills Resource Book-Oxford University Press,
Vickie Williamson, Larry Peck – Experiments in General Chemistry_ Inquiry and Skill Building (Brooks Cole Laboratory Series
Glencoe, 2007, Glencoe Literature_ The Readers Choice Course 5-McGraw-Hill_Glencoe

Module designation

Module 13. Chemical laboratory management

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

1. Dr. Sitti Aminah, M.Si;

2. Drs. Paul Hengky Abram, Ph.D.;

3. Dra. Hj Sri Mulyani, Sabang, M.Si.;

4. Dra. Sri Hastuti Virgianti P, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 5:

PLO 7:

PLO 8:

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and society by considering health and safety

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and society by considering health and safety.

Content

Students will learn about:

foundation of management and safety concepts, students will be able to contribute to efficient laboratory operations, minimize risks, and ensure regulatory compliance. This course also helps students to understand the importance of management in optimizing the results of laboratory experiments. By mastering the skills and knowledge taught in this course, students will be prepared to pursue further studies in chemistry or enter the workforce in a chemical laboratory environment with a strong foundation in management and safety. The material to be studied includes: (1) Definition, types and functions of laboratories, (2) laboratory design / layout, (3) chemistry laboratory facilities / laboratory equipment, (4) laboratory organization and administration, (5) introduction to chemical equipment and materials, (6) maintenance of laboratory equipment and chemicals, (7) work safety in the laboratory, (8) laboratory techniques (making solutions and reagents; simple lab-style calibration), (9) Introduction to Standard Laboratory Management: ISO 17025 and ISO 14000 Series, and (10) designing and making Chemistry Practicum Modules using simple tools and chemicals / based on green chemistry.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Moran, Lisa & Masciangioli, Tina, 2010, Chemical Laboratory Safety and Security, USA: National Academy of Sciences.
Muljadi, et al. 1976. School Laboratory Management, Bandung P3G IPA
Mc Grath, Dennis (ed). 1978. Laboratory Management and Techniques for School and College. Penang: Rescam Anthonian.
Poedjiadi, A., et al. 1984. Guidebook, Practicum and Manual of Chemical Education Laboratory Equipment. Jakarta: Director General of Higher Education
Sumanto, I.K. 1990. Occupational Safety in Chemical Laboratories. Jakarta: Gramedia.

Module designation

Module 14. Religious Education

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

Dr. Nurhayati, S.Ag., M.Pd.I

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion
Case method
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

Content

Students will learn about:

The study of faith, morals, worship and the contribution of religion in building ethics, morals and character as well as the spirit of lifelong learning, in order to support students as citizens who contribute to a multicultural society. Through an interdisciplinary approach, discussions and case studies, students are expected to be able to integrate religious values with the context of nationality and profession in a harmonious manner.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Hasanah, Mila Learning Akidah in the Qur’an. Lhokseumawe: CV Raja Publika.
Bakhtiar, Nurhasanah,( 2011) . Islamic Religious Education in Higher Education. Yogyakarta: Aswaja Pressindo.
Soetari, Endan. (2000). Hadith Science: Riwayah and Dirayah Studies. Bandung: Amal bakti press,
Syu’aib.S.A.(2012). Imbuing the Quran. Translation Muh.Alif. Yogyakarta: Mumtaz
Tafsir.A. (2007c). Philosophy of Science.Bandung:PT.Remaja.

Module designation

Module 15. Civics Education

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

Dr. Hasdin, M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

Content

Students will learn about:

the Nature of Citizenship Education; Pancasila Philosophy; Nation and State; National Identity; National Integration; Constitutional Values and Norms of the 1945 Constitution of the Republic of Indonesia and the Constitutionality of Provisions of Legislation Under the Constitution; Human Rights and the Rule of Law; Rights and Obligations of Citizens; Indonesian Democracy; Equitable Law Enforcement; Archipelago Concept; National Resilience and State Defense; Politics and Strategy; Organizing the Project. Citizen for Civic Education Course

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), and 20% for final exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Bondan Gunawan S. (2000). What is Democracy. Jakarta: Sinar Harapan Recommended literature.
Director General of Belmawa Kemenristekdikti. 2016. Civic Education for Higher Education. Jakarta: Kemenristekdikti
F. Isjwara. (1982). Political Science. Bandung: Angkasa.
Safroedin Bahar and A.B. Tangdililing. (Editors). (1996). National Integration: Theories, Problems and Strategies. Jakarta: Ghalia Indonesia.
Decree of the Director General of Higher Education – Ministry of Education, No. 38/DIKTI/Kep/2002. Guidelines for the Implementation of Personality Development Courses in Higher Education.
Team of Directorate General of Education-Department of National Education. (2001). Citizenship Education. Jakarta: Gramedia Pustaka Utama.
National Team of Civic Education Lecturers. 2010. Civic Education: The New Paradigm for College Students. Bandung: Alfabeta.
Udin S. Winataputra, H., (2004). Citizenship Education as a Psycho-Pedagogical Vehicle for Realizing Civil Society. Paper presented and discussed in the Workshop on Citizenship Education in Higher Education. Jakarta: Directorate General of Higher Education-Depdiknas. September 21- 22, 2004.
Winarno. 2008. New Paradigm of Citizenship Education: Lecture Guide in Higher Education. Jakarta: Bumi Aksara.

Module designation

Module 16. Character building and anti corruption

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

Dr. Irwan Said, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

Content

Students will learn about:

the concepts and applications of character education and anti- corruption. The course material is basically the theoretical and practical concepts of character education and anti-corruption. This course discusses the obligations of citizens, state institutions, and organizations that play a role in the field of eradicating corruption both in the study of statutory law and in the social and political dimensions, especially the development of the Indonesian nation in the future. With this course, alumni are expected to become citizens who have integrity.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), and 20% for midterm exam, and 20% for final exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Lickona, T. (2002) Character Matters. Translation by Juma Abdu Wamaungo.Jakarta: Bumi Aksara
Lickona, T. (2002) Educating for Character. Translation by Juma Abdu Wamaungo. Jakarta: Bumi Aksara.
KPK. Recognizing and Combating Corruption.
Nanang T. Puspito, Marcella Elwina S., Indah Sri Utari, Yusuf Kurniadi (editors), 2011, Anti-Corruption Education for Higher Education, Ministry of Education and Culture.
Muhammad David, 2023 et al. Character Education and Anti-Corruption: Answering the Moral Challenges of Generation Z. Pancasila and Civics Education Journal Vol. 2, No. 3, October 2023, pp. 10-14

Module designation

Module 17. Entrepreneurship

Semester(s) in which the module is taught

Semester 2

Person responsible for the module

1. Prof. Dr. Hj. Siti Nuryanti, M.Si

2. Dr. Sitti Aminah, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Project based learning
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

PLO4:

Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.

Content

Students will learn about:

the basic concepts and nature of entrepreneurship, characteristics of entrepreneurship, driving factors, opportunities and challenges, types and forms of entrepreneurship, tips for success in entrepreneurship, digital business, exploitation of imagination and intuition for business progress, the path to successful entrepreneurship, ethics in entrepreneurship, marketing management, business planning.

Examination forms

The weight of each assessment component is 10% for participation activity, 70% for assignment (project), 20% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Wardana M.A., et al. 2022. Entrepreneurship and Business. Media Sains Indonesia, Bandung.
Saiman, L. 2014. Entrepreneurship Theory, Practice and Cases 2nd Edition. Salemba, Jakarta.
Lambing, Peggy A, Kuehl, Charles R. 2020.Entrepreneurship, Second Edition. Upper Saddle River, NJ.
Rahmawati, S., Afadil, Suherman, Santoso, T., Abram, P. H., & Rabasia. (2023). The utilization of durian peels (Durio zibethinus) for the manufacturing of charcoal briquettes as alternative fuel. Journal of Natural Resources and Environmental Management, 13(1), 76-87. https://doi.org/10.29244/jpsl.13.1.76-87
Rahmawati, S., Siti, N., & Kasmir, S. M. (2019). The use of protease from palado (Agave) roots, and palado leaf in the making process of virgin coconut oil (vco). Materials Science Forum, 967 MSF, 123-131. https://doi.org/10.4028/www.scientific.net/MSF.967.123
Nova Sari and Sitti Aminah, P. (2020). Utilization of Sawdust as Briquette Raw Material. Media Eksakta, 16(2), 98-104.
Hilmansyah, T., Sastrawan Farid, E., Amin, M., Hardani, R., Tadulako, U., Civil Engineering Studies, P., Management Studies, P., & Pharmacy University of Tadulako, P. (n.d.). Building Technopreneurship Mentality in Efforts to Improve Creative Economy in PSDKU UNTAD Morowali Students. JABB, 4(2), 2023. https://doi.

Module designation

Module 41. Asian community education

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Purnama Ningsih, M.Si., Ph.D

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:

Content

Students will learn about:

the characteristics of Asian civilization, the development of education in the Asian region, as well as National and Global Issues. This lecture is conducted in the form of theory, assignments and discussions using the case method and team-based project

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

Percentage of Achievement	Grade	Conversion Value
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Students must attend 15 minutes before the class starts, switch off all electronic devices, inform the lecturer if they will not attend the class due to sickness, etc, submit all class assignments before the deadline, and attend the exam to get final grade.

Reading list

Anisa, Septianingrum. 2017. History of East Asia from Ancient to Modern Civilization. Yogyakarta: Anak Hebat Indonesia
C.P.F.Luhulima. 2008. Southeast Asian Community Towards Asean Community 2015. Yogyakarta: Student Library
Jeand Blondel & Takashi Inoguchi. 2006. Political Cultures in Asia and Europe: Citizens, States and Social Values. New York.
Roland, Robertson. 1992. Globalization: Social Theory and Global Culture. London: Sage Publication
Samuel, P Huntington. 2012. The Clash of Civilizations and the Future of World Politics. Jakarta: Kalam Publisher
Tatang Herman, et al. 2019. Comparative Study of Basic Education in Different Countries. Jakarta: Open University Publisher

Module designation

Module 18. Non-Metallic Inorganic Chemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Dra. Vanny M. Tiwow, M.Sc., Ph.D.

2. Yuli Nurmayanti, S.Pd., M.Sc

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

The basic concepts of inorganics, analyze atomic parameters in the field of inorganics and analyze the characteristics of physical and chemical properties, manufacturing methods and benefits of several non-metallic inorganic elements (hydrogen, boron, carbon, nitrogen, phosphorus, oxygen, sulfur, halogens and noble gases).

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Atkins, P., Overton, T., Rourke, J., Weller, M., Armstrong, F., and Hagerman, M. 2010. Shriver & Atkins’ Inorganic Chemistry. 5th Edition. W.H. Freeman and Co., New York..
Miesseler, G. L., Ficsher, P.J., and Tarr, D.A., 2014, Inorganic Chemistry, 5^th Edition. Prentice-Hall, New Jersey.
Hamdiani, S., Ismillayli, N., and Siahaan, J., 2017, Textbook of Inorganic Chemistry 1, Chemistry Education Study Program FMIPA Mataram University, Mataram.
Hildawianti, H., Tiwow, V. M. A., & Abram, P. H. 2017. Analysis of Nitrogen (N) and Phosphorus (P) Content in Offal Waste of Lake Lindu Tilapia (Oreochromis mosambicus). Jurnal Akademika Kimia, 6(3), 148-153.
Madjid, N. A., Napitupulu, M., & Said, I. 2018. Analysis of Sulfur (S) and Iron (Fe) in Hot Liquid Waste of Steam Power Plant (PLTU) in Panau Village, North Palu District. Jurnal Akademika Kimia, 7(1), 46-50.
Aminah, Siti., Marzuki, I., & Rasyid, A. 2019. Analysis of chlorine content in rice circulating in Makassar traditional market by volhard argentometry method. Proceedings of Gertasi National Seminar on Food, Technology, and Entrepreneurship, Makassar: February 09, 2019, pp. 171-17
Nusratullah, N., & Aminah, S. 2020. Activated Charcoal of Teak Wood Sawdust (Tectona Grandis Lf) as an Adsorbent Material in the Purification of Used Cooking Oil. Journal of Exact Media, 16(1), 40-48.

Module designation

Module 19. Organic Chemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Prof. Drs. Anang Wahid Muhammad Diah, M.Si

2. Prof.Dr.Hj Sitti Nuryanti, M.Si

3. Magfirah, S.Pd., M.Pd.

4. Reny, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

Basic chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

the characteristics of carbon atoms, structure and name, physical properties and chemical properties of hydrocarbons, organohalogens, organometallics, alcohols and ethers, aldehydes and ketones, carboxylic acids, carboxylic acid derivatives, benzene and substituted benzene.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Francis A Carey. 2005. Organic Chemistry. 5th Ed. Boston: McGraw-Hill
John McMurry. 2000. Organic Chemistry. 5th Ed. Boston: Brooks/Cole Thomson Learning.
Ningsih, P., Hamzah, B., Said, I., & Tiwow, V. M. (2023). Deepening Chemistry Materials as a Strategy for Preparing School Examinations for High School Students. 3(3), 2798-1096. https://doi.org/10.35877/panrannuangku212
Wullandari, P., Satya Antarlina, S., Khamidah, A., Fitrotin, U., Iswari, K., Purwaningsih, H., Nuryanti, S., Putri Hanifa, A., Nurhikmat, A., Novitasari, E., Utami Hatmi, R., Siswanto, N., Mulawati Purwanti Noviana, I., Widyayanti, S., Budi Pustika, A., Widodo, S., & Dewi Indrasari, S. (n.d.). 2024: Heni Purwaningsih and others: Effect of Temperature and Substitution of Jack Bean. 55(1).https://doi.org/10.62321/issn.1000-1298.2024.01.01
Nuryanti, S., & Purwaningsih, H. (2020). Quantitative analysis of flavonoid content in moringa leaves coming from Sigi Biromaru, Palu, Central Sulawesi. IOP Conference Series: Earth and Environmental Science, 458(1). https://doi.org/10.1088/1755-1315/458/1/012026
Nurmiati, N., Nuryanti, S., & Tahril, T. (2020). Antioxidant Activity Test of Ethanol and Water Extracts of Celery (Apium graveolensL.). Jurnal Akademika Kimia, 9(2), 93-101. https://doi.org/10.22487/j24775185.2020.v9.i2.pp93-101

Module designation

Module 20. Physical Chemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Drs. Paulus Hengky Abram, M.Sc., PhD.

