Penulisan Karya Ilmiah Kimia dan Pendidikan Kimia Kimia hese Rationale: Welcome to “Finding Your Focus: The Writing Process.” This presentation is designed to introduce your students to the steps that constitute the writing process, including strategies for brainstorming, drafting, revising, and proofreading. The fifteen slides presented here are designed to aid the facilitator in an interactive presentation of the elements of the writing process. This presentation is ideal for the beginning of a composition course and the assignment of a writing project. This presentation may be supplemented by OWL handouts, including “Starting to Write” (http://owl.english.purdue.edu/handouts/general/gl_plan2.html), “Planning (Invention)” (http://owl.english.purdue.edu/handouts/general/gl_plan1.html), “Developing an Outline” (http://owl.english.purdue.edu/handouts/general/gl_outlin.html), and “Higher Order Concerns and Later Order Concerns (HOCs and LOCs)” (http://owl.english.purdue.edu/handouts/general/gl_hocloc.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000. lieur Kimia A. Setiabudi, Prodi Kimia UPI

Workshop Penulisan Karya Ilmiah Kimia dan Pendidikan Kimia Jadwal Kegiatan Kamis 03 Agustus 2006 Waktu Materi Keterangan 08.00 s.d 08.20 Pengantar Kegiatan Dr. Agus Setiabudi 08.20 s.d 09.20 Kaidah Bahasa dalam Penulisan Karya Ilmiah Drs. Nurul Hana, M.Pd 09.20 s.d 09.40 Istirahat 09.40 s.d 10.40 Format dan Gaya penulisan karya ilmiah bidang pendidikan Kimia Ruang A Dr.Asep Kadarohman, M.Si Format dan Gaya penulisan karya ilmiah bidang Kimia Ruang B Dr. Agus Setiabudi, Rationale: Welcome to “Finding Your Focus: The Writing Process.” This presentation is designed to introduce your students to the steps that constitute the writing process, including strategies for brainstorming, drafting, revising, and proofreading. The fifteen slides presented here are designed to aid the facilitator in an interactive presentation of the elements of the writing process. This presentation is ideal for the beginning of a composition course and the assignment of a writing project. This presentation may be supplemented by OWL handouts, including “Starting to Write” (http://owl.english.purdue.edu/handouts/general/gl_plan2.html), “Planning (Invention)” (http://owl.english.purdue.edu/handouts/general/gl_plan1.html), “Developing an Outline” (http://owl.english.purdue.edu/handouts/general/gl_outlin.html), and “Higher Order Concerns and Later Order Concerns (HOCs and LOCs)” (http://owl.english.purdue.edu/handouts/general/gl_hocloc.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000. 03 s.d 10 Agustus 2006 Take home assigment: Pembuatan draft karya tulis (satu Bab Skripsi yang di anggap paling siap) A. Setiabudi, Prodi Kimia UPI

Workshop Penulisan Karya Ilmiah Kimia dan Pendidikan Kimia 10 Agustus 2005 Waktu Materi Keterangan 08.00 s.d 10.00 Presentasi dan diskusi draft Kelas A: Drs. Harry Firman, M.Pd Kelas B: Dr. Agus Setiabudi Rationale: Welcome to “Finding Your Focus: The Writing Process.” This presentation is designed to introduce your students to the steps that constitute the writing process, including strategies for brainstorming, drafting, revising, and proofreading. The fifteen slides presented here are designed to aid the facilitator in an interactive presentation of the elements of the writing process. This presentation is ideal for the beginning of a composition course and the assignment of a writing project. This presentation may be supplemented by OWL handouts, including “Starting to Write” (http://owl.english.purdue.edu/handouts/general/gl_plan2.html), “Planning (Invention)” (http://owl.english.purdue.edu/handouts/general/gl_plan1.html), “Developing an Outline” (http://owl.english.purdue.edu/handouts/general/gl_outlin.html), and “Higher Order Concerns and Later Order Concerns (HOCs and LOCs)” (http://owl.english.purdue.edu/handouts/general/gl_hocloc.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000. Ketentuan Peserta Berkomitmen untuk mengikuti seluruh kegiatan yang dijadwalkan Wajib membaca bahan workshop sebelum pelaksanaan kegiatan A. Setiabudi, Prodi Kimia UPI

