CHEMISTRY STUDY PROGRAM
CHEMISTRY STUDY PROGRAM
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This study program was established in 1996 and is the first and oldest chemistry education study program in East Kalimantan. To date, the Bachelor of Chemistry Education Study Program has produced thousands of education graduates in the field of Chemistry who not only work in the education sector as educators (teachers and lecturers) and educational staff but also work in other sectors such as government and private institutions. The FKIP Unmul Chemistry Education Undergraduate Study Program was established to graduate Bachelors of Education who have multiple roles, both as curriculum reviewers, learning planners, teachers, decision-makers, and researchers, with competitive competencies, scientific character, and strong personalities.
VISION and mission
VISION and mission
Vision of the Chemistry Study Program:
To become a center for scientific development in the field of chemistry education and learning based on the potential and local wisdom of humid tropical forests.
Objectives of the Chemistry Study Program:
To produce prospective professional educators in the field of chemistry education, who are able to use their competency and scientific mastery to plan, implement and evaluate chemistry learning activities.
Producing research assistants, laboratory assistants and entrepreneurs who are able to use their competencies and scientific mastery effectively.
Producing graduates who have the ability to learn throughout life in the form of further study or through certified competency improvement activities that are recognized by professionals.
Producing graduates who are ethical, adaptive, creative, innovative and responsible in carrying out their profession.
PRActicum in the chemistry study program
PRActicum in the chemistry study program
During my visit, I had the privilege to witness and participate in two Chemistry study program sessions. One of the most interesting aspects was comparing the laboratory experiments between Indonesia and the Philippines. I thoroughly observed and analyzed the techniques and practices of both countries. Upon reflection, I would like to highlight some key differences I noticed, particularly regarding the Indonesian laboratory. I found their approach to be quite unique and would like to implement some of their best practices in my own work.
Electrolysis of copper (II) sulfate
Electrolysis of copper (II) sulfate
When Copper(II) sulfate is electrolysed with a copper anode electrode (the cathode can be carbon or copper), the copper deposit on the cathode (–) equals the copper dissolves at the anode (+). Therefore the blue colour of the Cu2+ ions stays constant because Cu deposited = Cu dissolved.
titration
titration
A titration is a technique where a solution of known concentration is used to determine the concentration of an unknown solution. Typically, the titrant (the know solution) is added from a buret to a known quantity of the analyte (the unknown solution) until the reaction is complete.
When I had the chance to visit both Indonesia, the differences between the Indonesia and Philippines' approaches to school laboratories were immediately apparent to me. A strong interest in assessing the efficacy and efficiency of laboratory education in both nations was aroused by the surprising disparities. I shall explore the unique aspects of Indonesian laboratory procedures in this essay, which have influenced me and ultimately led me to favor their methodology.
A remarkable aspect of Indonesian school laboratories is the active participation of third- and fourth-year student helpers from upper grades. A distinctive dimension is introduced into the learning process by this collaborative setting, where students assist and mentor one another throughout investigations. Students develop a sense of shared accountability and communal information exchange as a result of this break from the traditional solo position of the instructor in the Philippines. Student helpers contribute to and benefit from the depth of information in the laboratory, creating a community of learners.
Moreover, the meticulous execution of practicums in Indonesia follows a structured sequence: a pre-test, an orientation on the pre-test, the practicum proper, and a post-test. This meticulous approach enhances the clarity of the learning objectives and the experimental process. In the Philippines, the absence of a comparable pre-test and post-test framework often results in a less organized and coherent learning experience. The Indonesian method, with its emphasis on sequential learning, cultivates a deeper understanding of scientific concepts and promotes a sense of accomplishment among students.
Furthermore, the frequency of practicums in Indonesia emerges as a noteworthy aspect of their educational model. Consistent engagement with hands-on experiences ensures the optimal utilization of laboratories, equipment, and apparatuses. This regular exposure not only hones practical skills but also instills a level of confidence in students. Reflecting on this, I realize the potential drawbacks of infrequent practical experiences in the Philippines – underutilized resources and missed opportunities for students to bridge theoretical knowledge with real-world applications.
In hindsight, the divergent laboratory practices between Indonesia and the Philippines have catalyzed personal growth and educational insight. The inclusion of student assistants, the meticulous execution of practicums, and the frequency of hands-on experiences in Indonesia have collectively reshaped my understanding of effective laboratory education. This reflective journey prompts contemplation on how incorporating successful elements from Indonesia's system could enhance laboratory education in the Philippines. As we navigate the evolving landscape of educational methodologies, thoughtful consideration of these diverse approaches is paramount, offering avenues for improvement and innovation in shaping the scientific minds of tomorrow.
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