2. Dr. Sitti Rahmawati, S.Pd., M. Pkim

3. Dr. Afadil, S.Pd., M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

1) State of gas: general characteristics of gas, gas laws, ideal gas equation and its applications; (2) Zero and First Laws of Thermodynamics: state of the system, zero law of thermodynamics, ideal gas temperature scale, work and heat, first law of thermodynamics, internal energy, exact and inexact differentials, work of compression and expansion of gases at fixed temperature, different types of work, change of state at fixed volume, enthalpy, heat capacity, Joule-Thomson expansion, adiabatic process, enthalpy of formation; (3) Thermochemistry: units of energy change, enthalpy of chemical reactions, exothermic and endothermic reactions, thermochemical equations, heat of reaction or enthalpy of reaction, enthalpy change due to temperature change, various enthalpies of reaction, heat of combustion heat of dissolution, heat of neutralization, energy change on phase change, heat of melting, heat of vaporization, heat of sublimation, heat of transition, Hess’s law, application of Hess’s law, calorimetry; (4) Second and third laws of thermodynamics: entropy as a function of state, second law of thermodynamics, entropy change in reversible processes, entropy change in irreversible processes, entropy of ideal gas mixing, entropy and probability, calorimetry of entropy determination, third law of thermodynamics; (5) Phase equilibrium: phases, components, degrees of freedom, phase rules, phase diagram of one-component systems, Clapeyron equation, Clausius-Clapeyron equation, Vapor-liquid equilibrium of binary mixed systems, vapor pressure of non ideal mixtures and Henry’s law, two-component systems of liquid and solid phases, special topics: effect of surface tension on vapor pressure; (6) Chemical equilibrium: derivation of equilibrium expression, equilibrium constant of gas reaction, determination of equilibrium constant, use of Gibbs free formation energy to calculate equilibrium constant, effect of temperature on equilibrium constant, effect of pressure, initial composition and inert gas on equilibrium composition, equilibrium constant in concentration. Learning implementation is divided into theory (face-to-face) in the classroom using the SCL learning approach, and practicum carried out in the Chemistry Laboratory.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Textbook of Physical Chemistry I, by Suherman, et al.
Physical Chemistry, Laidler/ Meiser, 3rd Edition, Boston New York.

Module designation

Module 21. Principles of Analytical Chemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Dr. Sitti Aminah, M.Si.

2. Dr. Irwan Said, M.Si;

3. Purnama Ningsih, S.Pd., M.Si., Ph.D.,

4. Prof. Dr. Tri Santoso, M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

Basic chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

PLO 7:

PLO 8:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

The Fundamentals of Analytical Chemistry course discusses: (1) Basic concepts of analytical chemistry, review of basic chemistry (Review of material: solution stoichiometry, chemical reactions); (2) Stages of analysis and Processing of Analysis Data; (3) Ion Equilibrium; (4) Qualitative Analysis; (5) Quantitative Analysis I / Gravimetric Analysis; (6) Quantitative Analysis II / Volumetric Analysis; (a) Acid-Base Titration / Neutralization (b) Precipitation Titration; (c) Complex Formation Titration and (d) Redox Titration. The implementation of this course needs to collaborate with practitioners so that students have the ability / competence in applying chemical analysis both qualitative and quantitative in various fields of work.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Harris, Daniel C. & Lucy, Charles A., (2016), Quantitative Chemical Analysis, 9th ed., W.H. Freeman & Company, New York.
Skoog, Douglas A.; West, Donald M.; Holler, F. James; & Crouch, Stanley R., (2014), Fundamentals of Analytical Chemistry, 9th ed., Cengage Learning: Canada
Day Underwood, 2002, Quantitative Analysis (translation Soendoro et al), Erlangga, Jakarta.
Soreen & Logowski, 1977, Introduction to semimicro Qualitative Analysis, 5th ed., Prentice-Hall.
Vogel, 2000, Textbook of Qualitative Analysis of Macro and semi-micro, (translation Setyono and Hadiyana), Volume I & II, Pt, Kalam Media pustaka, Jakarta.
Vogel, 1982, A Text book of Quantitative Organic Analysis, 4th ed., Longman, New York
Tri Santoso & Sitti Aminah, 2020, Basics of Analytical Chemistry, UNATD Press: Palu
Hamzah, Baharuddin, 2019, Application of Benzoyl-Acetone as a cation carrier in mercury (II) extraction by using liquid membrane emulsion technique, Key Engineering Materials, Vol.811, 80-85.
Sitti Rahmawati, Ira Sepriyani, Purnama Ningsih and Anang Wahid Muhammad Diah, 2022, Phosphorylated nata de banana as polymer electrolyte membrane in fuel cells, International Journal of Materials Research, 113 (6), 569-576.
Tahril; Santoso, T.; S. Rahmawati, H. Muchtar; N. Baya; and Ruslan, 2021, Analysis of magnesium content and phosphorus as fertility indicators in the post-tsunami Seagrass ecology system in the Palu bay Coastal area, Rasayan J.Chem., Vol. 14 No. 3, 2056-2061.

Module designation

Module 22. Basic Biochemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Prof. Dr. H. Tahril, M.Si., M.Pd.I., M.P.;

2. Prof. Dr. Ijirana, M.Si.;

3. Dra. Hj Sri Mulyani Sabang, M.Si.;

4. Arwansyah, S.Pd., M.Si., Ph.D.;

5. Dr. Ratman, S.Pd. M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry, Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

(1) Biochemistry Concepts: The history of biochemistry, the nature of biochemistry, the relationship between biochemistry and other sciences, and the application of biochemistry in everyday life. (2) Biochemical Foundations: domains of living things, functional groups, biomolecules and molecular hierarchy of cells. (3) Structure and Function of Biomolecules: carbohydrates, proteins with emphasis on enzymes, lipids, and nucleic acids. (4) Bioenergetics: Gibbs free energy, redox and reduction potential and phosphoryl group transfer potential in living systems. (5) Energy metabolism; energy cycle in cells, ATP cycle, ATP-ADP-AMP system, energy metabolism and food substances, (6) Photosynthesis: photosynthetic pigments, chlorophyll, dark phase, light phase, non-cyclic photosynthesis (Z scheme) and cyclic photosynthesis. (7) Genetic Information Storage and Flow: Molecular insights of DNA, Genetic information; transcription and its control, Translation of genetic information.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Armstrong. Frank B., 1995. Textbook of Biochemistry. EGC Medical Book Publisher.
Colby. Diane S., 2011. Harper’s Compendium of Biochemistry. EGC Medical Book Publisher.
Lehninger, Albert L., 1993. Fundamentals of Biochemistry. Volume 1, 2, and 3. Erlangga Publisher.
Ngili, Y., 2009.Biochemistry: Biomolecular Structure and Function. Graha Science Publisher
Ngili, Y., 2009.Biochemistry: Metabolism and Bioenergetics. Graha Science Publisher
Wirahadikusuma, M., 1989. Biochemistry: Proteins, Enzymes, and Nucleic Acids. Publisher ITB Bandung
Sumanto, I.K. 1990. Occupational Safety in Chemical Laboratories. Jakarta: Gramedia.
Wirahadikusuma, M., 1989. Biochemistry: Energy, Carbohydrate, and Lipid Metabolism. Publisher ITBBandung
Arwansyah, A., Arif, A. R., Ramli, I., Kurniawan, I., Sukarti, S., Nur Alam, M., … & Manguntungi, B. (2021). Molecular modeling on SARS-CoV-2 papain-like protease: an integrated study with homology modeling,molecular docking, and molecular dynamics simulations. SAR and QSAR in Environmental Research, 32(9),699-718. https://www.tandfonline.com/doi/abs/10.1080/1062936X.2021.1960601

Module designation

Module 23. Learning Media in Chemistry

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Dr. Afadil, S.Pd., M.Si.

2. Dr. Kasmuddin Mustapa, S.Pd., M.Pd.

3. Dewi Satria Ahmar, S.Pd., M.Pd..

4. Magfirah, S.Pd., M.Pd.

5. Detris Poba, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Learning and Teacing

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools, and the evaluation of chemistry teaching.
PLO5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation.

Content

Students will learn about:

the nature of the teaching-learning process and learning media, classification of types of media, working principles and uses of a number of chemistry-specific learning media; and being able to choose effective learning media.

Examination forms

The weight of each assessment component is 15% for participation activity, 55% for assignment (case method and project), 30% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Roblyer, M.D. 2006. Integrating Educational Technology Into Teaching. New Jersey. Person, Merril Printice Hall
Kalyuga, Slava. 2009. Managing Cognitive Load in Adaptive Multimedia Learning. New York. Information Science Recommendedliterature
Setyo Sari, P. 2008. Media Utilization. Malang: Teacher Certification Committee
Shifman, Daniel. 2008. Learning Processing, A Beginner’s Guide To Programming Images, Animation, and Interaction. London:Elsivier
Sofwan, Soffah, et al. 2021. Development of Learning Media in Higher Education. East Java: Agrapana Media
Muhammad Ilham, et al. 2023. Learning Media; Theory, Implementation, and Evaluation. Yogyakarta: Jejak Pustaka
Riyana, Cepi. 2009. Learning Media. Jakarta: Ministry of Religious Affairs
Mustapa, Kasmudin. 2023. Society Era Technology in the World of Education. Application of Problem Based Learning to CriticalThinking Skills in Chemistry. Akademia Recommended literature .
Mustapa, Kasmudin, et al. 2023. The influence of the STAD cooperative learning model assisted by virtual laboratory on activities and learning outcomes of class X students for electrolyte and nonelectrolyte. Journal AIP Conference Proceedings, Volume 2619, IssueAIPC1.

Module designation

Module 24. Basic Sosio-culture Science

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

Priyatna Prasetyawati, S.Pd., M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

Content

Students will learn about:

humans as cultural beings, humans and civilization, humans as individual beings and social beings, humans in diversity and equality, humans in morality and law, humans with science and technology and humans with their environment with the aim that students can develop into educated humans who are critical, sensitive, active and concerned about socio-cultural problems that arise in society and provide alternative solutions to these problems and better understand the diversity, equality and dignity of humans based on aesthetic, ethical and moral values in community life, active and concerned about socio-cultural problems that arise in society and provide alternative solutions to these problems and better understand the diversity, equality and dignity of humans based on aesthetic, ethical and moral values in social life and analyze problems that occur related to the environment both in the natural, social and cultural environments that many people face today.

Examination forms

The weight of each assessment component is 15% for participation activity, 55% for assignment (case method), 30% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Abidin, Y.Z & Saebani, B.A. 2013. Pengantar Sistem Sosial Budaya di Indonesia. Bandung: Pustaka Setia
Arifin, Zainal. 2012. Ilmu Sosial Budaya Dasar. Makassar: Anugrah Mandiri
Dini Rosdiani. 2017. Ilmu Sosial Budaya Dasar. Bandung: Alfabeta
Mumtazinur. 2019. Ilmu Sosial & Budaya Dasar. Banda Aceh: LKKI
Nasution, dkk. 2015. Ilmu Sosial Budaya Dasar. Jakarta: Raja Grafindo Persada
Setiadi, E.M, Hakam, K.A & Effendi R. 2016. Ilmu Sosial Budaya Dasar. Jakarta: Prenadamedia Group
Tasnim. 2019. Konsep Dasar Memahami Kualitas Lingkungan. Yogyakarta: Gosyen Publishing

Module designation

Module 42. ICT-based Learning

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si.;

2. Dr. Ir. Kasmuddin, S.Pd., M.Pd.;

3. Dewi Satria Ahmar, S.Pd., M.Pd.;

4. Magfirah, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools, and the evaluation of chemistry teaching.
PLO5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation.

Content

Students will learn about:

basic applications including ms-word, ms-excel, and power point, and the introduction of internet and e-learning

applications; as well as media selection, learning design and presentation of ICT-based media Offline and Online in chemistry learning through discussion and practice.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Fenrich, P. 2001. Instructional Media and Technologies for Learning, Pearson Education: New Jersey.
Goh, Tiong T., 2009, Multiplatform e-learning systems and technologies_ mobile devices for ubiquitous ICT-based education-Information Science Recommended literature
Ahyar, A. K., Ratman, R., & Magfirah, M. (2023). The Effect of Using Google Classroom and Whatsapp Group Applications on Students’ Interest and Learning Outcomes in Chemistry During The Covid-19 Pandemic. Journal of Disruptive Learning Innovation (JODLI), 4(1), 32-42.
Educational internet/web sites, articles, magazines, and other sources relevant to the materials discussed.

Module designation

Module 26. Metallic Inorganic Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Prof. Mery Napitupulu, M.Sc., Ph.D.

