Module Handbook

CHEMISTRY EDUCATION CURRICULUM STRUCTURE

The Chemistry Education Study Program at the Faculty of Teacher Training and Education, Tadulako University envisions becoming “an internationally recognized Chemistry Education Study Program (CESP) focused on the advancement of human resources and the fields of science and technology in environmentally conscious chemistry education.” The objectives of the CESP are (1) to cultivate graduates who are religious, ethical, possess integrity, are lifelong learners, and exhibit environmental consciousness; (2) to develop graduates who are proficient in chemical theory and pedagogy and their application in the advancement of science and technology in a scientific and responsible manner; and (3) to produce graduates capable of designing, implementing, and evaluating chemistry learning processes that adapt to advancements in science and technology, with integrity and responsibility. The CESP curriculum structure was developed in alignment with these aims and objectives. Figure 1 depicts the relationships between several courses and their requirements in the development of the CESP curriculum. Following this architecture, modules are developed and distributed each semester.

Figure 1. Chemistry Education Curriculum Structure, Faculty of Teacher Training and Education, Tadulako University

Module designation

Module 1. Introduction to Education

Semester(s) in which the module is taught

Semester 1

Person responsible for the module

Dr. Kasmudin Mustapa, M.Pd
Dr. Ratman, M.Si
Dewi Satria Ahmar, S.Pd., M.Pd.
Magfirah, M.Pd
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 Methods, using AI for discussion partners reflective, and Socratic dialogue
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 3:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

Mastering the basic concepts and application of pedagogical theory in chemistry education, including curriculum, student development, learning theory, development of learning tools, and chemistry evaluation.

Explaining the nature of humans, their development, and education.

Explaining the Limitations, Necessities, and Possibilities of Education,

Analyzing the concept of education as a system

Outlining the Components of Education,

Distinguishing between formal, informal, and non-formal education.

Analyzing the concept of lifelong education.

Analyzing the relationship between school and society.

Describe the types of teaching views in education.

Analyzing Educational Problems and Their Solutions.

Interpreting the National Education System.

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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on case method, and 40% written examination

Grade Conversion:

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 a final grade. Presence less than 75% of the meeting aren’t eligible for final examination. All course tasks meet the ethics and plagiarism detection.

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

Dr. Hasdin M.Pd
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).
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 1:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

Students are able to understand, appreciate and practice the basic concepts and values of Pancasila as the 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.

Students are able to uphold the values of Pancasila in their daily lives and professions based on religion, morals and ethics.

Students are able to contribute to improving the quality of life in society, nation and state for the advancement of civilization based on Pancasila and are committed to the Unitary State of the Republic of Indonesia (NKRI), the 1945 Constitution of the Republic of Indonesia and Bhinneka Tunggal Ika.

Students are able to show a nationalist attitude, uphold human values, be responsible in social and professional life and respect the diversity of cultures, views, religions and beliefs as well as original opinions or findings of others.

Students are able to actively contribute to improving the quality of life in society, nation, state and advancement of civilization and have a spirit as a lifelong learner by applying the values of Pancasila.

Students are able to internalize academic values, norms and ethics, demonstrate an attitude of responsibility for work in the field of expertise independently and obey the law and discipline in social and state life.

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.

Assessment and weighting of grades

Grade Conversion:

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

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

Drs. Pratama Bayu Santisa, M.Si
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)
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

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

Students are able to explain the position and function of Indonesian as an effort to become citizens who are proud and love the country, have nationalism and a sense of responsibility to the state and nation.

Students are able to apply EYD V as an effort to support written language skills as a way to demonstrate an attitude of responsibility for working their field of expertise independently.

Students are able to explain the concepts of effective sentences and their characteristics, types of texts, the concept of reviews to support reading and writing skills as a form of appropriate decision making in the context of problem solving in their field of expertise, based on the results of analysis of information and data.

Students are able to explain the concept of preparing and writing scientific proposals, scientific articles, to support language skills (writing skills) as a form of appropriate decision making in the context of problem solving in their field of expertise, based on the results of analysis of information and data.
Students are able to describe and compile scientific reports to support the development or implementation of technology in their respective fields based on scientific rules, procedures and ethics to produce solutions, ideas, designs, or criticisms and compile scientific descriptions of the results of their studies in the form of scientific reports or final project reports.

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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on case method and, and 40% written examination.

Grade Conversion:

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, using AI for discussion partners, reflective, and Socratic dialogues.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Students are able to identify specific and general information in simple conversations.

Students are able to express opinions and experiences orally; responding to information received.

Students are able to identify main and special ideas in simple texts.

Students are able to describe knowledge and experience in writing.

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.

Assessment and weighting of grades

The weight of each assessment component is 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on case method, and 40% written examination.

Grade Conversion:

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

Drs. Baharuddin Paloloang, M.Si.
Muhammad Fachri B.P., S.Pd., M.Si., M.Pd.
Bakri M., S.Pd., M.Si.
Drs. Tegoeh S. Karniman, M.Pd.
Dr. Gandung Sugita, M.Si.
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

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

Analyze matrices and evaluate their applications in solving complex problems.

Analyze functions, including domains, ranges, and graph sketches, to evaluate their properties.

Evaluate the limit of a function through analytical methods and justify the results.

Differentiate algebraic, trigonometric, and exponential functions, analyzing their derivatives to assess rates of changes.

Compute partial derivatives of algebraic functions and evaluate their significance in multivariable scenarios

Analyze problems related to derivatives and devise solutions for optimization and related rates.

Decompose rational function integrals and evaluate their convergence or divergence

Integrate using partial fractions and assess the accuracy of the integration results.

Evaluate definite integrals and analyze their interpretations in various contexts.

Apply integral techniques to calculate areas, volumes, arc lengths, and surface areas, then analyze the geometric implications.

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.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Nurjannah, S.Pd., M.Pd.
Wahyuni N. Laratu, S.Pd., M.Pd
Gustina, S.Pd., M.pd
Ketut Alit Adi Untara, S.Pd., M.Pd.
Ielda Paramita, S.Pd., M.Pd
Ulfah Khuzaimah, S.Pd., M.Pd
Muhammad Zaky, S.Pd., M.Pd
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)
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Students are able to analyze quantities and units in physical dimensions to understand chemistry..

Students are able to apply the concepts of mechanics (vectors, forces, and equilibrium) to molecular structures and intermolecular interactions.

Students are able to solve problems of work, energy, and power in the context of exothermic and endothermic reactions..

Students are able to analyze fluid concepts (static and dynamic) in solution flow and chromatography systems.

Students are able to apply the laws of thermodynamics in explaining the spontaneity of reactions and chemical equilibrium.

Students are able to analyze the concepts of dynamic and electrostatic electricity in the electrolysis process and voltaic cells.

Students are able to evaluate the principles of optics and electromagnetic waves in spectrophotometric instrument techniques.

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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on case method (practicum and case study), and 40% written examination.

Grade Conversion:

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)
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

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

Applying the basic principles of stoichiometry, namely: basic laws of chemistry, atoms and molecules, the concept of moles and Avogadro’s constant, compound formulas, chemical reactions as well as molarity and equivalence to complete chemical calculations.

Analyzing the development of the discovery of basic atomic particles according to Rutherford, Bohr, wave mechanics and electron configuration as well as the development, uses, basis for compiling the periodic system and its relationship with the electron configuration of elements and periodic properties.

Identify the relationship between chemical bonds and chemical forces.

Analyze several aspects of the solution and apply them in quantitative terms.

Analyze the principles underlying colloidal systems and relate them to everyday phenomena.

Describes the terms, laws of thermodynamics, and the determination of reactions thermodynamically..

Analyze the concepts underlying the kinetics of a chemical reaction, namely rate, order and reaction mechanism.

Describes the laws of chemical equilibrium, Le Chatelier’s principle and the use of equilibrium principles in industry.

Describe the chemistry of carbon and relate it to everyday life.

Analyzing the principles that support green 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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on practicum and case method, and 40% written examination.

Grade Conversion:

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 a final grade. Presence greater than 75% of the aren’t eligible for the final test. All course tasks meet the ethics and plagiarism detection.

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. New York.
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

Dr. Abd. Hakim Laenggeng, M.Kes.
Dr. Mohammad Jamhari, M.Pd
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).
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

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

Students are able to describe the basic concepts of biology which include the scope and history of the development of biology, organization of life, metabolism, genetics, evolution, ecology and biology. environment and its relevance in the concept of organism interaction with its environment.

Students are able to describe the structure and function of cells as the basic unit of life and their role in cell metabolism.

Students are able to explain the mechanism of cell metabolism as the basis of organism activity Life.