Format dan Gaya Penulisan Laporan dan Artikel Penelitian Bidang Kimia Rationale: Welcome to “Finding Your Focus: The Writing Process.” This presentation is designed to introduce your students to the steps that constitute the writing process, including strategies for brainstorming, drafting, revising, and proofreading. The fifteen slides presented here are designed to aid the facilitator in an interactive presentation of the elements of the writing process. This presentation is ideal for the beginning of a composition course and the assignment of a writing project. This presentation may be supplemented by OWL handouts, including “Starting to Write” (http://owl.english.purdue.edu/handouts/general/gl_plan2.html), “Planning (Invention)” (http://owl.english.purdue.edu/handouts/general/gl_plan1.html), “Developing an Outline” (http://owl.english.purdue.edu/handouts/general/gl_outlin.html), and “Higher Order Concerns and Later Order Concerns (HOCs and LOCs)” (http://owl.english.purdue.edu/handouts/general/gl_hocloc.html). Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jennifer Liethen Kunka Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka Developed with resources courtesy of the Purdue University Writing Lab Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University © Copyright Purdue University, 2000. A. Setiabudi, Prodi Kimia UPI

Publikasi Hasil Penelitian Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper. A. Setiabudi, Prodi Kimia UPI

Publikasi Hasil Penelitian Publications Journal Papers (published) A. Setiabudi, N.K. Allart, M. Makkee, and J. A. Moulijn, On the physical contact of soot and molten catalyst, Microscope study of soot-Cs2SO4.V2O5 system, Applied Catalysis B, 60 (2005) 241-251 A. Setiabudi, J. Chen, M. Makkee, and J. A. Moulijn, CeO2 catalysed NOx-assisted soot oxidation, the role of surface species, Applied Catalysis B; Environment 51 (2004) 9-19 A. Setiabudi, G, Mul, M. Makkee and J. A. Moulijn, The role of NO2 and O2 in the accelerated diesel soot combustion, Applied Catalysis B; Environment, 50 (2004) 185-194 A. Setiabudi, M. Makkee and J. A. Moulijn, An optimal usage of NOx in a combined Pt/ceramic foam and wall-flow monolith for an effective NOx-assisted soot oxidation, Topics in Catalysis, 30/31 (2004) 305-308 A. Setiabudi, M. Makkee and J. A. Moulijn, An Optimal usage of NOx-assisted abatement of diesel soot in an advanced catalytic filter design, Applied Catalysis B: Environment 42, 2003, 35-45 A. Setiabudi, M. Makkee and J. A. Moulijn, An optimal usage of NOx in a combined Pt/ceramic foam and wall-flow monolith for an effective NOx-assisted soot oxidation, Society of Automotive Engineering (SAE) paper, 2003-01-01379 A. Setiabudi, B.A.A.L van Setten, M. Makkee, and J.A.Moulijn, in: The Influence of NOx on soot oxidation rate; Pt vs Molten salt, Applied Catalysis B: Environment, 2002, 35, 159-166. Book (Contributor Author) Suresh T. Gulati , M. Makkee, and A. Setiabudi, Ceramic Catalysts, Support and Filters for Diesel Exhaust Aftertreatment, in Structured Catalyst and Reactors: 2nd Ed and Expanded, edited by A. Cybulski and J. A Moulijn, CRC, 2006. Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper. A. Setiabudi, Prodi Kimia UPI