2. Prof. Daud K. Walanda, M.Sc., Ph.D.

3. Yuli Nurmayanti, S.Pd., M.Sc

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Content

Students will learn about:

the properties, extraction, use, compounds, and chemical reactivity of various common metals, especially alkali metals, alkaline earth metals, and some p-block metals, first-series d-block transition metals and lanthanoid and actinoid metals.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Housecroft, C. E. and Sharpe, A. G. 2012. Inorganic Chemistry. 4th Edition. Pearson-Prentice Hall. New York.
Greenwood, N. N. and Earnshaw, A. 1998. Chemistry of The Elements. 2nd Edition. Butterworth-Heinemann.Oxford.
Rayner-Canham, G. and Overton, T. 2010. Descriptive Inorganic Chemistry. 5th Edition. W.H. Freeman and Co., New York.
Atkins, P., Overton, T., Rourke, J., Weller, M., Armstrong, F., and Hagerman, M. 2010. Shriver & Atkins’ Inorganic Chemistry. 5thEdition. W.H. Freeman and Co., New York.
Fitriani, E., Walanda, D. K., & Hamzah, B. 2019. The analysis of Calcium (Ca), Magnesium (Mg), Sodium (Na) and Posphorus (P) inBeluntas (Pluchea indica L.) Leaves. Jurnal Akademika Kimia, 8(1), 16-22. doi: 10.22487/j24775185.2019.v8.i1.1756
Walanda,D.K.,&Napitupulu,M.2013.Adsorptioncharacteristicsofcopperionsusingbiocharcoalderivedfromnutmegshell. Journal of Physics: Conference series, 1763(1). DOI 10.1088/1742-6596/1763/1/012071.
Wirawan, W. A., Walanda, D. K., & Napitupulu, M. 2022. The Extraction of Nickel from Morowali Laterite Ore with Nitric Acid.Jurnal Akademika Kimia, 11(2), 91-95. doi: 10.22487/j24775185.2022.v11.i2.pp91-95
Nurmayanti,Y.,Poba,D.,&Marapung,M.E.2022.AdsorptionofFe(III)IoninTabletsFeSupplementbyBlackTeaDregsandIts Application in Inorganic Chemistry Learning. Jurnal Akademika Kimia, 11(3), 197-201. Doi: 10.22487/j24775185.2022.v11.i3.pp197-201

Module designation

Module 27. Advanced Organic Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Prof.Dr.Hj Sitti Nuryanti, M.Si.

2. Prof. Drs. Anang Wahid Muhammad Diah, M.Si

3. Reny, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry, Advanced Basic Chemistry, Organic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

PLO 7:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Content

Students will learn about:

bifunctional compounds, or poly functions are: Compounds with more than one functional group, if a compound with more than one functional group located close to each other interacts, it will give special properties to the compound, so that it has both physical and chemical properties that are in accordance with the nature of the functional group it has. Carbohydrates, amine compounds, amino acids-protein, and lipids.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Ralph J Fessenden & Joan S Fessenden, 1997. Organic Chemistry Volume 2. 3rd Edition. Erlangga, Jakarta.
Francis A Carey. 2005. Organic Chemistry. 5th Ed. Boston: McGraw-Hill
Hart, Craine & Hart, 2003. Organic Chemistry: A Short Course. Erlangga. Jakarta
John McMurry. 2000. Organic Chemistry. 5th Ed. Boston: Brooks/Cole Thomson Learning
Nuryanti, S. (2021). Exact Media Analysis of Vitamin C in Rambusa Fruit (Passiflora foetida L.). 17(1), 46 51. http://jurnal.fkip.untad.ac.id/index.php/jme
Purwaningsih, H., Ulfah, M., Sangari, M. A., & Nuryanti, S. (2021). The effect of temperature variations on koro sword bean flour (Canavalia ensiformis L) and the concentration of the addition of koro sword bean flour on cyanide acid (HCN) content and consumeracceptance of fried chicken seasoning flour. IOP Conference Series: Earth and Environmental Science,672(1). https://doi.org/10.1088/1755-1315/672/1/012049
Mustopa, A. Z., Izaki, A. F., Suharsono, S., Fatimah, F., Fauziyah, F., Damarani, R., Arwansyah, A., Wahyudi, S. T., Sari, S. S., Rozirwan, R., & Bachtiar, Z. (2023). Characterization, protein modeling, and molecular docking of factor C from Indonesian horseshoe crab (Tachypleus gigas). Journal of Genetic Engineering and Biotechnology, 21(1). https://doi.org/10.1186/s43141-023-00496-8

Module designation

Module 28. Analytical Separation

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Prof. Dr. H. Baharuddin Hamzah, S.Far., MS;

2. Dr. Sitti Aminah, M.Si.

3. Dr. Irwan Said, M.Si;

4. Purnama Ningsih, S.Pd., M.Si., Ph.D.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic chemistry and Advanced Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

PLO 7:

PLO 8:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

The analytical separation course examines: Introduction to analytical separation (uses and varieties of separation and the position of separation in analytical work), separation techniques by precipitation, distillation, solvent extraction, basics of chromatography [paper, thin plate, column, ion exchange, high performance liquid chromatography (HPLC) and gas chromatography (KG)], and electrophoresis.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Christian Gary D., 1996, Analytical Chemistry, 4thth ed., Jhon Willey & Sons, New York.
Day Underwood, 2002, Quantitative Analysis (translation Soendoro et al), Erlangga, Jakarta.
Soreen & Logowski, 1977, Introduction to semimicro Qualitative Analysis, 5thth ed., Prentice-Hall.
Vogel, 2000, Textbook of Qualitative Analysis of Macro and semi-micro, (translation Setyono and Hadiyana), Volume I & II, Pt, Kalam Media pustaka, Jakarta.
Vogel, 1982, A Tex book of Quantitative In Organic Analysis, 4thth ed., Longman, New York.
Ningsih, P., Ijirana, I., Mulyani, S., & Patanda, F. F. (2022, November). Ethnochemistry Study of Medicine Plants for Liver Disease in the Community of Balane Village. In IOP Conference Series: Earth and Environmental Science (Vol. 1075, No. 1, p. 012014). IOP Publishing.

7. Aminah, S., Ramadhan, M., & Latuconsina, H. (2023). Effectiveness Test of Mixed Extract of Tanjang merah (Bruguiera gymnorrhiza) and Bogem (Sonneratia caseolaris) in Preserved Milkfish (Chanos chanos). Agrikan Journal of Fisheries Agribusiness, 16(2), 217-223.

Module designation

Module 29. Chemical Kinetics

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Dr. Suherman, MS.

2. Drs. Paulus Hengky Abram, M.Sc., PhD.

3. Dr. Sitti Rahmawati, S.Pd., M.Pkim.

4. Dr. Afadil, S.Pd., M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

PLO7:

PLO8:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

1) Gas kinetics theory: Ideal gas model, molecular velocity distribution, heat capacity and energy partition principle, molecular collisions and average clearances. (2) Chemical reaction kinetics of reactions in the gas phase: Introduction, how to follow the reaction, rate equation (rate law and reaction order), determination of reaction rate equation, initial rate method, integral method or graphical method, thermodynamic restrictions on rate equation, effect of temperature on reaction rate, chemical reaction mechanism, unimolecular reaction, complex reaction, chemical reaction kinetics theory of molecular reaction dynamics. (3) Electrolytic conductance: Mechanism of electrolytic conductance, Faraday’s law, conductance number, concept of conductivity, equivalent conductivity and molar conductivity, effect of ion velocity and effect of temperature on conductivity, theory of conductivity, and several uses of conductivity measurement, and gas viscosity. The learning implementation is divided into theory (face-to-face) in the classroom using the SCL learning approach, and practicum carried out in the Chemistry Laboratory.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Hasan, M. (Ed.). (2020). Chemical Kinetics. Syiah Kuala University Press. 2. Saraswati, N. L. P. A. (2022). Chemical Dynamics
Musta, R., Nurliana, L., & Andraysno, A. (2020). Antibacterial Chemical Kinetics of Aliphatic Alkane Fraction from Pyrolysis of Cashew Seed Shell(CNS). Indonesian Journal of Chemical Research, 7(2), 170-176.
Maulani, I., Melati, H. A., & Hadi, L. DEVELOPMENT OF ISOTERM ADSORBION PRACTICUM COUNTERSTALLER through the utilization of banana peel waste as an ADSORBENT in CHEMICAL KINETICS PRACTICUM. EduChem, 2(1)
Husin, H. U. S. N. I. “Kinetics and Catalysis.” (2007).
Rahmawati, S., Mustapa, K., Suherman, A. W. M. D., & Supriadi, M. R. J. (2023). Jackfruit (Artocarpus Heterophyllus) Seed Starch with Sorbitol as a Plasticizer and Rosella Flower Antioxidant in the Making of Edible Film (Hibiscus Sabdariffa). Journal homepage: http://iieta. org/journals/ijdne, 18(2), 443-448.
Rahmawati, S., & Anjani, Q. K. (2022, November). The use of MSG (monosodium glutamate), aloe vera,and papaya leaf (carica papaya L) as an alternative of corrosion inhibitor. In IOP Conference Series: Earth and Environmental Science (Vol. 1075, No. 1, p. 012013). IOP Publishing.

Module designation

Module 30. Chemistry Education Statistics

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Dr. Irwan Said, M. Si.,

2. Dra. Sri Mulyani Sabang, M. Si.,

3. Yuli Nurmayanti, S.Pd., M.Sc.,

4. Detris Poba, S.Pd., M.Pd.,

5. Meida Esterlina Marpaung, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO4:

Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.

PLO6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education

Content

Students will learn about:

Statistics and educational statistics, SUMMARY: types of data, data presentation, data distribution, relative and cumulative frequency distribution, data centering measures, normal distribution, centering measures (mean, median, mode), data normality tests, tests of two and more means, regression and correlation, nonparametric tests.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Riduwan, 2015, Basics of Statistics, Alfabeta, Bandung
Sugiyono, 2016, Statistics for Research, Alfabeta, Bandung
Budiarti, 2002, Biostatistics, EGC, Jakarta
Tiro, 2008, Correlation and Regression Analysis, State Univ. of Makassar Press
Tiro, 2004. Free Distribution Statistics, Adira Publisher, Makassar
Sopitudin, 2017. Series 13 Gateway to Understanding Statistics, Methodology, and Epidemiology, Jakarta
Beddu, A. T., Sabang, S. M., Ningsih, P. 2018. Application of problem-based learning (PBL) learning model to the learning outcomes of class XI students of SMAN 7 Palu on buffer solution material. Jurnal Akademika Kimia, 7(1), 1-5.
Banua, Y., Mulyani, S.M., & Tiwow, V.M.A. 2020. Influence of Experiental Learning Model Assisted Experiment on Material Electrolyte and Non-electrolyte Solutions toward the Learning Outcome of Students Class X MIA at SMA Negeri 3 Palu. Jurnal Akademika Kimia, 9(1), 1-6.
Prince, A., Mulyani, S.M., & Said, I. 2020. The Implementation of Two Strength Method on the Topic of Chemical Equilibrium toward Learning Outcomes of Students in 11th Grade Science at SMA Negeri 1 Sindue in Academic Year 2016-2017. Jurnal Akademika Kimia, 9(3), 139-142.

Module designation

Module 31. Innovative Learning Models and Methods (SBM)

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Prof. Dr. Hj Ijirana, S.Pd., M.Si;

2. Dr. Tri Santoso, M.Si.;

3. Magfirah, S.Pd., M.Pd.;

4. Dr. Ratman, S.Pd, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for Independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Learning and Teaching

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:

PLO5:

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation

Content

Students will learn about:

the nature of teaching and learning strategies: models, methods, and approaches to learning. Innovative learning models: Discovery Learning, Inquiry Learning, problem-based learning, project-based learning, cooperative and problem solving; learning methods: demonstration, lecture, discussion, brainstorming, games method, group work, and field work); learning approaches: contextual, scientific, process skills, constructivism, STEAM, deductive, inductive, open ended, realistic.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Eggen & Kauchak. 2012. Learning Strategies and Models: Teaching Content and Thinking Skills. Erlangga.
Pienta, N.J., Cooper, M.M & Greenbowe. T.J. 2009. Chemists’ Guide to Effective Teaching Vol II. Pearson Education
Jaime E. Martinez. 2017. The Search for Method in STEAM Education. Springer International Publishing
Taber, Keith S. 2019. The nature of the chemical concept: re-constructing chemical knowledge in teaching and learning. Royal Society of Chemistry
Sye Foong Yee. 2019. A Phenomenological Inquiry into Science Teachers’ Case Method Learning. Springer
Ijirana, I., & Supriadi, S. (2018). Metacognitive Skill Profiles of Chemistry Education Students in Solving Problems at Low Ability Level. Indonesian Journal of Science Education, 7(2), 239-245. https://doi.org/10.15294/jpii.v7i2.14266
Ijirana, I., Aminah, S., Supriadi, S., & Magfirah, M. (2022). Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic. Journal of Technology and Science Education, 12(2), 397. https://doi.org/10.3926/jotse.1697
Haetami, A., Zulvita, N., Dahlan, Maysara, Marhadi, M. A., & Santoso, T. (2023). Investigation of Problem-Based Learning (PBL) on Physics Education Technology (PhET) Simulation in Improving Student Learning Outcomes in Acid- Base Material. Journal of Science Education Research, 9(11), 9738-9748. https://doi.org/10.29303/jppipa.v9i11.4820

Module designation

Module 32. Review of High School Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

1. Prof. Dr. Ijirana, S.Pd., M.Si;

2. Dr. Sitti Aminah, M.Si.,

3. Yuli Nurmayanti, S.Pd., M.Sc.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

PLO4:

Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.