Students are able to analyze the response and coordination of organisms both at the cellular level as well as organismal systems.

Students are able to explain the basic principles of genetics and its application in modern biology.

Students are able to understand the process of reproduction in organisms both at the cellular level as well as higher organisms.

Students are able to identify the basics of classification of living things based on characteristics morphology, anatomy and molecular.

Students are able to analyze the basic principles of evolution and its role in the formation of biodiversity and the adaptation of organisms to the environment.

Students are able to explain the interaction of organisms with their environment and sustainability living environment.

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 variation, mutation and evolution, ecosystems, communities, populations, behavior influenced by factors. genetic and environmental, biotechnology and evolution.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Afadil, M.Si
Dewi Satria Ahmar, 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

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.

Analyze the Basic Concepts of Growth and Development.

Analyze the Principles and Stages of Development

Analyze the Factors affecting growth and development.

Analyze the developmental tasks to be achieved in early childhood, elementary school, junior high school, high school, and adulthood and old age.

Analyze the perceptual and motor physical development at each developmental age.

Analyze the cognitive development, creativity, language, and personality and their implications in education

Analyze the social emotional development

Analyze the value, moral and spiritual development

Analyze the Independence and career development

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.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Kasmudin, M.Pd
Dewi Satria Ahmar, S.Pd., M.Pd
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Analyzing the basic concepts of the nature of learning and teaching.

Analyze the basic concepts of learning theories: behaviorism, cognitivism, humanism, Gestalt and constructivism and their implications in learning.

Analyzing the characteristics of goals and dynamic elements in learning.

Analyzing Learning Principles

Analyzing the concept and types of learning motivation.

Analyze problems in learning and learning.

Able to provide solutions to various problems that occur based on theory, principles and approaches so that the learning process can be carried out optimally,

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.

Assessment and weighting of grades

Grade Conversion:

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 Perception
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)
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Have an understanding of the basic concepts of states of matter, thermochemistry, elemental chemistry, electrochemistry, nuclear chemistry, and green chemistry in a logical, critical, and systematic manner with full responsibility.

Able to make appropriate decisions in the context of problem solving by applying basic concepts of states of matter, thermochemistry, elemental chemistry, electrochemistry, nuclear chemistry and green chemistry using various media, creative and innovative learning resources based on data and information.

Able to apply the basic concepts of states of matter, thermochemistry, elemental chemistry, electrochemistry, and nuclear chemistry in chemical calculations accurately by utilizing information and communication technology independently and in groups with full responsibility.

Able to apply the basic concepts of states of matter, thermochemistry, elemental chemistry, electrochemistry, nuclear chemistry and green chemistry in everyday life utilizing information and communication technology both independently and collaboratively.

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

Assessment and weighting of grades

Grade Conversion:

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. New York.
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

Prof. Mery Napitupulu, M.Sc., Ph.D
Prof. Daud K Walanda, M.Sc., Ph.D
Dra. Vanny M. Tiwow, Ph.D
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)
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Students have the ability to utilize their ability in English, the learning resources, and ICT to support mastery of concepts of chemistry terms, chemical and chemical equipment in laboratory, and the name of chemical inorganic compounds (nomenclature) in English.

Students have the ability to make connections about their knowledge of English Vocabulary, Grammar and Structure with the Chemistry concepts in written text (text books, reading passages, articles, journals).

Students have the ability to utilize their listening and writing strategies to understand speech, lecture, talk, and seminar spoken in English and to make good presentations in English.

Students have a responsibility to use their knowledge in English and Chemistry to help people in daily life honestly, and make a better world.

Explaining the chemistry terms, chemicals, laboratory equipment and their usage in English based on their knowledge. Changing the chemical formulas into chemical names in English and vice versa based on their basic knowledge on Chemistry.

Describing the process of chemistry presented as non-prose reading into reading passage and vice versa using appropriate vocabulary and grammar.

Applying the listening strategies to understand the chemistry topic presented orally in English. Applying the writing strategies to make short passages on Chemistry in English.

Utilizing the appropriate words and terms to present the chosen topic on Chemistry in English. Applying the knowledge of Chemistry in English to make a presentation about chemistry in English.

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.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Sitti Aminah, M.Si;
Drs. Paul Hengky Abram, Ph.D.;
Dra. Hj Sri Mulyani, Sabang, M.Si.;
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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

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.

Students are able to find an explanation of the definition of a Chemical Laboratory, the functions and benefits of a Laboratory.

Students are able to find explanations and design the Chemistry Lab Layout/Laboratory Arrangement.

Students are able to find explanations and design the Position and Function of Laboratory Management.

Students are able to find explanations and design Work Safety in Chemical Laboratories.

Students are able to organize chemical tools and materials according to their needs and contexts.

Students are able to apply solution making techniques.

Students are able to manage chemistry laboratory administration.

Students are able to evaluate laboratory performance systems.

Students are able to make Problem-based Practicum modules.

Students are able to explain and design MSDS.

Students are able to find an explanation of Lab Management Standards: ISO 17025 and ISO14000.

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.

Assessment and weighting of grades

The weight of each assessment component is 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on case method and/or project, and 40% written examination.

Grade Conversion:

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Students are able to understand religious values as a foundation in the formation of nationalist, humanist and responsible characters.

Students are able to demonstrate a professional attitude based on religious values in carrying out their roles and responsibilities as citizens and professionals.

Students are able to develop the ability as a lifelong learner based on religious values to face the challenges of life and profession.

Students are able to analyze the response and coordination of organisms at both the cellular and system level.

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.

Assessment and weighting of grades

Grade Conversion:

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

CLO 11:

CLO 12:

CLO 13:

CLO 14:

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

Have an understanding of the nature of civic education.

Have an understanding of the philosophy of Pancasila.

Have an understanding of the nation and state.

Have an understanding of national identity.

Have an understanding of national integration.

Have an understanding of the constitutional values and norms of the 1945 Constitution of the Republic of Indonesia and the Constitutional Provisions of Laws under the Constitution.

Have an understanding of human rights and the rule of law.

Have an understanding of the rights and obligations of citizens.

Have an understanding of Indonesian democracy.

Have an understanding of equitable law enforcement.

Have an understanding of the Archipelago concept.

Have an understanding of national resilience and state defense.

Have an understanding of national politics and strategy.

Have an understanding of organizing a citizen project for civic education courses.

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

Assessment and weighting of grades

Grade Conversion:

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

CLO 1:

CLO 2:

CLO 3:

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

Able to analyze the basic concepts of good character and anti-corruption.

Able to apply good character (prevent intolerance, bullying, and discrimination). sexual violence).

Able to make media for socializing the prevention of the three big sins in the world of (intolerance, bullying and sexual violence) and corruption prevention (anti-corruption) in everyday life by utilizing information and communication technology.

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.

Assessment and weighting of grades

Grade Conversion:

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

Prof. Dr. Hj. Siti Nuryanti, M.Si
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 4:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

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

Examine the basic concepts of entrepreneurship, the nature of entrepreneurship.

Examine the concept of entrepreneurship with creativity and innovation in the age of technology.

Examine the concepts of productivity improvement, exploitation and intuition for business progress.

Examine the concept of business ethics and the path to successful entrepreneurship.

Designing a business plan.

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.

Assessment and weighting of grades

Grade Conversion:

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 42. 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

Able to explain critically and systematically, and to appreciate the characteristics of Asian civilizations.

Able to develop collaboration and take responsibility for their work in accordance with their field of expertise.

Able to identify the values of Asian civilizations in order to respond to national and global issues.

Able to compare the development of education in the Asian region as a source of values in responding to global challenges/issues.

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

Assessment and weighting of grades

Grade Conversion:

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

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 Publishers
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

Dra. Vanny M. Tiwow, M.Sc., Ph.D.
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).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Analyzing the underlying concepts of non-metal inorganic chemistry

Students are capable of applying concepts in non-metal inorganic chemistry to analyze real-world problems (in laboratory and environmental contexts) and to develop innovations aligned with environmental needs and current developments

Analyzing theoretical concepts related to the characterization and physicochemical properties of non-metal inorganic elements. using AI for discussion partners, reflective, and Socratic dialogue

Analyzing the conceptual principles of the production and utilization of non-metal inorganic elements

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).

Assessment and weighting of grades

Grade Conversion:

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, 5th 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. 171-175
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

Prof. Drs. Anang Wahid Muhammad Diah, M.Si
Prof.Dr.Hj Siti Nuryanti, M.Si
Magfirah, S.Pd., M.Pd.
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)
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Explaining the concept of carbon atom uniqueness.

Mastering the concept of organic compound groups based on their functional groups.

Analyzing organohalogen compounds and their benefits in everyday life.