Publikasi Hasil Penelitian Conferences A. Setiabudi, Ois Pandi, Nahadi, Bambang Soegijono, dan Achmad Hanafi S, Preparasi dan Karakterisasi Material Konduktor Ionik Komponen Sensor Gas NOx, Seminar Nasional Keramik IV, Bandung, 3 Oktober 2005 A. Setiabudi, Achmad Hanafi S, Wuryaningsih S.R., Non-noble metal catalyst for the oxidation diesel particulate, First Symposium of Indonesian Catalyst Society, Seminar Nasional Fundamental dan Aplikasi Teknik Kimia, Poster presentation, Jakarta, Indonesian Institute of Science A. Setiabudi, Achmad Hanafi S, Wuryaningsih S.R., Blasius H, Non-noble metal catalyst for the oxidation diesel particulate, National Seminar on Fundamental dan Aplication of Chemical Engineering, oral presentation, ITS Surabaya, 6,7 Desember 2004 A. Setiabudi, M. Makkee *), and J. A. Moulijn, 6th International Congress on Catalysis and Automotive Pollution, Poster presentation, October 22-24 2003, Brussel Belgium. *) presenter A. Setiabudi, M. Makkee and J. A. Moulijn, SAE World Congress 2003, March 2003, Detroit, USA A. Setiabudi, M. Makkee and J. A. Moulijn , Netherlands Catalysis and Chemistry Conference 4 2003, Noordwijkhouter, The Netherlands A. Setiabudi, M. Makkee and J. A. Moulijn, Regional Symposium on Chemical Engineering, Ocktober 2001, Bandung Indonesia Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper. A. Setiabudi, Prodi Kimia UPI

Publikasi Hasil Penelitian Menuntaskan kegiatan penelitian baik berupa eksperimen laboratorium atau modeling Bukti telah melakukan kegiatan penelitian Rujukan untuk mengukur kualitas penelitian Rationale: When students spend time thinking about the writing process, they will be able to plan their writing strategies more effectively. Activity: The facilitator may ask students about their own writing processes and invite them to share with the group. While students may follow a “process” for writing, they may not be able to identify all of the steps they go through to write a paper. A. Setiabudi, Prodi Kimia UPI

Jenis Publikasi Hasil Penelitian Laporan Penelitian: Skripsi, Thesis, dan Desertasi, Laporan Hasil Penelitian Artikel Hasil Penelitian Makalah Seminar A. Setiabudi, Prodi Kimia UPI

Format dan Gaya Publikasi Ilmiah Format Publikasi Ilmiah Rationale: Though students engage in a writing process, they may not be conscious of the steps it entails. Some students who have trouble organizing their thoughts struggle because they do not follow a consistent writing process or they skip steps within the process. This slide presents some important reasons to identify the steps in the writing process. By thinking about the writing process, students may be able to make the process more effective and efficient for themselves. Activity: The facilitator may choose to invite participation by asking students why they need a writing process. Each reason is activated with a mouse click. A. Setiabudi, Prodi Kimia UPI

Penulisan Judul Fungsi: Menarik pembaca Memberikan gambaran tentang isi laporan/artikel penelitian Memudahkan pengelompokan ke dalam data base Tips menulis judul: Singkat (10-15 kata) tetapi tetap informatif dan memenuhi kaidah gramatikal Sertakan kata-kata yang merupakan kata kunci penelitian Hindari (sedapat mungkin) jargon, simbol, rumus dan singkatan Usahakan untuk tidak menyebutkan nama/merk perusahaan, zat kimia, obat, dan instrumen Dibuat setelah naskah selesai ditullis Rationale: This slide previews the six steps of the writing process. Each element forms a part of a successful writing experience. Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive--it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work. A. Setiabudi, Prodi Kimia UPI

Penulisan Judul A. Setiabudi, Prodi Kimia UPI Judul Kritik Peningkatan oksigen pada minyak terpentin menggunakan oksigen, kalium permanganat dan Asam perasetat Sintesis Adsorben Histidin-bentonit dan Uji Adsorpsinya terhadap Pestisida Dalam Air minum Pemanfaatan Limbah Katalis Proses Pengolahan Minyak Bumi (Studi Pendahuluan Recovery logam Aktif dan Uji Aktivitas Hasil Regenerasi) Rationale: This slide previews the six steps of the writing process. Each element forms a part of a successful writing experience. Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive--it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work. A. Setiabudi, Prodi Kimia UPI