Content

Students will learn about:

the rules of scientific work on the phenomenon of global warming; chemical reactions and the application of basic laws of chemistry; atomic structure, and its application in nanotechnology; properties, structures, and interactions of particles in forming various compounds including processing and their application in everyday life; chemical reaction energy, chemical reaction rates, and chemical reaction equilibrium; acid-base concepts in everyday life; thermochemistry and electrochemistry; organic chemistry and its application in everyday life.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Brady, E.J., (2002) University Chemistry. Principles and Structures Volume One. Bina Rupa Aksara, Tangerang
Brady, E.J., (2002) University Chemistry. Principles and Structures Volume Two. Bina Rupa Aksara, Tangerang
Effendy (2006). VSEPR Theory. Polarity, and Intermolecular Forces. Bayumedia. East Java-Indonesia
Ministry of Education and Culture (2018). Model Syllabus of Chemistry Subject for Senior High School/Madrasah Alyah. Curriculum 2013 Revised 2018.
Rahayu, N., & Giriarso, J. P. (2009). High school chemistry summary. GagasMedia.
Raymond Chang (2003) General Chemistry: The Essential Concepts (III). Third Edition. The McGraw-Hill Companies
Ijirana & Supriadi, 2018, Metacognitive skill profiles of chemistry education students in solving problems at low ability level, JPII 7 (2) (2018) 239-245.
Aceng, Haetami; Nina, Zulvita; Dahlan; Maysara; M. Alim, Marhadi; &Tri Santoso, Investigation of Problem-Based Learning (PBL) on Physics Education Technology (PhET) Simulation in Improving Student Learning Outcomes in Acid-Base Material, Journal of Science Education Research, 9(11) (2023), DOI: 10.29303/jppipa.v9i11.4820

Module designation

Module 43. Learning Media development

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Dr. Kasmudin Mustapa, M.Pd.

2. Dewi Satria Ahmar, S.Pd., M.Pd.

3. Detris Poba, S.Pd., M.Pd.

4. Magfirah, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Learning Media in Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools, and the evaluation of chemistry teaching.
PLO 5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation.

Content

Students will learn about:

basic applications including ms-word, ms-excel, and power point, and the introduction of internet and e-learning

applications; as well as media selection, learning design and presentation of ICT-based media Offline and Online in chemistry learning through discussion and practice.

Examination forms

The weight of each assessment component is 15% for participation activity, 55% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

1. Hanifah, Desy Putri et al. 2022. Theory and Principles of Learning Media Development. Sukoharjo: Pradina Pustaka [1]

2. Ahmar, Dewi Satria, et al. 2023. Training and Mentoring of Literacy and Numeracy Activities Through the Use of ICT Based Bulletin Integrated Character Education (BICE) Media in Elementary School 9 Mamboro. [2]

3. Ahmar, Dewi Satria, et al. 2023. Training on Making Bulletin Learning Media Integrated Character Education [3]. 4. Pratiwi, Utami. 2021. Easy to Learn Graphic Design with Canva. Yogyakarta: Dipa Press [4]

4. Agustin, Nia, et al. 2023. Digital Media for Learning. Semarang: Cahyani Gani Recovery [5]

5. https://www.youtube.com/watch?v=juO6UE9-LOY

6. https://id.video.search.yahoo.com/search/video?fr=mcafee&ei=UTF&p=membuat+virtual+lab&type=E211ID714G0#id=1&vid=364236090cdbc7f0f89d25aa8bb9ac3f&action=click

7. Hendra, et al. 2023. Digital-based Learning Media (Theory and Practice). Jambi: Sonpedia Publishing Indonesia) [8]

Module designation

Module 33. Physical Inorganic Chemistry

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

1. Prof. Daud K. Walanda, M.Sc., Ph.D.

2. Prof. Mery Napitupulu, M.Sc., Ph.D.

3. Yuli Nurmayanti, S.Pd., M.Sc

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

PLO 8:

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and society by considering health and safety.

Content

Students will learn about:

Acid-base reactions, the nature of inorganic compounds both solids and complexes based on the physical properties of structures, bonds and spectra and complexion reactions.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Housecroft, C. E. and Sharpe, A. G. 2012. Inorganic Chemistry. 4thth Edition. Pearson-Prentice Hall. New York.
Rayner-Canham, G. and Overton, T. 2010. Descriptive Inorganic Chemistry. 5thth Edition. W.H. Freeman and Co., New York.
Atkins, P., Overton, T., Rourke, J., Weller, M., Armstrong, F., and Hagerman, M. 2010. Shriver & Atkins’ Inorganic Chemistry. 5ththEdition. W.H. Freeman and Co., New York.
Napitupulu, M., Lawrance, G. A., Clarkson, G. J., & Moore, P. 2006. Methyl 2-[N-(2′-Pyridylmethyl)carbamyl]pyridine-6-carboxylate:A Precursor for Unsymmetrical Diamide Ligands. Australian Journal of Chemistry. 59(11), 796-804. https://doi.org/10.1071/CH06310 8.
Napitupulu, M., Griggs, B. L., Luo, S. X., Turner, P., Maeder, M., & Lawrance, G. A. 2009. Symmetrical diamides based on 2,6- bis(methoxycarbonyl)pyridine: Syntheses and metal ion binding studies. Journal of Heterocyclic Chemistry, 46(2), 243-250.https://doi.org/10.1002/jhet.72
Luo, S. X., Tiwow, V., Maeder, M., & Lawrance, G. A. 2010. Synthesis and metal(II) ion complexation of pyridine-2,6-diamides incorporating amino alcohols. Journal of Coordination Chemistry, 63, 2400-2418. https://doi.org/10.1080/00958972.2010.487562
Tiwow,V.,Lawrance,G.A.,Maeder,M.,&Jensen,P.2011.ComplexationoftheN,N′,O-donorligandN-trans-(2′-hydroxycyclohexyl)-2-aminomethylpyridine. Journal of Coordination Chemistry, 64, 3637-3651. https://doi.org/10.1080/00958972.2011.628019

Module designation

Module 34. Instrumentation Analysis

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

1. Dr. Sitti Aminah, M.Si.

2. Dr. Irwan Said, M.Si;

3. Purnama Ningsih, S.Pd., M.Si., Ph.D.,

4. Prof. Dr. Tri Santoso, M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning, and 45.3 hours for Practicum

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

Principle of Analytical Chemistry, Analytical Separation

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

PLO 7:

PLO 8:

Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

modern analytical methods which include basic principles, equipment, sample preparation, use (how to analyze), and interpretation of data from several instruments based on Ultra-Light and Visible Light (UV-Vis) Spectrophotometry, Infrared Spectrophotometry (IR), Mass Spectrophotometry (MS), NMR Spectrophotometry, Scanning Electron Microscope (SEM), X-ray diffractometers (XRD), Atomic Spectrophotometry (AAS, AES, and AFS), Scattering Based Analysis (Turbidimetry-Nephelometry), Electrolysis/electrogravimetry, Potentiometry and Conductometry. The implementation of this course is very important to collaborate with practitioners so that students have the ability / competence in applying chemical analysis both qualitative and quantitative in various fields of work.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Skoog, Douglas A; Holler, F. James; Crouch, & Stanley R, (2018), Principles of Instrumental Analysis, Seventh Edition, Boston: Cengage Learning
Christian Gary D., Dasgupta, Purnendu K., & Schug, Kevin A. (2014), Analytical Chemistry, 7thth ed., Jhon Willey & Sons, New York.
Harvey, D. 2000, Modern Analytical Chemistry. New York: Mc Graw Hill
Amran, M. B., Aminah, S., Rusli, H., & Buchari, B. 2020. Bentonite-based functional material as preconcentration system for determination of chromium species in water by flow injection analysis technique. Heliyon Journal, 6(5), 1-7.https://doi.org/10.1016/j.heliyon.2020.e04051
Makuasa, D. A. A., & Ningsih, P. 2020. The Analysis of Total Flavonoid Levels in Young Leaves and Old Soursop Leaves (Annona muricata L.) Using UV-Vis Sepctrophotometry Methods. Journal of Applied Science, Engineering, Technology, and Education, 2(1), 11-17. https://doi.org/10.35877/454RI.asci2133
Diah, A. W. M., Wirayudha, A., & Santoso, T. 2021. The length of reaction time on the synthesis of poly(3, 4-ethylenedioxythiophene). Journal of Physics: Conference series, volume 1763, The 2-nd International Seminar on Science and Technology 2020 (ISST-2) 2020. Palu: September 16-17, 2020. https://doi.org/10.1088/1742-6596/1763/1/012079

Module designation

Module 35. Chemistry Instruction Program Development

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

1. Prof. Dr. Hj Ijirana, S.Pd., M.Si.;

2. Prof. Dr. Tri Santoso, M.Si.,

3. Dewi Satria Ahmar, S.Pd., M.Pd.

4. Magfirah, S.Pd., M.Pd. ,

5. Detris Poba, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Learning and teaching, learning media in chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 3:

PLO 5:

Mastering the basic concepts and application of

pedagogical theories in chemistry education,

including curriculum, learner development,

learning theory, learning tool development, and

chemistry evaluation.

Able to design, implement, and

evaluate chemistry learning models that integrate

ICT in problem solving, and able to adapt to any

Situation.

Content

Students will learn about:

the analysis of teaching materials, techniques for formulating indicators and learning objectives, analyzing innovative learning models, methods, and approaches based on 21st century competencies, techniques for preparing lesson plans with the integration of TPACK and HOTS, techniques for preparing LKPD, teaching materials, ICT-based media, and HOTS-based assessment instruments

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York & London: Addison Wesley Longman, Inc.
Cony Semiawan. 1992. Process Skills Approach: How to Activate Students in Learning. Jakarta: Grasindo Publisher
Dick, W., & Carey, L. (2005). The systematic design of instruction. 6th ed. New York, NY: Harper Collin
Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. (1992). Principles of Instructional Design (4th Ed).Fort Worth: Harcourt Race Jovanovich College Publishers.
MinistryofEducationandCulture(2016).PermendikbudNo22of2016concerningGraduateCompetencyStandards for Primary and Secondary Education, Jakarta: Ministry of Education and Culture
Joyce,B.,Weil,M.,&Calhoun,E.(2009).Modelsofteaching.NewJersey:PearsonEducation,Inc.
Curriculum2013Revised2018IndependentCurriculum
Rahmawati,Sitti,Ijirana,Afadil,andTriSantoso.(2022).SupportingBookforSchoolChemistryReview Course. Surabaya: JDS Publisher.
Ahmad, Fandi, Dewi Satria Ahmar, Nur Indah Sari (2019). Learning Assessment. Jakarta: Leisyah

Module designation

Module 36. Process evaluation and learning result of chemistry

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

1. Prof. Dr. Hj Ijirana, S.Pd., M.Si.;

2. Prof. Dr. Tri Santoso, M.Si.,

3. Dewi Satria Ahmar, S.Pd., M.Pd.

4. Magfirah, S.Pd., M.Pd. ,

5. Detris Poba, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:

PLO5:

Mastering the basic concepts and application of pedagogical theories in chemistry education, including curriculum, learner development, learning theory, learning tool development, and chemistry evaluation.

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation.

Content

Students will learn about:

the meaning, purpose, function and principles of evaluation, taxonomy of cognitive, affective, psychomotor learning outcomes, evaluation strategies (paper & pencil and alternative evaluation), forms of evaluation instruments, rubrics, analysis and interpretation of evaluation results, classroom-based evaluation, evaluation for science process skills and scientific attitudes (including character).

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Team. 2015. Student Handbook: Evaluation. Yogyakarta: Absolute Media.
Arends, Richard I. (2004). Guide to Field Experiences ad Portfolio Development: to accompany; learning to teach. New York: McGraw-Hill Book Company.
Arikunto, Suharsimi / I. Jabar, Cepi Safruddin Abdul. 2008. Evaluation of educational programs: theoretical guidelines for students and educational practitioners. Jakarta: BumiAksara.
Brookhart, Susan M. 2010. How to assess higher-order thinking skills in your classroom. Alexandria: ASCD.
J. Myron Atkin, Janet E. Coffey, Savitha Moorthy, Matthew Thibeault, Mistilina Sato, 2005, Designing Everyday Assessment in the Science Classroom, Teachers College: Columbia University

Module designation

Module 25. Environmental Study

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Prof. Dr. Tahril, M.Si., M.Pd.I., M.P

2. Dr. Suherman, MS

3. Dr. Irwan Said, M.Si

4. Dra. Vanny Maria A. Tiwow, M.Sc., Ph.D.

5. Yuli Nurmayanti, S.Pd., M.Sc

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

PLO5:

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation;

Content

Students will learn about:

the scope and content of Environmental Studies as UNTAD’s Vision and Mission, Environmental Concepts, Regulations and Policies Related to the Environment, Conservation Areas and Protected Areas, Development and the Environment, Disasters and the Environment and Environmental Issues.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Aziz Budianta, 2008, Collection of Environmental Terms, Tadulako University Press, Palu
Darmono, 2001, Environment and Pollution, Its Relationship to the Toxicology of Metal Compounds, UI-Press, Jakarta
Environmental Studies (KLH) as the Vision and Mission of Tadulako University (UNTAD) which was determined at the UNTAD Senate Meeting on October 17, 1981 [One form of implementation is through the compulsory course “Environmental Studies”
Murdiyarso, D 2005, Kyoto Protocol: Implications for Developing Countries. PT Kompas Media Nusantara, Jakarta
Soemarwoto, O. 2004, Ecology, Environment and Development, Djambatan, Jakarta.
Sugandhy, A and Hakim, R, 2007, Basic Principles of Environmentally Sustainable Development Policy, PT.Bumi Aksara. Jakarta.
Supriadi, 2008, Environmental Law in Indonesia, An Introduction, Sinar Grafika Publisher, Jakarta.
Agung, R, et al. 2018. Forest and Forestry Status of Indonesia 2018.Ministry of Environment and Forestry. Jakarta. Link: https://www.menlhk.go.id/site/download?start=10
Rahman, M.T, et al, .2020. Indonesia Environment Quality Index 2019. Ministry of Environment and Forestry. Jakarta. Link: https://www.menlhk.go.id/site/download