Analyzing organometallic compounds and their benefits in everyday life.

Analyzing alcohol, ether, and phenol compounds and their benefits in everyday life.

Analyzing aldehyde and ketone compounds and their benefits in everyday life.

Analyzing carboxylic acid compounds and carboxylic acid derivatives and their benefits in daily life.

Analyzing benzene compounds and substituted benzene and their benefits in daily life.

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.

Assessment and weighting of grades

Grade Conversion:

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/panrannuangku2126
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

Drs. Paulus Hengky Abram, M.Sc., PhD.
Dr. Sitti Rahmawati, S.Pd., M. Pkim
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).
Practicum
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Able to understand concepts related to gas state, zero and first law of thermodynamics, thermochemistry, second and third law of thermodynamics, phase equilibrium, and chemical equilibrium by adjusting to environmental conditions.

Able to demonstrate/experiment their knowledge related to the basic principles of thermodynamics and equilibrium, as well as its application in solving problems, using AI for discussion partners, reflective, and Socratic dialogue

Able to solve science and technology problems in the field of chemistry that are common and simple in scope such as through the application of knowledge related to the State of gas, Zero and First Laws of Thermodynamics, Thermochemistry, Second and Third Laws of Thermodynamics, Phase equilibrium, and Chemical equilibrium and the application of relevant and current technology.

Able to make decisions about the relationship between the concepts of gas states, the laws of thermodynamics, thermochemistry, phase equilibrium and chemistry with laboratory activities, research results, and the existence of chemistry in everyday life.

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.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Sitti Aminah, M.Si.
Dr. Irwan Said, M.Si;
Purnama Ningsih, S.Pd., M.Si., Ph.D.,
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).
Practicum..
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1

CLO 2

CLO 3

CLO 4

CLO 5

CLO 6

CLO 7

CLO 8

CLO 9

CLO 10

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.

Able to relate the basic concepts of analytical chemistry and the stages of qualitative and quantitative analysis in solving problems in the laboratory.

Able to calculate and evaluate analysis data using statistical parameters (accuracy, precision, error) to ensure the validity of the results.

Able to analyze ion equilibrium phenomena (acid-base, precipitation, complex) in complex chemical solution systems.

Able to design qualitative identification procedures for cations and anions based on solubility rules and specific reactions.

Able to solve problems in determining analyte levels using gravimetric methods with the correct stoichiometric and precipitation principles, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Able to analyze the basic principles of titrimetry and the types of indicators that are suitable for various volumetric analysis scenarios, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Able to determine the levels of substances in samples through acid-base titration (alkalimetry-acidimetry) with high accuracy..

Able to construct precipitation titration procedures (Argentometry) for the safe analysis of materials in everyday life, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Able to analyze the formation of complex compounds and their application in complexometric titration to determine water or metal hardness, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue

Able to evaluate the results of redox titration on various chemical samples by considering the principle of electron transfer, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on practicum and project, and 40% written examination.

Grade Conversion:

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

Prof. Dr. H. Tahril, M.Si., M.Pd.I., M.P.;
Prof. Dr. Ijirana, M.Si.;
Dra. Hj Sri Mulyani Sabang, M.Si.;
Arwansyah, S.Pd., M.Si., Ph.D.;
Dr. Ratman, 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).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners

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

CLO 1: Understanding the fundamental concepts of biochemistry and its interrelationship with related scientific disciplines.

CLO 2: Demonstrating the ability to apply biochemistry concepts effectively in practical and everyday contexts.

CLO 3: Explaining the molecular hierarchy within cellular structures and their significance.

CLO 4: Understanding the biochemical processes involved in biomolecule synthesis.

CLO 5: Analyzing the structure-function relationships of biomolecules in biological systems.

CLO 6: Elaborating on various aspects of bioenergetics and their implications in cellular functions.

CLO 7: Describing the biochemical mechanisms involved in energy metabolism.

CLO 8: Providing a detailed explanation of the biochemical process of photosynthesis.

CLO 9: Explicating the processes of genetic information storage and transmission within biological systems.

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.

Assessment and weighting of grades

Grade Conversion:

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

Dr. Afadil, S.Pd., M.Si.
Dr. Kasmuddin Mustapa, S.Pd., M.Pd.
Dewi Satria Ahmar, S.Pd., M.Pd..
Magfirah, S.Pd., M.Pd.
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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 Teaching

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 5:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10

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

Students explain the concept of learning media.

Students analyze the basis and principles of using learning media.

Students evaluate the benefits of learning media in an educational context.

Students classify and analyze the characteristics of learning media.

Students apply the skills of using learning media in the teaching and learning process.

Students design and develop learning media..

Students use physical media (teaching aids) in chemistry learning..

Students plan and develop digital media (ICT) for chemistry learning.

Students innovate in creating chemistry learning media based on nature and the environment.

Students create chemistry learning media from used goods.

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.

Assessment and weighting of grades

Grade Conversion:

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 Prentice Hall
Kalyuga, Slava. 2009. Managing Cognitive Load in Adaptive Multimedia Learning. New York. Information Science Recommended literature
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:Elsevier
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 laboratories 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 1:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Able to understand the concept of ISBD vision, mission objectives and the nature of ISBD.

Able to explain humans as cultural beings.

Able to explain humans as individual and social beings

Able to explain human and civilization.

Able to explain humans with diversity and equality.

Able to explain humans with moral and legal values.

Able to explain human, science, technology and art.

Able to explain humans and the environment.

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.

Assessment and weighting of grades

Grade Conversion:

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 43. ICT-based Learning

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Tri Santoso, M.Si.;
Dr. Ir. Kasmuddin, S.Pd., M.Pd.;
Dewi Satria Ahmar, S.Pd., M.Pd.;
Magfirah, S.Pd., M.Pd.

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Can utilize and develop the use of basic applications: MS Word to support chemistry learning.

Developing the use of basic applications: MS-PPT to support chemistry learning.

Able to demonstrate the use of basic applications: MS-Excel to support chemistry learning.

Can utilize the configuration and use of the internet as a learning resource: LMS, Google Meet, Google Classroom, e-learning applications.

Can master the basic principles of using information and communication technology (ICT) for learning, organizing the learning process, managing learning and evaluating learning.

Able to select and utilize ICT as a medium for solving learning problems according to the character of the chemistry material presented offline and online.

Able to utilize information and communication technology (ICT) to document, store, secure, and retrieve data to ensure validity and prevent plagiarism in a responsible and legally compliant manner.

Content

Students will learn about:

basic applications including ms-word, ms-excel, and power point, and the introduction to AI and e-learning applications; ethics, plagiarism detection, and AI tools for education, as well as media selection, learning design and presentation of ICT-based media Offline and Online in chemistry learning through discussion and practice.

Assessment and weighting of grades

Grade Conversion:

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 25. Metallic Inorganic Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Prof. Mery Napitupulu, M.Sc., Ph.D.
Prof. Daud K. Walanda, M.Sc., Ph.D.
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).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

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

Analyzing the general chemical and physical properties of metals

Analyzing the general chemical and physical properties, extraction methods, and applications of s-block metals, specifically the alkali and alkaline earth elements

Analyzing the general chemical and physical properties, extraction methods, and applications of p-block metals, specifically aluminum, tin, and lead

Analyzing the general chemical and physical properties, extraction methods, and applications of first-row transition metals in the d-block

Analyzing the general chemical and physical properties, extraction methods, and applications of lanthanoid and actinoid metals

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.

Assessment and weighting of grades

Grade Conversion:

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 26. Advanced Organic Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Prof.Dr.Hj Siti Nuryanti, M.Si.
Prof. Drs. Anang Wahid Muhammad Diah, M.Si
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).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

PLO 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 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.

Describe the structure of bifunctional, polyfunctional compounds.

Examine the properties and names of bifunctional, polyfunctional compounds.

Solve chemical reactions of bifunctional, polyfunctional compounds.

Describe the structure of carbohydrate compounds.

Examine the properties and names of carbohydrate compounds.

Classifying carbohydrate compounds.

Describe the structure of amine compounds.

Examine the properties and names of amine compounds.

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.

Assessment and weighting of grades

Grade Conversion:

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 consumer acceptance 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 27. Analytical Separation

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Prof. Dr. H. Baharuddin Hamzah, S.Far., MS;
Dr. Sitti Aminah, M.Si.
Dr. Irwan Said, M.Si;
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:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

CLO 11:

CLO 12:

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.

Explains the basic concepts, classification, and urgency of separation techniques in analytical chemistry based on the differences in the physical and chemical properties of substances.

Calculate phase equilibrium parameters, including distribution coefficients () and distribution ratios (), in various separation systems.