Pengarang dan Afiliasi Kode etik: menuliskan identitas semua orang yang terlibat dalam pekerjaan penelitian. walaupun hanya satu orang saja yang menuliskan naskah Afiliasi adalah institusi atau beberapa institusi tempat pekerjaan penelitian dilakukan atau tempat. Jika terdapat beberapa pengarang dari berbagai institusi gunakan pengkodean dengan superscript atau asterik (lihat contoh). Salah seorang dari penulis naskah harus menjadi ‘correspondimg author’ untuk berkorepondensi. Key Concept: The first step in the writing process is invention--developing a topic. Students often make the mistake of latching onto the first idea that comes their way. However, by doing some invention exercises, students can give themselves some options for their writing assignments and allow themselves to consider the ideas that are the most manageable, appropriate to the assignment, and, above all, interesting to the writer. If the writer is bored with the topic, it will show through in the final product. A. Setiabudi, Prodi Kimia UPI

Pengarang dan Afiliasi Petunjuk dalam menuliskan nama dan afiliasi Beberapa jurnal internasional mansyaratkan pengarang menulis nama depan, inisial (kalau ada) dan nama belakang. Misalnya John R Smith, Barry A.A.L. Van Setten, Tamara Blezinski, Agus Setiabudi. Jangan menuliskan gelar, agama dan titel profesional lainnya Key Concept: The first step in the writing process is invention--developing a topic. Students often make the mistake of latching onto the first idea that comes their way. However, by doing some invention exercises, students can give themselves some options for their writing assignments and allow themselves to consider the ideas that are the most manageable, appropriate to the assignment, and, above all, interesting to the writer. If the writer is bored with the topic, it will show through in the final product. A. Setiabudi, Prodi Kimia UPI

Pengarang dan Afiliasi Kotak 1 Preparasi dan Karakterisasi Material Konduktor Ionik Komponen Sensor Gas Nox Agus Setiabudi1, Nahadi1, Ois Pandi1, Bambang Soegijono2, dan Achmad Hanafi S2 1Program Studi Kimia Universitas Pendidikan Indonesia Jl. Dr. Setiabudhi 229 Bandung 40154 Tlp./Fax: 022 2000579 Email: agus_setiabudi@upi.edu 2Program Pasca Sarjana Ilmu Material FMIPA-Universitas Indonesia Jl. Salemba Raya No. 4, Jakarta 10430 Email: bambang@fisika.ui.ac.id Key Concept: The first step in the writing process is invention--developing a topic. Students often make the mistake of latching onto the first idea that comes their way. However, by doing some invention exercises, students can give themselves some options for their writing assignments and allow themselves to consider the ideas that are the most manageable, appropriate to the assignment, and, above all, interesting to the writer. If the writer is bored with the topic, it will show through in the final product. A. Setiabudi, Prodi Kimia UPI

Abstrak Fungsi Memudahkan pembaca menangkap ‘hakekat’ dan ruang lingkup laporan atau artikel penelitian. Membantu editor untuk mengidentifikasi fitur dan kata kuncinya. Ditulis setelah isi laporan atau artikel penelitian telah selesai dibuat. Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing. This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list. A. Setiabudi, Prodi Kimia UPI

Abstrak Komponen abstrak laporan/artikel hasil penelitian: Pernyataan singkat masalah dan tujuan penelitian, Gambaran eksperimen atau teori yang digunakan Rangkuman hasil yang diperoleh Indikasi tentang kesimpulan utama penelitiannya Definisi singkatan yang pertama kali digunakan dalam abstrak, dan ini harus diulang pada teks Harus dihindari dalam abstrak !!!: Menuliskan/merujuk tabel, gambar atau bagian tertentu dalam abstrak Menuliskan persamaan, skema atau struktur yang memerlukan baris khusus pada abstrak Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing. This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list. A. Setiabudi, Prodi Kimia UPI