Module designation

Module 46. Technology of Fermentation

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Ijirana, S.Pd., M.Si,

2. Dra. Hj Sri Mulyani Sabang, M.Si;

3. Prof. Dr. Tahril, M.P,

4. Arwansyah, S.Pd., M.Si., PhD

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:	Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.
PLO7:	Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and community by considering health and safety

Content

Students will learn about:

Microbes in the fermentation industry, Microbial characteristics and classification, Microbial growth kinetics and product formation, Productivity and fermentation results, Growth of microorganisms and the presence of carbon sources and other complex media, Enzymes, enzyme isolation, and their role in the fermentation process, Fermentation products: PST, Ethanol, Biogas, Antibiotics, liquid sugar, Citric acid, compost.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Pamungkas, W. (2011). Fermentation technology, an alternative solution in an effort to utilize local feed ingredients. Aquaculture Media, 6(1), 43-48.
Hamzah, B., Wijaya, A. G. U. S., & Widowati, T. W. (2022). Fermentation technology in cheese processing industry. Sriwijaya University.
Ngili, Y., 2013. Biochemistry: Biomolecular Structure and Function. Jakarta: Graha Ilmu
Wirahadikusuma, M., 1989. Biochemistry: Energy, Carbohydrate, and Lipid Metabolism. Bandung: ITB.
Madigan, M.T., J.M. Martinko, and J. Parker. 2009. Biology of Microorganisms. 12 th ed. New York: PrenticeHall International.
Muhidin, D. 2001. Agroindustry of papain and pectin. Jakarta: Penebar Swadaya
Poba, D., Ijirana, I., & Sakung, J. (2019). Crude bromelain enzyme activities based on maturity level of pineapple. Jurnal Akademika Kimia, 8(4), 236-241.Gonggo, S. T., Edyanti, F., & Suherman, S. 2013. Physicochemical characterization of clay minerals as a basic material for the ceramic industry in Bomban Valley village, Bolano Lambunu sub-district, Parigi Moutong district. Jurnal Akademika Kimia, 2(2), 105-113.
Mowanutu, V. C., Sesa, E., Wijaya, A. D., Mahmudin, L., Ningsih, P., & Darwis, D. 2023. Characterization of Donggala’s limestone for hydroxyapatite base material. Proceeding of THE 3RD INTERNATIONAL SEMINAR ON SCIENCE AND TECHNOLOGY 2021: The Path of Sustainable Development for a Better Life, Palu: September 8-9, 2021, 2719(1), https://doi.org/10.1063/5.0133280.

Module designation

Module 45. Chemical Inorganic Materials

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Mery Napitupulu, M.Sc., Ph.D.

2. Prof. Daud K. Walanda, M.Sc., Ph.D.

3. Yuli Nurmayanti, S.Pd., M.Sc.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Metallic Inorganic Chemistry, Non-Metal Inorganic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:	Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.
PLO8:	Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

The rules of scientific work on various chemical concepts in the process of material preparation and characterization, structure, physicochemical properties, and applications of various types of inorganic materials (metal materials, ceramics, polymers, composites, biomaterials, nanomaterials, porous and layered as well as magnetic and optical).

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Callister, W. D., & Rethwisch, D. G. 2017. Materials Science and Engineering an Introduction. Tenth Edition. United States: Wiley Plus.
Tjahjanti, P. H. 2018. Textbook of Theory and Application of Composite Materials and Polymers. University of Muhammadiyah Sidoarjo: Umsida Press.
Park, J. B., & Bronzino, J. D. 2003. Biomaterials Principles and Applications. United States: CRC Press.
Boch, P., & Nièpce, J. C. 2007. Ceramic Materials Process, Properties and Applications. Great Britain and United States: ISTE Ltd.
Kaw, A. K. 2006. Mechanics of Composite Materials. Second Edition. United States: CRC Press.
Haghi, A. K., & Zaikov, G. E. 2013. Handbook of Research on Nanomaterials, Nanochemistry and Smart Materials. New York:Nova Biomedical.
Cullity, B. D., & Graham, C. D. 2009. Introduction to Magnetic Materials. Second Edition. United States: IEEE Press.
Wirawan, W. A., Walanda, D. K., & Napitupulu, M. 2022. The Extraction of Nickel from Morowali Laterite Ore with Nitric Acid. Jurnal Akademika Kimia, 11(2), 91-95. doi: 10.22487/j24775185.2022.v11.i2.pp91-95
Walanda, D. K., Napitupulu, M., Hamzah, B., & Panessai, K. 2020. The capacity of Biocharcoal Prepared from Sawah Lettuce Plants (limnocharis flava) as adsorbent of Lead Ions. Journal of Physics: Conference Series, Volume 1434. DOI 10.1088/17426596/1434/1/012036
Walanda, D. K., Lawrance, G. A., & Donne, S. W. 2009. Kinetics of Mn O23 digestion in H2 SO4 Solutions. Journal of Solid StateChemistry, 182(6), 1336-1342. https://doi.org/10.1016/j.jssc.2009.02.034
Walanda, D. K., Lawrance, G. A., & Donne, S. W. 2005. Hydrothermal MnO2 : Synthesis, structure, morphology and discharge performance. Journal of Power Sources, 139(1), 325-341. https://doi.org/10.1016/j.jpowsour.2004.06.062.
Amran,M.B.,Aminah,S.,Rusli,H.,&Buchari,B.2020.Bentonite basedfunctionalmaterialaspreconcentrationsystemfor determination of chromium species in water by flow injection analysis technique. Heliyon Journal, 6(5), 1-7. https://doi.org/10.1016/j.heliyon.2020.e04501.
Mowanutu, V. C., Sesa, E., Wijaya, A. D., Mahmudin, L., Ningsih, P., & Darwis, D. 2023. Characterization of Donggala’s limestone for hydroxyapatite base material. Proceeding of THE 3RD INTERNATIONAL SEMINAR ON SCIENCE AND TECHNOLOGY 2021: The Path of Sustainable Development for a Better Life, Palu: September 8-9, 2021, 2719(1), https://doi.org/10.1063/5.0133280.

Module designation

Module 44. Organic Chemistry Synthesis

Semester(s) in which the module is taught

Semester 5,6,7,8

Person responsible for the module

1. Prof.Dr. Hj Sitti Nuryanti, M. Si

2. Magfirah, S.Pd., M.Pd.

3. Reny, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Organic chemistry, advanced organic chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:	Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.
PLO 7:	Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology and community by considering health and safety.

Content

Students will learn about:

the molecular structure of organic compounds, predicting bond lengths in organic compounds, reactivity, stereochemistry, reaction mechanisms and synthesis of simple drugs, chemoselectivity and stereoselectivity in organic synthesis

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Ralph J Fessenden &Joan S Fessenden, 1997. Organic Chemistry Volume 1 3rd Edition. Erlangga, Jakarta.
Ralph J Fessenden &Joan S Fessenden, 1997. Organic Chemistry Volume 2. 3rd Edition. Erlangga, Jakarta.
Francis A Carey. 2005. Organic Chemistry. 5th Ed. Boston: McGraw-Hill
Hart, Craine & Hart, 2003. Organic Chemistry: A Short Course. Erlangga. Jakarta
John McMurry. 2000. Organic Chemistry. 5th Ed. Boston: Brooks/Cole Thomson Learning.
Carruthers, W. & Coldam, I. (2004). Modern Methods of Organic Synthesis. 4th Ed. New York: Cambridge University Press
Michael B. Smith, M.B. & March, J. (2007). March’s Advanced Organic Chemistry, Reaction, Mechanism, and Structure, 6thed. New Jersey: Jonh Wiley and Son, Inc.
Tukiran and Suyatno (2018). Organic Chemistry Synthesis. Surabaya: Unesa University Press.
Nuryanti, S., Suherman, Rahmawati, S., Amalia, M., Santoso, T., & Muhtar, H. (2021). Langmuir and Freundlich isotherm equation test on the adsorption process of Cu (II) metal ions by cassava peel waste (Manihot esculenta crantz). Journal of Physics: Conference Series, 2126(1). https://doi.org/10.1088/1742-6596/2126/1/012022
Puspitasari,D.J.,Damayanti,N.S.,&Nuryanti,S.(2021).Extractionofpectinfromsquash(Sechiumedulesw)peels.Journalof Physics: Conference Series, 1763(1). https://doi.org/10.1088/1742-6596/1763/1/012037
Suciani,N.N.,Said,I.,&Diah,A.W.M.(2021).CitricAcidExtractioninCitrushystrixPeelsasanAlternativeMaterialforReducing Water Hardness. Jurnal Akademika Kimia, 10(1), 53-58. https://doi.org/10.22487/j24775185.2021.v10.i1.pp53-58
Ningsih, P., Rahmawati, S., Santi, N. M. N., Suherman, & Diah, A. W. M. (2021). Making Edible Film from Jackfruit Seed Starch (Artocarpus Heterophyllus) with the Addition of Rosella Flower Extract (Hibiscus Sabdariffa L.) as Antioxidant. International Journal of Design and Nature and Ecodynamics, 16(6), 691-699. https://doi.org/10.18280/ijdne.160611

Module designation

Module 56. Educational Phyloshophy

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Dewi Satria Ahmar, S.Pd., M.Pd.

2. Detris Poba, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:

Content

Students will learn about:

The concepts of philosophy, education, philosophy of education, the emergence of philosophy and science, the journey of national education in Indonesia, the foundations of Ki Hajar Dewantara’s education, the concept of the Indonesian human being, and Pancasila as the foundation of education in Indonesia.

Examination forms

The weight of each assessment component is 15% for participation activity, 60% for assignment (case method and project), 25% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Rukiyati and Purwastuti Andriani. 2015. Introduction to the Philosophy of Education. Yogyakarta: UNY Press.
Al Baha’I Fairuzabady. 2017. Philosophy of Education An Introduction to Understanding Humans and Educationin Philosophical Review. Pemalang: NEM.
Anwar Shaleh Shabri. 2021. Schools and Thoughts of Philosophy of Education. Yayasan Doa Para
Muhibbin Ahmad, and Fathoni Ahmad. 2021. Philosophy of Education. Muhammadiyah University Press.
Dananjaya Utomo. 2017. Active Learning Media. Bandung: Nuansa Cendekia.
Romario, A. W., Saputra, A., & Nasution, B. (2023). Ki Hajar Dewantara and Education in Indonesia. BaitulHikmah: Islamic Scientific Journal, 1(1), 52-60. https://doi.org/10.46781/baitul_hikmah.v1i1.753
Sugiarta, I. M., Mardana, I. B. P., Adiarta, A., & Artanayasa, W. (2019). Ki Hajar Dewantara’s Philosophy ofEducation (Eastern Figure). Journal of Indonesian Philosophy, 2(3). https://doi.
Aina, D. K. (2020). Merdeka Belajar in Ki Hadjar Dewantara’s View and its Relevance for Character EducationDevelopment. Indonesian Journal of Philosophy, 3(3)
I Gusti Agung Made Gede Mudana. (2019). Building Character in the Perspective of Ki Hadjar Dewantara’sPhilosophy of Education. Indonesian Journal of Philosophy, 2(2).
Tarigan, M., Alvindi, A., Wiranda, A., Hamdany, S., & Pardamean, P. (2022). Ki Hajar Dewantara’s Philosophy of Education and the Development of Education in Indonesia. Mahaguru: Journal of Elementary School Teacher Education, 3(1). https://doi.org/10.33487/mgr.v3i1.3922
Zulkhi, M. D., Tiwandani, N. A., Siregar, I. H., & Saputri, L. (2023). Realizing the Entity and Identity of the Indonesian Nation in 21st Century Learning through the Application of the Pancasila Learner Profile. Journal on Teacher Education, Vol. 4(3)
Santika, R., & Dafit, F. (2023). Implementation of Pancasila Student Profile as Character Education in Elementary School. Journal of Obsession: Journal of Early Childhood Education, 7(6), 6641-6653. https://doi.org/10.31004/obsesi.v7i6.5611
Triana, N. (2022). Character education. Mau’izhah, 11(1). https://doi.org/10.55936/mauizhah.v11i1.58
Muhammad Fath Azzajjad, et al. 2023. Literature Review: 21st Century Skills Learning Through NumeracyLiteracy Integration In Promoting The National Literacy Movement. Al Fikrah: Journal of EducationManagement.