Analyzing the efficiency of solvent extraction (liquid-liquid) for the separation of organic compounds by considering the variables of pH and chelate formation, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Applying Solid Phase Extraction (SPE) procedures in complex sample preparation to improve the selectivity and sensitivity of analysis, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue

Comparing the advantages and limitations of Plate Theory and Rate Theory (Van Deemter Equation) in explaining the efficiency of chromatography columns.

Categorizes the types of columns and detectors in Gas Chromatography (GC) based on the volatility and thermal stability of the analytes being analyzed.

Analyzing the effect of mobile phase composition (isocratic and gradient) on the separation profile in High-Performance Liquid Chromatography (HPLC).

Formulate procedures for the separation and isolation of inorganic materials (metal ions) using ion exchange techniques or ion chromatography effectively, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Analyzing electrophoresis and thin layer chromatography (TLC) techniques in the separation of biomolecules and secondary metabolite compounds.

Designing a protocol for the extraction and isolation of bioactive compounds from medicinal plants (ethno-chemical study) by considering occupational health and safety aspects, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue

Designing a protocol for the extraction and isolation of bioactive compounds from medicinal plants (ethno-chemical study) by considering occupational health and safety aspects.

Recommend the appropriate combination of separation and characterization techniques (such as GC-MS or LC-MS) to solve complex mixture analysis problems in the community, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

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.

Assessment and weighting of grades

Grade Conversion:

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.
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 28. Chemical Kinetics

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Dr. Suherman, MS.
Drs. Paulus Hengky Abram, M.Sc., PhD.
Dr. Sitti Rahmawati, S.Pd., M.Pkim.
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)
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 8:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Understand the theory of gas kinetics under the assumption of ideal gas and molecular velocity distribution.

Understand molecular collisions and average clearances.

Understand the kinetics of gas phase chemical reactions and the chemical reaction rate equation of the gas phase.

Able to apply the concepts of chemical kinetics in everyday life, especially food ingredients. using AI for discussion partners, reflective, and Socratic dialogue

Determine reaction rates and the effect of thermodynamic quantities on reaction rates.

Understand the mechanism of simple chemical reactions and complex reactions as well as the Kinetics of Enzyme Reactions.

Explain electrolytic transmission, transmission mechanism, transmission number and the concept of conductivity.

Understand the theory of equivalent conductivity and molar conductivity and the use of conductivity measurements.

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.

Assessment and weighting of grades

Grade Conversion:

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 29. Chemistry Education Statistics

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Dr. Irwan Said, M. Si.,
Dra. Sri Mulyani Sabang, M. Si.,
Yuli Nurmayanti, S.Pd., M.Sc.,
Detris Poba, S.Pd., M.Pd.,
Meida Esterlina Marpaung, 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 6:

CLO 1:

CLO 2:

CLO 3:

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

Analyzing and applying the principles and formulations of descriptive statistics in the analysis of educational research data

Analyzing and applying the fundamental principles and formulations of inferential statistics to analyze and evaluate data derived from educational research

Analyzing and applying fundamental statistical concepts and methods in everyday contexts

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.

Assessment and weighting of grades

Grade Conversion:

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 Experiential 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 30. Innovative Learning Models and Methods (SBM)

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Prof. Dr. Hj Ijirana, S.Pd., M.Si;
Prof. Dr. Tri Santoso, M.Si.;
Magfirah, S.Pd., M.Pd.;
Dr. Ratman, 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, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue

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:

PLO 3:

PLO 5:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Examining learning strategies: learning models, methods, and approaches, using AI for discussion partners, reflective, and Socratic dialogue.

Examining innovative learning models: Discovery Learning and Inquiry Learning, using AI for discussion partners, reflective, and Socratic dialogue

Examining innovative learning models: PBL and PjBL, using AI for discussion partners, reflective, and Socratic dialogue

Examining Learning approaches: scientific, process skills, and deep learning, using AI for discussion partners, reflective, and Socratic dialogue

Examining learning approaches: STEM, STEAM, deductive, and inductive, using AI for discussion partners, reflective, and Socratic dialogue

Examining learning methods: games method, group work, field work, and problem solving, using AI for discussion partners, reflective, and Socratic dialogue

Examining the learning methods of demonstration, lecture, discussion, and brainstorming, using AI for discussion partners, reflective, and Socratic dialogue

Compiling learning using learning models, methods and approaches, using AI for discussion partners, reflective, and Socratic dialogue

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. All of them use AI for discussion partners, reflective, and Socratic dialogue.

Assessment and weighting of grades

Grade Conversion:

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 Methods 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 31. Review of High School Chemistry

Semester(s) in which the module is taught

Semester 4

Person responsible for the module

Prof. Dr. Ijirana, S.Pd., M.Si;
Dr. Sitti Aminah, M.Si.,
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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 and Advanced Basic Chemistry.

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Understand how to study and the bills that must be paid as a graduation requirement.

Study, solve problems, and create projects using understanding of high school chemistry material, grade X (Phase E).

Study, solve problems, and create projects using understanding of high school chemistry material grade XI (Phase F).

Study, solve problems, and create projects using understanding of high school chemistry material for grade XII (Phase F).

Applying high school chemistry material to solve everyday life problems.

Studying, solving problems, and creating projects on chemical reaction energy, chemical reaction rates, and chemical reaction equilibrium in everyday life (Grade XI SMA/MA Material/Phase F Material).

Studying, solving problems, and creating projects about acids and bases, thermochemistry, and electrochemistry in everyday life (Class XII SMA/MA material/Phase F material).

Studying, solving problems, and creating projects on Organic Chemistry and its Application in Everyday Life (Class XII SMA/MA material/Phase F Material).

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.

Assessment and weighting of grades

Grade Conversion:

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 44. Learning Media development

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Dr. Kasmudin Mustapa, M.Pd.
Dewi Satria Ahmar, S.Pd., M.Pd.
Detris Poba, S.Pd., M.Pd.
Magfirah, S.Pd., M.Pd.

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)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 5:	Able to design, implement, and evaluate chemistry learning models that integrate ICT in problem-solving, and able to adapt to any situation.
CLO 1:	Analyzing the learning objectives to be achieved and their relevance to the learning media to be developed
CLO 2:	Analyzing the material in chemistry learning and its relationship to the learning media to be developed.
CLO 3:	Designing teaching materials using Canva and Flipbook applications.
CLO 4:	Designing LKPD-based learning media using Hyperdocs applications.
CLO 5:	Designing practical-based learning media using the Virtual Laboratory application
CLO 6:	Designing the creation of video-based learning media using Canva, Powtoon, and other applications

Content

Students will learn about:

learning objective analysis and material analysis in chemistry learning, which are used as references in determining teaching materials, student worksheets, practical work, and learning videos using various ICT-based learning media.

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on project, and 40% written examination.

Grade Conversion:

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

Hanifah, Desy Putri et al. 2022. Theory and Principles of Learning Media Development. Sukoharjo: Pradina Pustaka.
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.
Ahmar, Dewi Satria, et al. 2023. Training on Making Bulletin Learning Media Integrated Character Education.
Pratiwi, Utami. 2021. Easy to Learn Graphic Design with Canva. Yogyakarta: Dipa Press.
Agustin, Nia, et al. 2023. Digital Media for Learning. Semarang: Cahyani Gani Recovery.
https://www.youtube.com/watch?v=juO6UE9-LOY
https://id.video.search.yahoo.com/search/video?fr=mcafee&ei=UTF&p=membuat+virtual+lab&type=E211ID714G0#id=1&vid=364236090cdbc7f0f89d25aa8bb9ac3f&action=click
Hendra, et al. 2023. Digital-based Learning Media (Theory and Practice). Jambi: Sonpedia Publishing Indonesia)

Module designation

Module 32. Physical Inorganic Chemistry

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

Prof. Daud K. Walanda, M.Sc., Ph.D.
Prof. Mery Napitupulu, M.Sc., Ph.D.
Yuli Nurmayanti, S.Pd., M.Sc

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 8:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

Analyzing acid–base theories, their limitations and applications, and developing an understanding of strong and weak acids and bases as well as the hard and soft acid–base (HSAB) concept

Analyzing the structure of solids, ionic crystal lattices, and their associated properties

Analyzing thermodynamic aspects of redox reactions for the interpretation of Latimer, Frost, Pourbaix, and Ellingham diagrams

Analyzing the fundamental concepts of coordination compounds and their properties

Predicting the electronic spectra of coordination compounds.

Analyzing the fundamental principles of reaction mechanisms in coordination chemistry

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.