Abstrak A. Setiabudi, Prodi Kimia UPI Kotak 2 Abstrak Organo-bentonit merupakan salah satu adsorben yang banyak dikembangkan untuk mengatasi masalah pencemaran lingkungan perairan oleh poluan-polutan organik. Penelitian ini mengkaji mengenai sintesis organo-bentonit yaitu histidin-bentonit dan uji adsorpsinya terhadap pestisida dalam air minum. Hasil penelitian menunjukkan bahwa kondisi optimum sintesis histidin-bentonit dapat diperoleh pada kondisi pH 4, waktu kontak 4 jam, kecepatan pengadukan 180 rpm dan komposisi bentonit terhadap histidin yang digunakan adalah 20:1. Uji adsorpsi histidin-bentonit dilakukan terhadap insektisida karbamat yaitu karbaril dan insektisida organofospat yaitu diazinon yang banyak digunakan oleh para petani di Indonesia. Histidin-bentonit mampu mengadsorpsi karbaril 10 ppm sebesar 76,87 % sedangkan diazinon 12 ppm dapat teradsorpsi sebesar 95,11 % untuk 0,5 gram histidin-bentonit/ 10 mL larutan. Pada kondisi yang sama, kalsium-bentonit hanya mampu mengadsorpsi karbaril sebesar 23,80 % dan diazinon sebesar 38,51 %. Hal ini menunjukkan bahwa histidin-bentonit memiliki kinerja yang jauh lebih baik sebagai adsorben insektisida karbaril dan diazinon dibandingkan dengan kalsium-bentonit. Kata kunci: adsorpsi, bentonit, diazinon, histidin, karbaril, organo-bentonit, pestisida, Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing. This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list. A. Setiabudi, Prodi Kimia UPI

5. Structuring Papers Abstract Components Name of the Problem Solved Data Domain Solution What is new NO CITATIONS A. Setiabudi, Prodi Kimia UPI

Pendahuluan Fungsi Pendahuluan: untuk memberikan informasi tentang latar belakang kenapa penelitian yang dilaporkan penting untuk dilakukan kajian atas hasil penelitian yang telah dilakukan sebelumnya oleh peneliti terdahulu pada bidang atau topik yang sama atau relevan (diuraikan secara singkat tapi terarah) masalah yang belum terselesaikan oleh peneliti terdahulu dan dipecahkan (telah dicoba dipecahkan) pada penelitian yang dilakukan tujuan penelitian yang dilakukan, gambaran umum metode, serta deskripsi singkat hasil yang didapat. Pada laporan penelitian seperti skripsi, item-item tersebut biasanya dituangkan sebagai sub-sub bab pendahuluan secara terpisah Key Concept: Once students decide on a topic, their next step is to collect information. Activity: The facilitator may ask students where they might go to collect research. Answers will likely include such things as books, magazines, and the Internet. Examples: The facilitator might suggest other forms of research, including indexes for periodicals, newspapers, and academic journals (these can be located through the index link on ThorPlus). In particular, the INSPIRE database and the Academic FullText Search Elite database will provide students with a number of printable periodical sources. Interviews can also be useful, whether by phone, through e-mail, or in person. Often, web authors can be contacted through e-mail links on their web pages and may agree to be interviewed through e-mail. Activity: If students are engaged in a particular research assignment, the facilitator may choose to offer guidance on the best places to locate research for the project. For more information on collection strategies, see the presentation titled “Research and the Internet,” located on this CD-ROM. Ke contoh pendahuluan A. Setiabudi, Prodi Kimia UPI

5. Structuring Papers Introduction Some paragraph with the set of goals of your work Goal: establish main message of paper 1 page for paper 2/3 page for Report A. Setiabudi, Prodi Kimia UPI