Module designation

Module 37. Research methodology of chemistry education

Semester(s) in which the module is taught

Semester 6

Person responsible for the module

1. Prof.Dr. Hj Ijirana, S.Pd, M.Si;

2. Prof. Dr. Tri Santoso, M.Si;

3. Dr. Afadil, M.Si;

4. Magfirah, S.Pd., M.Pd;

5. Dewi Satria Ahmar, S.Pd.M.Pd.;

6. Detris Poba. S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Chemistry Education Statistics

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

The concept of research types, scope, approaches and research methods (qualitative, experimental, action and development). Problem formulation techniques, objectives, research benefits, literature searches and Recommended literature s. Variables, population and sample. Research instruments and data collection techniques. Data analysis and presentation techniques. Preparation of research proposals (Chapter 1. Preparation of research proposals (Chapter 2). Preparation of research proposals (Chapter 3). Proposal presentation and review.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Rusdi, M., 2019, Educational Design and Development Research (concepts, procedures and synthesis of new knowledge), Depok: RajagrafindoPersada
Sukmadinata, 2013, Educational Research Methods, Bandung: The Workshop.
FKIP UNTAD, 2021, Guidelines for the Preparation of Scientific Writing, FKIP UNTAD.
Bungin, Burhan, 2021, Post-Qualitative: Soscial research methods, Jakarta: Kencana
Sudjana, 2012. Statistical Methods. Bandung: Tarsito
Sugiyono, 2010, Understanding qualitative research. Bandung: Alfabeta
Ijirana, I., & Supriadi, S. (2018). Metacognitive Skill Profiles of Chemistry Education Students in Solving Problems at Low Ability Level. Indonesian Journal of Science Education, 7(2), 239-245. https://doi.org/10.15294/jpii.v7i2.14266
Ijirana,I.,Aminah,S.,Supriadi,S.,&Magfirah,M.(2022).Criticalthinkingskillsofchemistryeducationstudentsinteam project-based STEM-metacognitive skills learning during the Covid19 pandemic. Journal of Technology and Science Education, 12(2), 397. https://doi.org/10.3926/jotse.1697.
Haetami, A., Zulvita, N., Dahlan, Maysara, Marhadi, M. A., & Santoso, T. (2023). Investigation of Problem-Based Learning (PBL) on Physics Education Technology (PhET) Simulation in Improving Student Learning Outcomes in Acid-Base Material. Journal of Science Education Research, 9(11), 9738-9748. https://doi.org/10.29303/jppipa.v9i11.4820
Santoso,T.,Yuanita,L.,&Erman,E.(2018).Theroleofstudent’scriticalaskingquestionindevelopingstudent’scritical thinking skills. Journal of Physics: Conference Series, 953, 012042. https://doi.org/10.1088/1742-6596/953/1/012042

Module designation

Module 38. Teaching practice (Microteaching)

Semester(s) in which the module is taught

Semester 6

Person responsible for the module

1. Prof.Dr. Hj Ijirana, S.Pd, M.Si;

2. Prof. Dr. Tri Santoso, M.Si;

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

Project based learning

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Learning and teaching, innovative learning models and methods

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:

PLO4:

PLO5:

Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.

Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation.

Content

Students will learn about:

The culmination and implementation of all knowledge and abilities in the field of study and the field of chemical pedagogy that have been obtained or owned by chemistry education students as prospective chemistry teachers. This lecture is intended to train students to implement the Chemical Learning Design (RPP) that has been prepared independently in the form of simulations, identify important things related to the planning, implementation, and evaluation stages of learning that have been carried out, and observe and reflect on simulation activities carried out by peers as a manifestation of all the abilities that have been developed in previous lectures (MKDK, MKPK, and MKPS). The lecture material includes discussions to strengthen the learning implementation plan prepared independently, simulation activities, observation and reflection of simulation activities. Simulations are carried out in small groups guided by the supervisor. This lecture is conducted in small groups with the language of instruction in Indonesian and English for international classes. The media used are Zoom Meeting, Google Classroom, LCD, and experimental tools / materials for simulation.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (product of project), 30% for performance (teaching simulation).

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York & London: Addison Wesley Longman, Inc.
Dick, W., & Carey, L. (2005). The systematic design of instruction. 6th ed. New York, NY: Harper Collin
Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. (2004). Principles of Instructional Design (4th Ed). Fort Worth: Harcourt race Jovanovich College Publishers.
Teo, Tang Wee & Tan, Aik-Ling, (2020), Science Education in the 21st Century, Singapore: Spriger Nature
Ijirana, I., & Supriadi, S. (2018). Metacognitive Skill Profiles of Chemistry Education Students in Solving Problems at Low Ability Level. Indonesian Journal of Science Education, 7(2), 239-245. https://doi.org/10.15294/jpii.v7i2.14266
Ijirana, I., Aminah, S., Supriadi, S., & Magfirah, M. (2022). Critical thinking skills of chemistry education students in team project- based STEM-metacognitive skills learning during the Covid19 pandemic. Journal of Technology and Science Education, 12(2), 397. https://doi.org/10.3926/jotse.1697
Haetami, A., Zulvita, N., Dahlan, Maysara, Marhadi, M. A., & Santoso, T. (2023). Investigation of Problem-Based Learning (PBL) on Physics Education Technology (PhET) Simulation in Improving Student Learning Outcomes in Acid-Base Material. Journal of Science Education Research, 9(11), 9738-9748. https://doi.org/10.29303/jppipa.v9i11.4820
Santoso, T., Yuanita, L., & Erman, E. (2018). The role of student’s critical asking question in developing student’s critical thinking skills. Journal of Physics: Conference Series, 953, 012042. https://doi.org/10.1088/1742-6596/953/1/012042

Module designation

Module 39. Advanced Biochemistry

Semester(s) in which the module is taught

Semester 6

Person responsible for the module

1. Prof. Dr. H. Tahril, M.Si., M.Pd.I., M.P.;

2. Prof. Dr. Ijirana, M.Si.;

3. Dra. Hj Sri Mulyani Sabang, M.Si.;

4. Arwansyah, S.Pd., M.Si., Ph.D.;

5. Dr. Ratman, S.Pd. M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Biochemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

PLO 7

Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and community by considering health and safety.

Content

Students will learn about:

the metabolism of biomacromolecules in the body of living things such as carbohydrate metabolism to produce energy in the form of ATP, lipid and protein metabolism and their relationship to carbohydrate metabolic pathways (glycolysis, citric acid cycle, electron transfer system), protein and nucleic acid metabolism and metabolism pathways in the process of secondary metabolite formation.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Armstrong. Frank B., 1995. Textbook of Biochemistry. EGC Medical Book Publisher.
Colby. Diane S., 2011. Harper’s Compendium of Biochemistry. EGC Medical Book Publisher.
Lehninger, Albert L., 1993. Fundamentals of Biochemistry. Volume 1, 2, and 3. Erlangga Publisher.
Ngili, Y., 2009.Biochemistry: Biomolecular Structure and Function. Graha Science Publisher
Ngili, Y., 2009.Biochemistry: Metabolism and Bioenergetics. Graha Science Publisher
Wirahadikusuma, M., 1989. Biochemistry: Proteins, Enzymes, and Nucleic Acids. Publisher ITB Bandung
Sumanto, I.K. 1990. Occupational Safety in Chemical Laboratories. Jakarta: Gramedia.
Wirahadikusuma, M., 1989. Biochemistry: Energy, Carbohydrate, and Lipid Metabolism. Publisher ITBBandung
Arwansyah, A., Arif, A. R., Ramli, I., Kurniawan, I., Sukarti, S., Nur Alam, M., … & Manguntungi, B. (2021). Molecular modeling on SARS-CoV-2 papain-like protease: an integrated study with homology modeling,molecular docking, and molecular dynamics simulations. SAR and QSAR in Environmental Research, 32(9),699-718. https://www.tandfonline.com/doi/abs/10.1080/1062936X.2021.1960601

Module designation

Module 36. Chemical Bonding

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

1. Dr. Suherman, MS

2. Drs. Paulus Hengky Abram, M.Sc., PhD.

3. Dr. Sitti Rahmawati, S.Pd., M.PKim.

4. Dr. Afadil, S.Pd., M.Si.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry, Advanced Basic Chemistry, Inorganic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.

Content

Students will learn about:

1) Atomic theory and experimental aspects of quantum theory: and atomic model; Wave and particle nature of light; Black body radiation; Planck theory and photoelectric effect; Spectrum of hydrogen atom; Bohr atomic theory and quantum numbers; (2) Basics of quantum theory: Principle of indeterminacy and wave properties of electrons; Schrodinger equation and its solutions; Angular momentum for atoms (e.g., hydrogen); Pauli exclusion principle, Hund’s rule, and Aufbau principle; Atomic term symbols and elemental spectra; (3) Covalent bonding: Introduction to covalent bonding; Molecular Orbital Theory (MO); Valence Bond Theory (VB); Triple center bonding; Characteristics of covalent compounds; (4) Ion-bonded compounds: Introduction to ion bonding; Crystal lattice energy and ionic radius; Scale of electronegativity and characteristics of ion bonding; (5) Polar compounds and intermolecular interactions: Introduction to polar compounds; polar compounds and donor-acceptor interactions; Van der Waals forces; and hydrogen bonding; (6) Application of chemical bonding: Complex compounds; and electron-poor compounds.

Examination forms

The weight of each assessment component is 15% for participation activity, 55% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Syarifudin, N. (1994). Chemical Bonding. Bandung: Gadja Mada University PRESS
Kirna, Made. (2014). Basic Quantum Chemistry. Yogyakarta: Graha Ilmu
Sukardjo (1990). Chemical Bonding. Yogyakarta: Rineka Cipt
Noer Mansdjoeriah Surdia (1994). Bonding and Molecular Structure, Bandung: Ministry of Education and Culture Directorate Generalof Higher Education
Gavrila, G., & Suherman, S. (2020). Analysis of Student Conception of Atomic Structure at the State SMA in Palu. Jurnal Akademika Kimia, 9(2), 111-117.
Abram, P.H., Burns, R.C., Li, L. (2020). Three- and two-site heteropolyoxotungstate anions as catalysts for the epoxidation of allylic alcohols by H2O2 under biphasic conditions: Reactivity and kinetic studies of the [Ni3(OH2)3(B-PW9O34){WO5(H2O)}]7-, [Co3(OH2)6(A-PW9O34)2]12-, and [M4(OH2)2(B-PW9O34)2]10- anions, where M = Mn(II), Co(II), Ni(II), Cu(II) and Zn(II), Inorganica Chimica Acta, 499.
Sitti, R., Cynthia, L. R., Muhamad, A. M., Siti, N., Pathuddin, & Ahmad, M. (2021). Hydration and proton transfer processes in sulfonated nata de coco membrane with density functional theory. Key Engineering Materials, 874 KEM, 58-66.
Nurwahyuni, N., Virgianti, S. H., & Afadil, A. (2023). Identification of Concept Understanding and Self Efficacy of Students on Atomic Structure and Periodic System of Elements. Exact Media, 19(1), 90-95.
Mustapa, K., Fonna, P., Afadil, A., Ratman, R., & Reny, R. (2024). Molecular Simulation for Designing Chemical Reactions: Application of Computational Chemistry Methods in Understanding Reaction Mechanisms and Molecular Design. International Journal of Society Reviews, 2(2), 444-459.

Module designation

Module 50. Structure Determination of Organic Compounds

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Hj Sitti Nuryanti, M.Si,

2. Magfirah, S.Pd., M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Organic Chemistry, Advanced Organic Chemistry, Instrumentation Analysis

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:	Mastering theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry.
PLO 7:	Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and society by considering health and safety.

Content

Students will learn about:

UV-Vis (interaction of electromagnetic radiation with objects, colors and complementary colors, orbitals involved in bonding, predicting maximum lamda in organic compounds, Infrared (molecular fibrations, calculating molecular fibrations, steps to interpret IR data, analyzing IR), Measuring NMR spectra, chemical shifts and peak areas, spin-spin cleavage. 13 C NMR spectroscopy, Mass spectrometry, isotope Mass spectrometry, ionization and fragmentation in mass spectrometry, branching effect, heteroatom effect and small molecule loss.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Silvesttein, R.M., Bessler, G., and Morril, T.C., (1999), “Spectroscopic Identification of Organic Compounds”, fifth ed, John Wiley and Sons.
Sharma, Y.R., (2002), “Elementary Organic Spectroscopy” principles and chemical aplication, S. Chand and Company, Ram Nagar, New Delhi.
Solomon, G.T.W., (2008), “Organic Chemistry”, John Wiley and Sons.
Lambert, J.B., (1998), “Spectroscopic Organic Structure”, Prentice Hall, Upper Suddle River, New Jersey.
Fessenden, R. J., and Fessenden, J.S., (1998), “Organic Chemistry”, 6thedition Brooks/Cole Publishing Company.
Unang Supratman, (2010), “Structure Elucidation of Organic Compounds”, Widya Pajajaran, Bandung.
Hardjono Sastrohamidjojo, (2007), “Spectroscopy” Liberty Yogyakarta.
Rahmawati, S., Angraeni, P., Nuryanti, S., Suherman, Sakung, J., Santoso, T., Afadil. (2022). The Making and Characterization of EdibleFilm from Jackfruit Seeds (Artocarpus heterophyllus L.). International Information and Engieering Technology Association, 17 (3).https://doi.org/10.18280/ijdne.170311
Diah, Anang & Raihan, M. & Rahmawati, S. & Ningsih, Purnama & Afadil, & Nuryanti, S. & Supriadi,. (2022). The AntioxidantActivities of Acid Hydrolysis of k-Carrageenan. Rasayan Journal of Chemistry. 15(1), 529-537.http://dx.doi.org/10.31788/RJC.2022.1516556
Barani, C. N., Nuryanti, S., & Abram, P. H. (2021). Co-pigmentation of Anthocyanin Jamblang Fruit (Syzygium cumini) with Acetic Acid and Alum. Jurnal Akademika Kimia, 10(4), 237-246.https://doi.org/10.22487/j24775185.2021.v10.i4.pp237-246
Nuryanti, S., & Purwaningsih, H. (2020, February). Quantitative analysis of flavonoid content in moringa leaves coming from Sigi Biromaru, Palu, Central Sulawesi. In IOP Conference Series: Earth and Environmental Science (Vol. 458, No. 1, p. 012026). IOP Publishing.https://iopscience.iop.org/article/10.1088/1755-1315/458/1/012026/meta

Module designation

Module 49. Food chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Tahril, M.Si

2. Dr. Ijirana, S.Pd, M.Si

3. Dra. Sri Mulyani Sabang, M.Si

4. Arwansyah, S.Pd, M.Si, PhD

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

General Biology, Basic Biochemistry, Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO7:

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and society by considering health and safety.