Assessment and weighting of grades

Grade Conversion:

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 33. Instrumentation Analysis

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

Dr. Sitti Aminah, M.Si.
Dr. Irwan Said, M.Si;
Purnama Ningsih, S.Pd., M.Si., Ph.D.,
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).
Practicum.
Case method, using AI for discussion partners, reflective, and Socratic dialogue.
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5 :

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

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.

Explains the basic principles of the interaction of electromagnetic radiation with matter and the main components of chemical analysis instruments.

Calculating the concentration of analytes in samples based on absorbance data using the calibration curve and standard addition methods in UV-Vis Spectrophotometry.

Analyzing the correlation between chemical shifts and the chemical environment of atoms in NMR and IR spectra data for structural identification of organic compounds, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue

Comparing the sensitivity and selectivity between Atomic Absorption Spectrophotometry (AAS) and Inductively Coupled Plasma (ICP) techniques for heavy metal analysis, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Validate instrumentation analysis methods based on accuracy, precision, limit of detection (LOD), and limit of quantitation (LOQ) parameters according to scientific standards, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Integrating the principles of electroanalysis (Potentiometry and Voltammetry) in solving the problem of determining specific ion levels in environmental samples.

Designing work procedures for analyzing organic or inorganic compound levels in natural materials using relevant spectroscopic techniques, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue

Implement chromatographic techniques (GC or HPLC) for systematic separation and purification of components in complex mixtures.

Criticizes the effectiveness of using functional materials (such as bentonite) as preconcentration systems in modern instrumentation analysis techniques, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Collaboratively communicate the results of instrumentation laboratory analysis through scientific reports and accountable presentations.

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. All of them use AI for discussion partners, reflective, and Socratic dialogue.

Assessment and weighting of grades

Grade Conversion:

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 Spectrophotometric 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 34. Chemistry Instruction Program Development

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

Prof. Dr. Hj Ijirana, S.Pd., M.Si.;
Prof. Dr. Tri Santoso, M.Si.,
Dewi Satria Ahmar, S.Pd., M.Pd.
Magfirah, S.Pd., M.Pd. ,
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,using AI for discussion partners, reflective, and Socratic dialogue.,
Team based project, Using AI for discussion partners. reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

CLO 11:

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,

Students are able to analyze teaching materials according to the basic competencies that will be taught.

Students are able to formulate indicators for achieving basic competencies.

Students are able to formulate learning objectives based on basic competencies.

Students are able to analyze innovative learning models, methods, and approaches (STEAM, scientific, process skills) according to the characteristics of the teaching materials.

Students are able to prepare lesson plan (RPP) by integrating TPACK and HOTS based on 21st century competencies, using AI for discussion partners, reflective, and Socratic dialogue.

Students are able to create teaching materials by integrating TPACK and HOTS based on 21st century competencies, using AI for discussion partners, reflective, and Socratic dialogue.

Students are able to create LKPD by integrating TPACK and HOTS based on 21st century competencies, using AI for discussion partners, reflective, and Socratic dialogue.

Students are able to create ICT-based learning media, using AI for discussion partners, reflective, and Socratic dialogue.

Students are able to compile assessment instruments based on HOTS, using AI for discussion partners, reflective, and Socratic dialogue.

Students are able to conduct lesson study using the learning plan that has been created..

Students are able to evaluate the results of implementing lesson study.

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. All of them use AI for discussion partners, reflective, and Socratic dialogue.

Assessment and weighting of grades

Grade Conversion:

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 35. Process evaluation and learning result of chemistry

Semester(s) in which the module is taught

Semester 5

Person responsible for the module

Prof. Dr. Hj Ijirana, S.Pd., M.Si.;
Prof. Dr. Tri Santoso, M.Si.,
Dewi Satria Ahmar, S.Pd., M.Pd.
Magfirah, S.Pd., M.Pd. ,
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, using AI for discussion partners, reflective, and Socratic dialogue.
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 3:

PLO 5:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Able to demonstrate mastery of the concepts and principles of evaluation, measurement, assessment and able to apply them in assessing learning processes and outcomes..

Able to utilize several learning resources and ICT to develop assessments.,

Demonstrate critical thinking skills in selecting assessments that are appropriate to the learning indicators to be achieved..

Demonstrate the ability to estimate the time required to design an Assessment..

Create instruments to assess the learning processes and outcomes of affective, cognitive, and psychomotor domains that are adequate to learning indicators and are able to compile assessment guidelines..

Skilled in managing various forms of assessment relevant to the knowledge, skills and attitudes of students, including students with special needs.

Have a responsible attitude by developing tests according to the aspects being measured.

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).

Assessment and weighting of grades

Grade Conversion:

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 and 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: Bumi Aksara.
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 58 Environmental Chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Dr. H. Suherman, M.S;
Dr. Irwan Said, M.Si.;
Dr. Sitti Aminah, M.Si.;
Dra. Sri Hastuti. P, 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

Examine the basic concepts of environmental chemistry in general in addressing global issues of environmental chemistry.

Examine the basic concepts of chemical biogeochemistry.

Examine the basic concepts of water environmental chemistry, handling and problems caused in the air, water and soil environment.

Examine the basic concepts of air environmental chemistry, handling and problems caused in the environment.

Examine the basic concepts of soil environmental chemistry, handling and problems caused in the environment.

Examine sampling methods and environmental analysis techniques on a laboratory and field scale.

Content

Students will learn about:

environmental chemistry, global environmental chemistry problems, air chemistry, water chemistry and its problems, soil chemistry and its problems, environmental pollution; effects and treatments, field observations. Soil chemistry and its pollution, environmental sampling methods, sample handling and environmental analysis techniques.

Assessment and weighting of grades

Grade Conversion:

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

Sawyer, McCarty and Parkin, 2003. Chemistry for Environmental Engineering and Science, fifth edition, McGraw Hill, New York.
Silvia, M., Tiwow, V. M. A., & Said, I. 2014. Distribution of Nutrients N and P in Sediment in Seagrass Ecosystem in Coastal Area of Kabonga Besar Village, Donggala Regency. Jurnal Akademika Kimia, 3(2), 279-287.
Hasanah, P., & Said, I. 2020. Analysis of Groundwater Quality in Petobo. Journal of Exact Media, 16(1), 33-39.
Aminah, S., Said, I., Ningsih, P., & Alfiana, A. 2022. Optimum conditions for bioadsorption of lead (Pb) by durian skin waste biomass (duriobzibethinus). Proceeding Journal of Physics, IOP Conference Series: Earth and Environmental Science, 1075, 1-9. doi: 10.1088/1755-1315/1075/1/012021.
Said, I., Aminah, S., Ningsih, P., & cHairunnisa. 2022. Optimum conditions for bioadsorption of copper (Cu) by durian skin waste biomass (duriobzibethinus). Proceeding Journal of Physics, IOP Conference Series: Earth and Environmental Science, 1075, 1-8. doi: 10.1088/1755-1315/1075/1/012022.
Widyasari, E., Supriadi, S., & Said, I. 2021. Adsorption Capacity of Activated Charcoal Made of Rice Husk on Cd (II) Metal Ions. Jurnal Akademika Kimia, 10(1), 64-69.

Module designation

Module 47. Technology of Fermentation

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Ijirana, S.Pd., M.Si,
Dra. Hj Sri Mulyani Sabang, M.Si;
Prof. Dr. Tahril, M.P,
Arwansyah, S.Pd., M.Si., PhD

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 7:

PLO 1:

PLO 2:

PLO 3:

PLO 4:

PLO 5:

PLO 6:

PLO 7:

PLO 8:

PLO 9:

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

Explain the role of microbes in the fermentation industry

Find characteristics and categorize microbes

Assess the growth kinetics of some microbes and their relationship with product formation

Explaining productivity and fermentation yield

Discovering microorganism growth profiles and the presence of carbon sources, as well as other complex media

Discover the concept of Enzymes and how to isolate enzymes, as well as their role in the fermentation process

Differentiate between food and non-food fermentation products

Make fermented products project based on local culture

Explain the role of microbes in the fermentation industry from fermentation products

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.

Assessment and weighting of grades

Grade Conversion:

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 the 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 46. Chemical Inorganic Materials

Semester(s) in which the module is taught

Semester 45, 6, 7, 8

Person responsible for the module

Prof. Mery Napitupulu, M.Sc., Ph.D.
Prof. Daud K. Walanda, M.Sc., Ph.D.
Yuli Nurmayanti, S.Pd., M.Sc.

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 8:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Analyzing the basic principles of inorganic materials science

Analyzing the principles of atomic structure and arrangement in solid materials.

Analyzing the fundamental concepts, synthesis strategies, characterization methods, and physicochemical properties of metals, ceramics, polymers, composites, biomaterials, nanomaterials, porous and layered materials, as well as magnetic and optical materials.

Analyzing the applications of metals, ceramics, polymers, composites, biomaterials, nanomaterials, porous and layered materials, as well as magnetic and optical materials

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).

Assessment and weighting of grades

Grade Conversion:

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 45. Organic Chemistry Synthesis

Semester(s) in which the module is taught

Semester 5,6,7,8

Person responsible for the module

Prof.Dr. Hj Siti Nuryanti, M. Si
Magfirah, S.Pd., M.Pd.
Reny, S.Pd., M.Pd.

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

Examine the molecular structure of organic compounds.

Examine the molecular reactivity of organic compounds.

Examine the stereochemistry of organic compounds.

Examine the types of reactions and mechanisms of organic compounds.

Examine the general strategy of organic compound synthesis.

Examining reaction selectivity.

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

Assessment and weighting of grades

Grade Conversion:

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 57. Educational Phyloshophy

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Dewi Satria Ahmar, S.Pd., M.Pd.
Detris Poba, S.Pd., M.Pd.

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:
CLO 8:

Analyze the concept of philosophy.

Analyze the concept of education and its relationship with philosophy.

Analyze the concept of philosophy of education.

Analyze the emergence of philosophy and science.

Describe the journey of Indonesian National education.

Analyze the basics of Ki Hajar Nusantara’s education.

Analyze the concept of Indonesian humans.

Analyze the concept of Pancasila as the foundation of Indonesian education.

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.

Assessment and weighting of grades

Grade Conversion:

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 Education in 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. Baitul Hikmah: 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

Prof.Dr. Hj Ijirana, S.Pd, M.Si;
Prof. Dr. Tri Santoso, M.Si;
Dr. Afadil, M.Si;
Magfirah, S.Pd., M.Pd;
Dewi Satria Ahmar, S.Pd.M.Pd.;
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, using AI for discussion partners, reflective, and Socratic dialogue.
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

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

Explains the concepts, objectives, and basic paradigms of educational research methodology (quantitative, qualitative, post-qualitative, and Research & Development) in the field of chemistry education.

Identifying current and relevant research issues in the field of chemistry education (such as PBL implementation, STEM, metacognitive skills, and critical thinking skills).

Distinguish between various research designs and procedures (such as experiments, surveys, classroom action research, and educational treatment research).

Analyze previous literature or theoretical studies to compile the background of the problem and formulate a framework for thinking about chemistry education research, using AI for discussion partners, reflective, and Socratic dialogue.

Formulate data collection instruments that are valid, reliable, and appropriate to the variables or phenomena being studied in chemistry learning.

Calculate and process simulation data from research results using appropriate analysis techniques and statistical methods.

Validating the quality of data collection methods and the suitability of instruments by adhering firmly to the scientific principles of chemistry education, using AI for discussion partners, reflective, and Socratic dialogue.

Designing a draft of a complete, logical, and systematic chemistry education research proposal, using AI for discussion partners, using AI for discussion partners, reflective, and Socratic dialogue.

Producing written works or reports on research design results in accordance with the environmental style (for example, based on the FKIP UNTAD Scientific Paper Preparation Guidelines), using AI for discussion partners, reflective, and Socratic dialogue.

Demonstrate the results of research designs and proposals in front of academic forums, both orally and in writing.

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. Variables, population and sample. Research instruments and data collection techniques. Data analysis and presentation techniques. Preparation of research proposals (Chapter 1, Chapter 2, and Chapter 3). Both Data Analysis, presentation techniques, and Preparation of research proposals use AI for discussion partners, reflective, and Socratic dialogue. Proposal presentation and review.

Assessment and weighting of grades

Grade Conversion:

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: Social 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

Prof.Dr. Hj Ijirana, S.Pd, M.Si;
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, using AI for discussion partners, reflective, and Socratic dialogue.

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

innovative learning models and methods, Chemistry Instruction Program Development, and Process evaluation and learning result of chemistry.

Module objectives/intended learning outcomes

After completing the course, students are able:

PLO 3:

PLO 5:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Creating innovative learning media (RPP, LKPD, teaching materials, media, and instruments) for high school chemistry according to the characteristics of the 21st century.

Implementing the High School Chemistry Lesson Plan (RPP) that he has prepared independently in the form of a simulation.

Identify important things related to the planning, implementation and evaluation stages of chemistry learning that has been carried out.

Observing and reflecting on colleagues’ chemistry learning simulation activities as a manifestation of all the abilities that have been developed in previous lectures.

Strengthening independently prepared chemistry learning plans, simulation activities, observation and reflection on learning simulation activities through discussion..

Practice speaking and communicating, be skilled at preparing chemistry learning aids, be skilled at applying questioning techniques, and be skilled at managing time allocation.

to prepare students to be ready to take PLP (Professional Training Program) courses in the field of chemistry education in secondary and vocational schools.

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 Chemistry Lesson Plan (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 lesson 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.

Assessment and weighting of grades

Grade Conversion:

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 Brace Jovanovich College Publishers.
Teo, Tang Wee & Tan, Aik-Ling, (2020), Science Education in the 21st Century, Singapore: Springer 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 a student’s critical asking question in developing a 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

Prof. Dr. H. Tahril, M.Si., M.Pd.I., M.P.;
Prof. Dr. Ijirana, M.Si.;
Dra. Hj Sri Mulyani Sabang, M.Si.;
Arwansyah, S.Pd., M.Si., Ph.D.;
Dr. Ratman, S.Pd. 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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: 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

CLO 1: Understanding the processes of carbohydrate digestion and metabolism, and applying this knowledge to solve related problems.

CLO 2: Understanding the stages of energy formation and utilization through the Citric Acid Cycle (Krebs Cycle) and regulating its processes.

CLO 3: Understanding the electron transport chain and oxidative phosphorylation, and how high-energy molecules produced from carbohydrate metabolism contribute to these processes.

CLO 4: Understanding the processes of lipid digestion and metabolism in living organisms.

CLO 5: Understanding the processes of protein digestion and metabolism in living organisms.

CLO 6: Understanding the processes of nucleic acid digestion and metabolism.

CLO 7: Understanding the mechanisms involved in secondary metabolic processes.

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.

Assessment and weighting of grades

Grade Conversion:

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

Prof. Dr. Sitti Rahmawati, S.Pd., M.PKim.
Drs. Paulus Hengky Abram, M.Sc., PhD.
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Examine the concept of chemical bonding and pedagogical principles logically, critically, systematically, and innovatively in designing, implementing, evaluating, and designing chemical learning independently and in groups.

Solve chemical bonding problems appropriately by applying chemical concepts, using various media, and creative and innovative learning resources based on data and information.

Examine the concepts of chemical bonding in chemical calculations appropriately by utilizing information and communication technology independently and in groups with full responsibility.

Examine the concepts of chemical bonding in everyday life by utilizing information and communication technology both independently and collaboratively, using AI for discussion partners, reflective, and Socratic dialogue.

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.

Assessment and weighting of grades

Grade Conversion:

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 Cipta
Noer Mansdjoeriah Surdia (1994). Bonding and Molecular Structure, Bandung: Ministry of Education and Culture Directorate General of 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 51. Structure Determination of Organic Compounds

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Hj Siti Nuryanti, M.Si,
Magfirah, S.Pd., M.Pd

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

PLO 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

Examine the concept of electromagnetic radiation and the use of UV-Vis spectroscopy.

Examine the concept of molecular vibrations, some factors that affect vibrational frequencies and infrared spectra.

Examine the concept of 1H-NMR chemical environment and chemical shift as well as the steps to interpret 1H-NMR spectra.

Examine the steps of interpreting 13C-NMR spectra.

Examining the concept of fragmentation associated with functional groups, mass spectra, relative molecular mass (Mr) of an organic compound, molecular formulas of organic compounds based on M + 1 and M + 2 peak intensities and molecular structures based on their fragmentation patterns.

Examine the concept of structural elucidation of organic compounds.

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.

Assessment and weighting of grades

Grade Conversion:

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 application, S. Chand and Company, Ram Nagar, New Delhi.
Solomon, G.T.W., (2008), “Organic Chemistry”, John Wiley and Sons.
Fessenden, R. J., and Fessenden, J.S., (1998), “Organic Chemistry”, 6th edition 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 Engineering 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 Antioxidant Activities 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 50. Food chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Tahril, M.Si
Prof. Dr. Ijirana, S.Pd, M.Si
Dra. Sri Mulyani Sabang, M.Si
Arwansyah, S.Pd, M.Si, PhD

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Understand the nutritional value of food.

Understanding Food Preservation.

Understand the stages of the Food Preservation process.