Content

Students will learn about:

food chemistry, preservation of food ingredients at low temperatures, the effect of food processing on nutritional value to food packaging and basic principles of labeling.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Estiasih, T., Waziiroh, E., & Fibrianto, K. (2022). Food Chemistry and Physics. Bumi Aksara.
Nur, M. and Sunarharum, W.B., 2019. Food chemistry. Brawijaya University Press.
Mayes, P. A., Granner, D. K., Rodwell, Victor W., Martin, J. David W., 2008. Harper’s Biochemistry.EGC Medical Book Publisher.
Poedjiadi, A., and Titin Supriyanti, F.M. (2012). Fundamentals of Biochemistry. Jakarta: UI Press.
Wirahadikusuma, M., 1989. Biochemistry: Energy, Carbohydrate, and Lipid Metabolism. Bandung:ITB.
Arwansyah, A., Lewa, A. F., Muliani, M., Warnasih, S., Mustopa, A. Z., & Arif, A. R. (2023).Molecular Recognition of Moringa oleifera Active Compounds for Stunted Growth Prevention Using Network Pharmacology and Molecular Modeling Approach. ACS omega, 8(46), 44121-44138. https://pubs.acs.org/doi/10.1021/acsomega.3c06379

Module designation

Module 47. Endemic Biochemistry of Lake Lindu

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Hj Siti Nurhayati, M.S,

2. Arwansyah, S.Pd., M.Si., Ph.D.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Advanced organic chemistry, Analytical separation, Advanced biochemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO7:

Able to identify, analyze, extract, and isolate organic materials to support the development of science, technology, and community by considering health and safety

Content

Students will learn about:

the analysis of plants useful as traditional medicine in the Lindu forest. As an introduction, making simplisia, understanding extraction and isolation methods, separation and identification. In its further implementation, students are guided to understand the compounds contained in plant materials such as phenol compounds and phenolic acids, phenyl propanoids, flavonoid pigments, anthocyanin compounds, flavonols and flavones, tannins and quinone pigments. In addition to these compounds, students are guided to understand essential oils, terpenoids, diterpenoids, steroids and carotenoids, as well as nitrogen compounds in plants, alkaloids, synogenic glycosides, indoles, purines, pyrimidines, cytokinins and chlorophyll. Students are given the skills to make special foods for health (MKUK) herbal cosmetics.

Examination forms

The weight of each assessment component is 15% for participation activity, 60% for assignment (case method and project), 25% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Heinrich, M., Barnes, J., Gibbons, S. and Williamson, E., W., (2004). Phyto therapy and Pharmacognosy in: Fundamentals of Parmacognosy and Phyto Therapy, Chruchill Livingston, Edinburgh, London, New York, Oxford Philadephia, St Lois, Sydney, Toronto.
Mukerjee, P.K. (2002). Alternative System of Medicine in: Quality Control of Herbal Drugs An Approach to Evaluation 0f Botanicals, Business Horizon. Pharm Publ.
Niazi, S. K. (2007). Characterization of Phyto medicines in: Handbook of Preformulation Chemical, Biological and Botanical Drugs, Informa Healtcare, New York, London.
Morrison, R. T & Boyd, R. N. 2002. Organic Chemistry. 6thth Edition. Prentice-Hall of India.
Smith, J. G. 2011. Organic Chemistry, 3rdrd Edition. Mc. Graw Hill.
Nuryanti, S., Rahmawati, S., Amalia, M., Santoso, T., & Muhtar, H. (2021, November). Langmuir and Freundlich isotherm equation test on the adsorption process of Cu (II) metal ions by cassava peel waste (Manihot esculenta crantz). In Journal of Physics: Conference Series (Vol. 2126, No. 1, p. 012022). IOP Publishing https://iopscience.iop.org/article/10.1088/1742-6596/2126/1/012022/meta.
Wade, L. G. 2013. Organic Chemistry.8thth Edition,New York: John Willey and Sons.
Arwansyah, A., Arif, A. R., Ramli, I., Hasrianti, H., Kurniawan, I., Ambarsari, L., … & Taiyeb, M. (2022).
Investigation of Active Compounds of Brucea Javanica In Treating Hypertension Using A Network Pharmacology- Based Analysis Combined with Homology Modeling, Molecular Docking and Molecular Dynamics Simulation. ChemistrySelect, 7(1), e202102801. https://chemistry-europe.onlineRecommended literature .wiley.com/doi/abs/10.1002/slct.202102801

Module designation

Module 25. Environmental Study

Semester(s) in which the module is taught

Semester 3

Person responsible for the module

1. Prof. Dr. Tahril, M.Si., M.Pd.I., M.P

2. Dr. Suherman, MS

3. Dr. Irwan Said, M.Si

4. Dra. Vanny Maria A. Tiwow, M.Sc., Ph.D.

5. Yuli Nurmayanti, S.Pd., M.Sc

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

The teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours, 32 hours for independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry and Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

PLO4:

Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education

Content

Students will learn about:

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for exam

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Aziz Budianta, 2008, Collection of Environmental Terms, Tadulako University Press, Palu
Darmono, 2001, Environment and Pollution, Its Relationship to the Toxicology of Metal Compounds, UI-Press, Jakarta
Environmental Studies (KLH) as the Vision and Mission of Tadulako University (UNTAD) which was determined at the UNTAD Senate Meeting on October 17, 1981 [One form of implementation is through the compulsory course “Environmental Studies”
Murdiyarso, D 2005, Kyoto Protocol: Implications for Developing Countries. PT Kompas Media Nusantara, Jakarta
Soemarwoto, O. 2004, Ecology, Environment and Development, Djambatan, Jakarta.
Sugandhy, A and Hakim, R, 2007, Basic Principles of Environmentally Sustainable Development Policy, PT.Bumi Aksara. Jakarta.
Supriadi, 2008, Environmental Law in Indonesia, An Introduction, Sinar Grafika Publisher, Jakarta.
Agung, R, et al. 2018. Forest and Forestry Status of Indonesia 2018.Ministry of Environment and Forestry. Jakarta. Link: https://www.menlhk.go.id/site/download?start=10
Rahman, M.T, et al, .2020. Indonesia Environment Quality Index 2019. Ministry of Environment and Forestry. Jakarta. Link: https://www.menlhk.go.id/site/download

Module designation

Module 48. Education Profession

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si.

2. Dewi satria Ahmar, S.Pd., M.Pd.

3. Detris Poba, S.Pd., M.Pd

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO3:	A Mastering the basic concepts and application of pedagogical theories in chemical education, including curriculum, learner development, learning theory, learning tool development, and chemical evaluation.
PLO5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem solving, and able to adapt to any situation.
PLO6:	Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

the teaching profession, starting from the definition of the profession, the teaching profession, professional teacher competencies, professional teacher problems, and teacher professional development.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Pasolong, Herbani. 2021. Professional Ethics. Makassar: Nas Media Utama.
Rahmadi, et al. 2022. Education Profession. Sukoharjo: Pradina Pustaka.
Wardan, Khusnul. 2019. Teacher as a Profession. Yogyakarta: Deepublish.
Musriadi. 2018. Theoretical and Applicative Educational Profession. Yogyakarta: Deepublish. [5] Egok, Asep Sugenda. 2019. Educational Profession. Semarang: Pilar Nusantara.
Febriana, Rina. 2019. Teacher Competence. Jakarta: Bumi Aksara
Suherti, Heti. 2021. Microteaching: Systematizing Basic Teaching Skills. Madiun: Bayfa Cendekia Indonesia.
Husamah Arian Restima and Widodo Rohmad. 2019. Introduction to Education. Malang: University of Muhammadiyah Malang.
Masyur Abil. et al. 2022. Teacher Professional Education. Jakarta: Gramedia
Henilah. Een Y. Concurrent Model Curriculum Development in Preparing Prospective Early Childhood Education Teachers.
Pedagogical Material
Ningsih, M.P. 2016. PPG Program to Build Geography Teacher Competence (Case Study at State University of Malang). http://journal.um.ac.id/index.php/jptpp/article/view/7582
Ningrum, Epon. 2012. Building Synergy between Academic Education (S1) and Professional Teacher Education (PPG). https://ejournal.upi.edu/index.php/gea/article/view/1783/0

Module designation

Module 40. Bachelor thesis

Semester(s) in which the module is taught

Semester 7

Person responsible for the module

Prof. Dr. Tri Santoso, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Project based learning

2. Case method

Workload

272 hours for field work

Credit points

6 credit points (equivalent with 9.13 ECTS)

Required and recommended prerequisites for joining the module

Research methodology of chemistry education

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO4:	Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.
PLO6:	Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

This course trains to develop scientific reasoning power through literature / school / field studies on the topic of chemical education, search, systematize, then write it in the form of papers and present orally and conduct research based on scientific studies to solve chemical education problems.

Examination forms

The weight of each assessment component is 20% for participation activity, 80% for assignment (case studyand product of project).

Form of examination:

seminar

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD

2024

Module designation

Module 58. Integrated Teaching Practice/Community Practice (KKN)

Semester(s) in which the module is taught

Semester 7,8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si;

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

181.28 hours per semester for field work

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

No prerequisites

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO4:	Able to design, implement, and communicate research results while adhering to scientific principles in the fields of biological and biology education.

Content

Students will learn about:

Regular and independent KKN programs are designed in the implementation of student learning to provide experience to students in carrying out their learning outside the campus. Regular and independent Community Service Program activities are a form of education by providing learning experiences for students to live in the community outside the campus who directly together with the community identify potential and handle problems, so that they are expected to be able to develop the potential of the Village / Region and concoct solutions to problems in the Village. Regular and independent KKN activities are expected to hone the soft skills of partnership, cross-teamwork,collaboration discipline/science (cross-competency), and student leadership in managing development programs in rural, urban, and other community groups deemed appropriate.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for Integrated Teaching Practice/Community Practice FETT UNTAD 2024

Module designation

Module 59. Introduction to The School Environment (PLP)

Semester(s) in which the module is taught

Semester 7,8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si;

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Case method
Team based project
Structured assignments (i.e., paper)

Workload

181,28 hours per semester for field work

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

1. Microteaching

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO 3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools, and the evaluation of chemistry
PLO 4:	Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.
PLO 5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation

Content

Students will learn about:

Practical work on developing and implementing lesson plans, conducting education and learning evaluations, providing guidance to students, performing administrative and school management tasks. learning, carry out guidance to students, perform administrative tasks and school management.

Examination forms

PLP assessment components include:

Personality and Social Competency Assessment, Learning Device Assessment, Assessment of Learning Practices in the classroom and Report Assessment

The weight of the PLP assessment consists of:

Assessment from the host teacher (40%), Assessment from the host teacher (40%), PLP implementation report (20%) The assessment uses the format provided by the PLP organizing committee. The assessment is carried out by PLP supervisors and student teachers in accordance with the specified components and assessment weights. The PLP passing grade score is at least 76. The assessment conversion table can be seen as follows. The weight of each assessment component is 5% for Assignments, 20% for Presentations, 25% for Practice Sessions, 25% for Mid-Semester Exams, and 25% for Final Exams.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD 2024

Module designation

Module 53. Radio chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Dr. H. Suherman, MS.

2. Dr. Afadil, S.Pd., M.Si

3. Dr. Sitti Rahmawati, S.Pd., M.Pkim.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Basic Chemistry, Advanced Basic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field including organic, inorganic, analytical, physical, and biochemical chemistry.

PLO7:

Able to identify, analyze, extract, and isolate organic materials to support the development of science,

technology, and community by considering health and safety.

PLO8:

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the

development of science, technology, and community by considering health and safety.

Content

Students will learn about:

Theories of atoms and atomic nuclei, Properties of nuclei and the Core Model along with the criteria for the stability of atomic nuclei, Radioactivity, Core Reactions, Interaction of Radiation with Matter, Interaction of Radiation with Matter and Radioactive Applications in the field of nuclear medicine.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Cember, H., 1983, Introduction to Health Physics, Second Editin, Pergamon Press Inc, New York.
Friedlander, G., Ct al, 1981, Nuclear and Radiochemistry, Third Edition, John Wiley and Sons mc, New York.
Mc Kay, H. A. C., 1971, Principles of Radiochemistry, Butterworth & Co (Publishers) Ltd, London.
Arnikar, 1987, Essentials of Nuclear Chemistry, Second ed. New Delhi; John Wiley
Rahmawati, S., Mustapa, K., Suherman, A.W., A. W. M. D., & Supriadi, M. R. J. (2023). Jackfruit (Artocarpus Heterophyllus) Seed Starch with Sorbitol as a Plasticizer and Rosella Flower Antioxidant in the Making of Edible Film (Hibiscus Sabdariffa). Journal homepage: http://iieta. org/journals/ij dne, 18(2), 443-448

Module designation

Module 52. Polymer chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Hj Sitti Nuryanti, M.Si,

2. Prof. Drs. Anang Wahid Muhammad Diah, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Organic Chemistry and Advanced Organic Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO2:

Mastering the theoretical concepts, principles, procedures, and applications in the field of chemistry, including organic, inorganic, analytical, physical, and biochemical chemistry

PLO7:

Able to identify, analyze, extract, and isolate organic materials to support the development of

science, technology, and society by considering health and safety.

Content

Students will learn about:

the nature, structure, name, manufacture and reactions of several classes of polymeric organic compounds which include natural and synthetic polymers, types of monomers and organic polymer synthesis reactions that are useful in the chemical industry: by condensation, addition, and ionization as well as the nature and structure of polymeric organic compounds.

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Cowd M.A, 1991, Polymer Chemistry, ITB, Bandung (Translator GaryFirman)
Cowie, J.M.G., 1994, Polymers: Chemistry and Physiscs of Modern Materials, 2nd^ndEdition, London: Blackie Academic and Professional.
Stevens, M.P., 2001, Polymer Chemistry, Jakarta: PradnyaParamita (Translator: Iis Sopyan)
Odian, G., 2004, Principles of Polymerization, 4th^thEdition, New Jersey: Wiley-Interscienc
M Diah, A. W. (2021). Exact Media Antioxidant Activity Test of Kersen (Muntingia calabura L.) Fruit Extract using 1,1-Diphenyl-2- Picrylhydrazyl. 17(2), 85-90. https://dx.doi.org/10.22487/me.v17i2.110
Nuryanti, S., Suherman, Rahmawati, S., Amalia, M., Santoso, T., & Muhtar, H. (2021). Langmuir and Freundlich isotherm equation test on the adsorption process of Cu (II) metal ions by cassava peel waste (Manihot esculenta crantz). Journal of Physics: Conference Series, 2126(1). https://doi.org/10.1088/1742-6596/2126/1/012022
Karmila, K., Jura, M. R., & Tiwow, V. M. (2018). Determination of flavonoid and vitamin C levels in forest onion (eleutherine bulbosa (mill) urb) bulbs from matantimali village, Sigi Regency. Jurnal Akademika Kimia, 7(2), 66-69. http://dx.doi.org/10.22487/j24775185.2018.v7.i2.1039
Masriana, M., Napitupulu, M., & Gonggo, S. T. (2018). Effect of Java Wood Tree Sap (Lannea Coromandelica) Concentration on the Conductivity of Chitosan-Polyvinyl Alcohol-Lithium Blend Membrane as Electrolyte Membrane. Jurnal Akademika Kimia, 6(3), 154-159. http://dx.doi.org/10.22487/j24775185.2017.v6.i3.9421
Novitasari, R., Gonggo, S. T., & Suherman, S. (2017). Effect of silica on chitosan-polyvinyl alcohol-lithium blend membrane as Lithium ion battery electrolyte membrane. Jurnal Akademika Kimia, 5(1), 44-49. https://dx.doi.org/10.22487/j24775185.2016.v5.i1.7999

Module designation

Module 51. Scientific Writing

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Daud Karel Walanda, M.Sc., PhD

2. Prof. Anang Wahid M Diah, M.Si., PhD

3. Detris Poba, S.Pd., M.Pd.

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

No prerequisite

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 6:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

Scientific work (definition, criteria, types), Journal articles, IMRAD, Publication Ethics, Context, the state of the art, gap analysis and purposes, Citation and Recommended literature s, Reporting statistics, Term papers and writing systematics, Paper design and reporting, Thesis and writing systematics.

Examination forms

The weight of each assessment component is 20% for participation activity, 80% for assignment (case method and project),

Form of examination:

Written exam: report

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Silvesttein, R.M., Bessler, G., and Morril, T.C., (1999), “Spectroscopic Identification of Organic Compounds”, fifth ed, John Wiley and Sons.
Sharma, Y.R., (2002), “Elementary Organic Spectroscopy” principles and chemical aplication, S. Chand and Company, Ram Nagar, New Delhi.
Solomon, G.T.W., (2008), “Organic Chemistry”, John Wiley and Sons.
Lambert, J.B., (1998), “Spectroscopic Organic Structure”, Prentice Hall, Upper Suddle River, New Jersey.
Fessenden, R. J., and Fessenden, J.S., (1998), “Organic Chemistry”, 6thedition Brooks/Cole Publishing Company.
Unang Supratman, (2010), “Structure Elucidation of Organic Compounds”, Widya Pajajaran, Bandung.
Hardjono Sastrohamidjojo, (2007), “Spectroscopy” Liberty Yogyakarta.
Rahmawati, S., Angraeni, P., Nuryanti, S., Suherman, Sakung, J., Santoso, T., Afadil. (2022). The Making and Characterization of EdibleFilm from Jackfruit Seeds (Artocarpus heterophyllus L.). International Information and Engieering Technology Association, 17 (3).https://doi.org/10.18280/ijdne.170311
Diah, Anang & Raihan, M. & Rahmawati, S. & Ningsih, Purnama & Afadil, & Nuryanti, S. & Supriadi,. (2022). The AntioxidantActivities of Acid Hydrolysis of k-Carrageenan. Rasayan Journal of Chemistry. 15(1), 529-537.http://dx.doi.org/10.31788/RJC.2022.1516556
Barani, C. N., Nuryanti, S., & Abram, P. H. (2021). Co-pigmentation of Anthocyanin Jamblang Fruit (Syzygium cumini) with Acetic Acid and Alum. Jurnal Akademika Kimia, 10(4), 237-246. https://doi.org/10.22487/j24775185.2021.v10.i4.pp237-246
Nuryanti, S., & Purwaningsih, H. (2020, February). Quantitative analysis of flavonoid content in moringa leaves coming from Sigi Biromaru, Palu, Central Sulawesi. In IOP Conference Series: Earth and Environmental Science (Vol. 458, No. 1, p. 012026). IOP Publishing. https://iopscience.iop.org/article/10.1088/1755- 1315/458/1/012026/meta

Module designation

Module 54. Regional Entrepreneur Chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. Hj. Siti Nuryanti, M.Si

2. Prof. Dr. Tri Santoso, M.Si

3. Dr. Sitti Aminah, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

3 credit points (equivalent with 4.63 ECTS)

Required and recommended prerequisites for joining the module

Entrepreneurship

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO 4:	Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.

Content

Students will learn about:

the idea of creating diversified products based on the chemical potential of natural resources in Central Sulawesi such as food processing, essential oils,

Examination forms

The weight of each assessment component is 10% for participation activity, 50% for assignment (case method and project), 40% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Trubus. (2009). Various Essential Oils. Essential Oils. Volume 7 June 2009
E. Cassel, R.M.F. Vargas, N. Martinez, D. Lorenzo, E. Dellacassa. (2009). Steam distillation modeling for essential oil extractionprocess. Elsevier: industrial crops and products 29: 171-176
Husna, A., Suherman, S., & Nuryanti, S. (2017). Preparation of flour from cocoa beans (Theobroma cacao L) and its quality test. JurnalAkademika Kimia, 6(2), 132-142. https://dx.doi.org/10.22487/j24775185.2017.v6.i2.9245
Nova Sari and Sitti Aminah, P. (2020). Utilization of Sawdust as Briquette Raw Material. Exact Media, 16(2), 98-104.http://download.garuda.kemdikbud.go.id/article.php?article=2818646&val=22864&title=PEMANFAATAN%20SERBUK%20GERGAJI%20SEBAGAI%20BAHAN%20BAKU%20BRIKET
Ma’ruf, A., Supriadi, S., & Nuryanti, S. (2016). Utilization of Moringa seed (Moringa oleifera L.) as toothpaste. Jurnal Akademika Kimia, 5(2), 61-66. https://dx.doi.org/10.22487/j24775185.2016.v5.i2.8010
Muthmainna, M., Sabang, S. M., & Supriadi, S. (2016). Effect of fermentation time on protein content of tempeh from lamtoro gung (Leucaena leucocephala) fruit seeds. Jurnal Akademika Kimia, 5(1), 50-54. https://dx.doi.org/10.22487/j24775185.2016.v5.i1.8001
Pitriya, I. A., Rahman, N., & Sabang, S. M. (2017). The effect of Moringa oleifera fruit extract on reducing blood sugar levels in mice (Mus musculus). Jurnal Akademika Kimia, 6(1). https://dx.doi.org/10.22487/j24775185.2017.v6.i1.9226
Rahmawati, S., Afadil, Suherman, Santoso, T., Abram, P. H., & Rabasia. (2023). The utilization of durian peels (Durio zibethinus) forthe manufacturing of charcoal briquettes as alternative fuel. Journal of Natural Resources and Environmental Management, 13(1), 76-87.https://doi.org/10.29244/jpsl.13.1.76-87
Rahmawati,S.,Siti,N.,&Kasmir,S.M.(2019).Theuseofproteasefrompalado(Agave)roots,andpaladoleafinthemakingprocess of virgin coconut oil (vco). Materials Science Forum, 967 MSF, 123-131. https://doi.org/10.4028/www.scientific.net/MSF.967.123
Satriani, D., Ningsih, P., & Ratman, R. (2016). Powder from shell waste as an adsorbent for lead metal (Pb). Jurnal Akademika Kimia, 5(3), 103-108. https://dx.doi.org/10.22487/j24775185.2016.v5.i3.8032
Warsito, J., Sabang, S. M., & Mustapa, K. (2016). Preparation of organic fertilizer from oil palm empty fruit bunch waste. Jurnal Akademika Kimia, 5(1), 8-15. https://dx.doi.org/10.22487/j24775185.2016.v5.i1.7994

Module designation

Module 40. Bachelor thesis

Semester(s) in which the module is taught

Semester 7

Person responsible for the module

Prof. Dr. Tri Santoso, M.Si

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Project based learning

2. Case method

Workload

272 hours for field work

Credit points

6 credit points (equivalent with 9.13 ECTS)

Required and recommended prerequisites for joining the module

Research methodology of chemistry education

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO4:	Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.
PLO6:	Able to design, implement, and communicate research results while adhering to scientific principles in the fields of chemistry and chemical education.

Content

Students will learn about:

Examination forms

The weight of each assessment component is 20% for participation activity, 80% for assignment (case studyand product of project).

Form of examination:

seminar

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD

2024

Module designation

Module 59. Introduction to The School Environment (PLP)

Semester(s) in which the module is taught

Semester 7,8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si;

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Case method

2. Team based project

3. Field study

Workload

181.28 hours per semester for field work

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

No prerequisites

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:	Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.
PLO3:	Mastering the basic concepts and applications of pedagogical theory in chemistry education, including curriculum, learner development, learning theory, the development of learning tools, and the evaluation of chemistry
PLO4:	Able to apply critical, systematic, innovative, communicative, and collaborative thinking in solving problems in the field of chemistry and chemical education.
PLO5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation

Content

Students will learn about:

Examination forms

PLP assessment components include:
Personality and Social Competency Assessment, Learning Device Assessment, Assessment of Learning Practices in the classroom and Report Assessment

The weight of the PLP assessment consists of:

Form of examination:

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for INTRODUCTION TO THE SCHOOL ENVIRONMENT (PLP) FETT UNTAD 2024

Module designation

Module 58. Integrated Teaching Practice/Community Practice (KKN)

Semester(s) in which the module is taught

Semester 7,8

Person responsible for the module

1. Prof. Dr. Tri Santoso, M.Si;

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

181.28 hours per semester for field work

Credit points

4 credit points (equivalent with 6.21 ECTS)

Required and recommended prerequisites for joining the module

No prerequisites

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO1:

Demonstrating a religious, nationalist spirit, upholding human values, taking responsibility for daily life and profession, and maintaining a lifelong learner attitude.

PLO4:

Able to design, implement, and communicate research results while adhering to scientific principles in the fields of biological and biology education.

Content

Students will learn about:

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Guidelines for Integrated Teaching Practice/Community Practice FETT UNTAD 2024

Module designation

Module 55. Applied Chemical Analysis

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

1. Prof. Dr. H. Baharuddin Hamzah, S.Farm, M.Si,

2. Dr. Sitti Aminah, M.Si,

3. Dra. Sri Hastuti V.P, M.Si

4. Ir. Purnama Ningsih, S.Pd., M.Si., PhD,

Language

Indonesian, English

Relation to curriculum

Compulsory

Teaching methods

Teaching methods used in this course are:

1. Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)

2. Case method

3. Team based project

4. Structured assignments (i.e., paper)

Workload

26.67 hours for contact hours and 32 hours for Independent learning

Credit points

2 credit points (equivalent with 3.09 ECTS)

Required and recommended prerequisites for joining the module

Principles of Analytical Chemistry

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 7:

PLO 8:

Able to identify, analyze, extract, and isolate organic materials to support the development of science,

technology, and community by considering health and safety.

Able to identify, analyze, extract, isolate, and characterize inorganic materials to support the

development of science, technology, and community by considering health and safety.

Content

Students will learn about:

The applied analytical chemistry course examines: an overview of chemical analysis (starting from sampling, preparation, analysis/measurement, interpretation and reporting); peroximate analysis; applications of chemical analysis (conventional and modern) in various fields (agriculture, food, mining etc.) through case analysis.

Examination forms

The weight of each assessment component is 10% for participation activity, 60% for assignment (case method and project), 30% for Exam.

Form of examination:

Written exam: Essay

*Percentage of Achievement*	*Grade*	*Conversion Value*
85,01 – 100	A	4.00
80,01 – 85,00	A-	3.75
75,01 – 80,00	B+	3.5
70,01 – 75,00	B	3.0
65,01 – 70,00	B-	2.75
50,01 – 65,00	C	2.00
45,01 – 50,00	D	1.00
0 – 45,00	E	0

Study and examination requirements

Reading list

Day Underwood, 2002, Quantitative Analysis (translation Soendoro et al), Erlangga, Jakarta
Soreen & Logowski, 1977, Introduction to semimicro Qualitative Analysis, 5th^thed., Prentice-Hall.
Vogel, 2000, Textbook of Qualitative Analysis of Macro and semi-micro, (translation Setyono and Hadiyana), Volume I & II, Pt, Kalam Media pustaka, Jakarta.
Vogel, 1982, A Tex book of Quantitative In Organic Analysis, 4th^thed., Longman, New York.
Aminah, S., Ramadhan, M., & Latuconsina, H. (2023). Effectiveness Test of Mixed Extract of Tanjang merah (Bruguiera gymnorrhiza) and Bogem (Sonneratia caseolaris) in Preserved Milkfish (Chanos chanos). Agrikan Journal of Fisheries Agribusiness, 16(2), 217-223.
Ningsih, P., Ijirana, I., Mulyani, S., & Patanda, F. F. (2022, November). Ethnochemistry Study of Medicine Plants for Liver Disease in the Community of Balane Village. In IOP Conference Series: Earth and Environmental Science (Vol. 1075, No. 1, p. 012014). IOP Publishing.

Module Handbook

Kunjungi kami

Statistik pengunjung

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