Understanding the Effect of Food Processing on Nutritional Value.

Understand the stages of the Effect of Food Processing on Nutritional Value.

Understand the process of imposition and metabolism of nucleic acid metabolism.

Understand the process of food packaging and basic labeling principles

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.

Assessment and weighting of grades

Grade Conversion:

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 48. Endemic Biochemistry of Lake Lindu

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Hj Siti Nurhayati, M.S,
Arwansyah, S.Pd., 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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

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 make simplisia from plants originating from the Lindu area that are beneficial for health.

Able to explain about extraction and isolation with vegetable raw materials.

Have the skills to perform extraction and isolation of plant-based compounds.

Able to explain vegetable compound separation methods

Able to explain the identification method of the separated compound.

Able to describe the flavonoid compound skeleton.

Able to explain the difference between anthocyanin compounds and flavonol compounds,=.

Able to explain the difference between chalcones, tannins, terpenoids, nitrogenous compounds.

Able to make MKUK and herbal or vegetable cosmetics around the Lindu area.

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.

Assessment and weighting of grades

Grade Conversion:

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 Pharmacognosy and Phyto Therapy, Churchill Livingston, Edinburgh, London, New York, Oxford Philadelphia, 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 Healthcare, New York, London.
Morrison, R. T & Boyd, R. N. 2002. Organic Chemistry. 6thth Edition. Prentice-Hall of India.
Smith, J. G. 2011. Organic Chemistry, 3rd 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 40. Environmental Study

Semester(s) in which the module is taught

Semester 6

Person responsible for the module

Prof. Dr. Tahril, M.Si., M.Pd.I., M.P
Dr. Suherman, MS
Dr. Irwan Said, M.Si
Dra. Vanny Maria A. Tiwow, M.Sc., Ph.D.
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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

CLO 10:

CLO 11:

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

Outlines the reasons why Tadulako University has chosen Environmental Studies (SEA) as its Vision and Mission.

Explaining the Concept of Environment: Ecology as the basis of environmental science.

Able to implement environmental concepts in preserving the environment.

Able to analyze the compatibility between environmental management laws and other related regulations with policies (common property and private property) and local wisdom on environmental management.

Able to conceptually describe the interrelationships between environmental components (physical-chemical, biological, socio-cultural and public health).

Able to present conceptually about conservation and protected areas.

Able to plan conceptually about environmentally sustainable development.

Able to explain the relationship between development impacts: Climate change, pollution, conflicts.

Able to present the results of the analysis of the relationship between disasters and the environment.

Able to present the results of studying the potential and utilization of natural resources.

Able to solve environmental problems by applying environmental concepts and theories.

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.

Assessment and weighting of grades

Grade Conversion:

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 49. Education Profession

Semester(s) in which the module is taught

Semester 6, 7, 8

Person responsible for the module

Prof. Dr. Tri Santoso, M.Si.
Dewi satria Ahmar, S.Pd., M.Pd.
Detris Poba, S.Pd., M.Pd

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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.

Analyze the basic concepts of the teaching profession, the requirements of the teaching profession, the duties and responsibilities of teachers, the professional code of ethics for teachers, and professional organizations for teachers.

Analyzing the four teacher competencies.

Examining the professional teacher education system

Examining the components of teacher professional education.

Examining Professional teacher development.

Examining teacher performance on the concept of performance, standardization of teacher performance, factors that affect performance, improving teacher performance, and improving teacher performance.

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.

Assessment and weighting of grades

Grade Conversion:

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.
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 41. 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:

Project based learning, using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 6:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Able to apply chemistry, research methodology, and statistics to solve problems related to chemistry and chemical education.

Mastering the basic concepts of chemistry, research methodology, and data analysis techniques to compile a written idea for solving chemical problems and prove it in research activities.

Make decisions based on the results of the analysis of scientific reasoning towards efforts to solve chemical problems and write them in the form of a thesis.

Having a responsible attitude in applying his written ideas in solving chemical problems and being able to be held accountable in an academic forum.

Content

Students will learn about:

how to develop skills in scientific reasoning through case studies or literature/school/field/laboratory-based projects on topics in chemistry, and their teaching and learning, to gather information, organize it systematically, and report it in the form of a paper in which should be presented it orally, as well as to conduct research stages scientifically to solve problems in chemistry education.

Assessment and weighting of grades

The component of assessments are problem formulation (background and its relevance with the problem) (15%), research objectives and benefits (10%); literature review (relevance, literature up-to-date, and bibliography) (10%); research methods (15%); readability of the thesis content (10%) and Appearance (thesis presentation method, mastery of thesis content, and argumentation skills) (40%).

Grade Conversion:

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 have completed the prerequisite courses with a minimum GPA of 2.75 and no E grades. The total number of credits before the thesis proposal is a minimum 120 credits, and before the thesis exam is a minimum of 138 credits by passing all compulsory subjects, conducting a proposal seminar, carrying out research for approximately three months, and conducting a results seminar before the exam. All processes require approval from the supervisor, a complete thesis draft, proof of guidance from at least 12 meetings, grade transcripts of subjects, a certificate of English language skills, and proof of submitted scientific/journal articles. All final project products must meet ethical standards and plagiarism detection.

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD

2024

Module designation

Module 59. Integrated Teaching Practice/Community Service (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:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Improve student competency, both soft and hard skills, to better prepare and be relevant to the needs of the times.

Prepare students to become superior and personable future leaders of the nation.

Facilitate students in developing their potential according to their passions and talents.

Provide students with experiences, particularly in implementing their knowledge to audiences outside their study program and enhancing their scientific skills through direct learning and application in the field.

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.

Assessment and weighting of grades

The weight of each assessment component is as follows: 50% for participation activity (attendance and enthusiasm for learning), 50% for oral presentation and written report product of project.

Grade Conversion:

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 a final grade. Presence greater than 75% of the meetings aren’t eligible for the final test. All course tasks meet the ethics and plagiarism detection.

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD 2024

Module designation

Module 60. Introduction to The School Environment

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)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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 3:

PLO 5:

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

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

Analyzing chemistry learning problems in the school environment by applying critical and systematic thinking.

Designing an adaptive chemistry learning model and integrating ICT (Information and Communication Technology) for problem solving..

Producing innovative chemistry learning tools, including evaluation instruments and teaching materials, according to curriculum demands.

Implementing ICT-based chemistry learning models and strategies directly in teaching practice at school..

Validating the effectiveness of the implementation of chemistry learning and its evaluation based on student learning success criteria.

Formulate a reflective report related to the practice of School Field Introduction through communication and collaboration with various parties.

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.

Assessment and weighting of grades

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%) including disciplinary, school activities, teaching and learning preparation, and performance aspects; Supervisor Assessment from the report presentation (40%) and PLP 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.

Grade Conversion:

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 a final grade. Presence greater than 75% of the meeting aren’t eligible for the final test. All course tasks meet the ethics and plagiarism detection.

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD 2024

Module designation

Module 54. Radio chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Dr. H. Suherman, MS.
Dr. Afadil, S.Pd., M.Si
Dr. Sitti Rahmawati, S.Pd., M.Pkim.

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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

PLO 2:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

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

Understand the structure of atoms and atomic nuclei and the properties of atomic nuclei.

Differentiate the stability criteria of atomic nuclei.

Propose a nucleus model based on the properties of the atomic nucleus.

Explain the process of nuclear reactions based on thermodynamic and kinetic aspects and write the process of nuclear reactions.

Understand the phenomenon of radioactivity based on nuclear characteristics.

Explain the use of fission reactions in nuclear reactors and determine radiation doses.

Explain the utilization of radioisotope as a tracer.

Understand the basic application of radiochemistry in the field of analytics, activation neutron analysis (AAN) and the application of radiochemistry in the field of nuclear medicine.

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.

Assessment and weighting of grades

Grade Conversion:

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 Edition, 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 53. Polymer chemistry

Semester(s) in which the module is taught

Semester 6, 7, 8

Person responsible for the module

Prof. Dr. Hj Siti Nuryanti, M.Si,
Prof. Drs. Anang Wahid Muhammad Diah, 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, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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:

PLO 7:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

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

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

Examine the basic concepts of polymer organic compounds.

Examine the history of polymer development.

Examine various types of condensation reactions of polymer synthesis that occur in industry.

Examine the types of monomers in polymerization reactions.

Examine the structure and properties of natural organic polymers and their use in everyday life.

Examine various methods of physical and chemical characterization of polymers.

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.

Assessment and weighting of grades

Grade Conversion:

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 Physics of Modern Materials, 2nd Edition, London: Blackie Academic and Professional.
Stevens, M.P., 2001, Polymer Chemistry, Jakarta: PradnyaParamita (Translator: Iis Sopyan)
Odian, G., 2004, Principles of Polymerization, 4th Edition, New Jersey: Wiley-Interscience
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 52. Scientific Writing

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Daud Karel Walanda, M.Sc., PhD
Prof. Anang Wahid M Diah, M.Si., PhD
Detris Poba, S.Pd., M.Pd.

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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

Students enthusiastically follow the lecture.

Students independently complete the assignment.

Students understand the concepts, types, characteristics, and parts of scientific papers.

Students understand the steps of preparing scientific papers.

Students understand the ethics in preparing scientific papers.

Students master various techniques for compiling scientific papers.

Students master the techniques of presenting scientific papers.

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.

Assessment and weighting of grades

Grade Conversion:

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

Dalman, (2018). Writing Scientific Works. Depok: PT RajaGrafindo Persada.
Masduki, Rasto, & Abdurohim, S. (2022). Guidelines for Writing Scientific Works (Papers, Book Reviews, Thesis and Scientific Journals). Indramayu: CV. Adanu Abimata.
Suyono, Amaliah, R., Ariani, D., & Luciandika, A. (2015). Smart writing scientific papers. Malang: Mount Samudra.
Thamrin, M., Sjafullah, A., & Ro’isatin, U. A. (2018). Scientific work: An easy way to achieve academic writing competence. Malang: Polinema Press.
Compilation Team, (2021). Guidelines for the preparation of scientific papers FKIP UNTAD. Accessed January 21, 2022. https://drive.google.com/file/d/1r8INs_H8oFOnz-ReljeyQTuwJ0PEIZn5/view.
Wiradi, G. (2020). The ethics of writing scientific papers. Jakarta: Yayasan Pustaka Obor Indonesia.

Module designation

Module 55. Regional Entrepreneur Chemistry

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. Hj. Siti Nuryanti, M.Si
Prof. Dr. Tri Santoso, M.Si
Dr. Sitti Aminah, 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)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue..
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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 4:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

CLO 8:

CLO 9:

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

Examine the potential of natural resources in Central Sulawesi.

Designing innovative processed food production.

Examine the innovation and processing of essential oils using the distillation method.

Examine herbal tea innovation and processing.

Examine beverage innovation and processing.

Examining innovation and waste management.

Examine fermentation innovation and processing.

Examine the innovation and manufacture of natural dyes.

Examine innovation and soap making.

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,

Assessment and weighting of grades

The weight of each assessment component is as follows: 10% for participation activity (attendance and enthusiasm for learning), 50% for oral assignment based on project, and 40% written examination.

Grade Conversion:

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 extraction process. 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
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
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 41. 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:

Project based learning, using AI for discussion partners, reflective, and Socratic dialogue.

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:

PLO 6:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Able to apply chemistry, research methodology, and statistics to solve problems related to chemistry and chemical education.

Mastering the basic concepts of chemistry, research methodology, and data analysis techniques to compile a written idea for solving chemical problems and prove it in research activities.

Make decisions based on the results of the analysis of scientific reasoning towards efforts to solve chemical problems and write them in the form of a thesis.

Having a responsible attitude in applying his written ideas in solving chemical problems and being able to be held accountable in an academic forum.

Content

Students will learn about:

Assessment and weighting of grades

Grade Conversion:

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 60. Introduction to The School Environment

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)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue..

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 3:

PLO 5:

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

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

Analyzing chemistry learning problems in the school environment by applying critical and systematic thinking.

Designing an adaptive chemistry learning model and integrating ICT (Information and Communication Technology) for problem solving..

Producing innovative chemistry learning tools, including evaluation instruments and teaching materials, according to curriculum demands.

Implementing ICT-based chemistry learning models and strategies directly in teaching practice at school..

Validating the effectiveness of the implementation of chemistry learning and its evaluation based on student learning success criteria.

Formulate a reflective report related to the practice of School Field Introduction through communication and collaboration with various parties.

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.

Assessment and weighting of grades

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:

Grade Conversion:

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 a final grade. Presence greater than 75% of the meeting aren’t eligible for the final test. All course tasks meet the ethics and plagiarism detection.

Reading list

Guidelines for the Preparation of Scientific Writing FETT UNTAD 2024

Module designation

Module 59. Integrated Teaching Practice/Community Service (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:

Lecture (i.e., lecture, Direct Instruction, Cooperative Learning (CL) and Reflective Study, Small Group Discussion)
Team based project, using AI for discussion partners, reflective, and Socratic dialogue.

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:

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

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

Improve student competency, both soft and hard skills, to better prepare and be relevant to the needs of the times.

Prepare students to become superior and personable future leaders of the nation.

Facilitate students in developing their potential according to their passions and talents.

Content

Students will learn about:

Assessment and weighting of grades

The weight of each assessment component is as follows: 50% for participation activity (attendance and enthusiasm for learning), 50% for oral presentation and written report product of project.

Grade Conversion:

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 56. Applied Chemical Analysis

Semester(s) in which the module is taught

Semester 4, 5, 6, 7, 8

Person responsible for the module

Prof. Dr. H. Baharuddin Hamzah, S.Farm, M.Si,
Dr. Sitti Aminah, M.Si,
Dra. Sri Hastuti V.P, M.Si
Ir. Purnama Ningsih, S.Pd., M.Si., PhD,

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, using AI for discussion partners, reflective, and Socratic dialogue.
Structured assignments (i.e., paper), using AI for discussion partners, reflective, and Socratic dialogue.

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:

CLO 1:

CLO 2:

CLO 3:

CLO 4:

CLO 5:

CLO 6:

CLO 7:

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.

Able to analyze the concept of applied chemical analysis from sampling preparation, analysis/measurement, and interpretation of chemical instrument data.

Able to read and process chemical instrument data.

Know precision in measurement and be able to distinguish precise and imprecise data from measurement results and instrument readings.

Understand accuracy in measurement and be able to distinguish accurate and inaccurate data from measurement results and instrument readings.

Able to validate data from instrument readings and measurements

Able to explain methods in proximate testing: water, ash, lipids, proteins, and carbohydrates.

Able to explain the application of chemical analysis with conventional and modern methods

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.

Assessment and weighting of grades

Grade Conversion:

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, 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.
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

Module 1. Introduction to Education

Module 2. Pancasila Education

Module 3. Indonesian Language

Module 4. English Language

Module 5. Basic mathematic

Module 6. Basic Physic

Module 7. Basic Chemistry

Module 8. General Biology

Module 9. Learner Development

Module 10. Learning and Teaching

Module 11. Advanced Basic Chemistry

Module 12. English for Chemistry

Module 13. Chemical laboratory management

Module 14. Religious Education

Module 15. Civics Education

Module 16. Character building and anti corruption

Module 17. Entrepreneurship

Module 42. Asian community education

Module 18. Non-Metallic Inorganic Chemistry

Module 19. Organic Chemistry

Module 20. Physical Chemistry

Module 21. Principles of Analytical Chemistry

Module 22. Basic Biochemistry

Module 23. Learning Media in Chemistry

Module 24. Basic Sosio-culture Science

Module 43. ICT-based Learning

Module 25. Metallic Inorganic Chemistry

Module 26. Advanced Organic Chemistry

Module 27. Analytical Separation

Module 28. Chemical Kinetics

Module 29. Chemistry Education Statistics

Module 30. Innovative Learning Models and Methods (SBM)

Module 31. Review of High School Chemistry

Module 44. Learning Media development

Module 32. Physical Inorganic Chemistry

Module 33. Instrumentation Analysis

Module 34. Chemistry Instruction Program Development

Module 35. Process evaluation and learning result of chemistry

Module 58 Environmental Chemistry

Module 47. Technology of Fermentation

Module 46. Chemical Inorganic Materials

Module 45. Organic Chemistry Synthesis

Module 57. Educational Phyloshophy

Module 37. Research methodology of chemistry education

Module 38. Teaching practice (Microteaching)

Module 39. Advanced Biochemistry

Module 36. Chemical Bonding

Module 51. Structure Determination of Organic Compounds

Module 50. Food chemistry

Module 48. Endemic Biochemistry of Lake Lindu

Module 40. Environmental Study

Module 49. Education Profession

Module 41. Bachelor thesis

Module 59. Integrated Teaching Practice/Community Service (KKN)

Module 60. Introduction to The School Environment

Module 54. Radio chemistry

Module 53. Polymer chemistry

Module 52. Scientific Writing

Module 55. Regional Entrepreneur Chemistry

Module 41. Bachelor thesis

Module 60. Introduction to The School Environment

Module 59. Integrated Teaching Practice/Community Service (KKN)

Module 56. Applied Chemical Analysis

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