Tinjauan Pustaka Biasanya hanya ada pada laporan penelitian seperti skripsi, thesis, dan desertasi. Pada artikel penelitian; terintegrasi pada pendahuluan dan pembahasan. Beberapa perguruan tinggi telah memperbolehkan penempatan tinjauan pustaka yang terintegrasi pada pendahuluan dan pembahasan dalam skripsi atau thesis Literatur yang dirujuk pada pendahuluan berfungsi sebagai: overviu atas perkembangan penelitian, overviu atas pekerjaan serupa yang telah dilakukan orang lain, justifikasi mengenai pentingnya melakukan penelitan menjelaskan dan memperkuat alasan pemilihan metode experimen yang digunakan Sedangkan literatur yang dirujuk pada pembahasan berfungsi sebagai: pembanding atas hasil yang diperoleh menjelaskan beberapa fenomena/hasil yang ditemukan Key Concepts: After writers collect information pertaining to their topics, a useful next step is to organize it--decide where to place information in the argument, as well as which information to omit. One easy way to do this is outlining. Argumentative and narrative papers generally have three main sections. The introduction is used to grab the readers’ attention and introduce the main idea or claim, often in the form of a thesis statement. The body consists of several supporting paragraphs that help to elaborate upon the main claim. Finally, the conclusion serves to wrap up the argument and reemphasize the writer’s main ideas. After gathering information in the collection stage, the writer should think about where each piece of information belongs in the course of an argument. By taking time to organize and plan the paper, writers save time and frustration in the drafting stage; they find that they can follow the pattern they have established for themselves in their outlines. A. Setiabudi, Prodi Kimia UPI

Metode Penelitian Menguraikan urutan dan teknik percobaan yang dilakukan. Rujukan bagi orang lain dalam membandingkan hasil yang diperoleh. Seringkali pembaca hanya akan merujuk bagian experiment dan metode penelitian jika menemukan hasil yang menarik atau ganjil. Mencakup informasi-informasi sebagai berikut: Material (bahan) yang digunakan (nyatakan pula kemurnian bahan serta nama senyawa kimia yang digunakan) Alat-alat (khusus) yang digunakan Uraian metode dan teknik experiment yang diterapkan. Untuk jenis penelitian dengan topik pemodelan atau simulasi maka metode pemodelan, simulasi dan teknik numerik (jika digunakan) harus diuraikan pada bagian ini. Key Concept: Brainstorming is a method for coming up with ideas for a project. The key to brainstorming is to write down everything that pops into your head--the idea you are the least certain about may be the one you use for your paper! Brainstorming is a way writers can provide themselves with topic options. One brainstorming technique is called listing. This strategy involves a simple list of every idea that pops into the writer’s mind. From this list, writers might choose to narrow down their topics or branch into a related topic. The important thing is that all of these ideas are down on paper so they won’t be forgotten and potentially useful ideas are not lost in the process. Activity: To involve students, the facilitator might ask students the definitions of “brainstorming” and “listing.” Ask students about the writing situations in which they have found listing to be a useful technique. These experiences may inspire other students to give it a try. Click the mouse after “Listing:” to reveal the brainstormed list. A. Setiabudi, Prodi Kimia UPI

Hasil penelitian Menampilkan data yang diperoleh pada percobaan yang telah dilakukan. Pada kebanyakan kasus urutan hasil harus diuraikan sejalan dengan urutan eksperimen yang dilakukan. Hanya data yang relevan dan mendukung untuk penarikan kesimpulan yang ditampilkan. Untuk memperjelas dan merangkum informasi dapat digunakan persamaan, gambar/grafik, dan tabel. A. Setiabudi, Prodi Kimia UPI

Hasil penelitian Tabel Tabel digunakan jika data tidak bisa ditampilkan secara jelas dalam bentuk narasi. Data pada tabel harus menjadi pelengkap tetapi tidak menduplikasi informasi yang sudah tertuang pada teks atau grafik. Atau terdapat hubungan yang bisa dibaca secara jelas dalam bentuk tabel Komponen Tabel: Judul Tabel Judul Kolom Isi Kolom: Kata-kata dibuat dengan rata kiri Angka dengan rata kanan Usahakan tidak menuliskan idem A. Setiabudi, Prodi Kimia UPI

Hasil penelitian Gambar Gambar dalam publikasi ilmiah dapat berupa ilustrasi, foto, grafik, atau struktur kimia Faktor yang harus diperhatikan dalam membuat grafik: Panjang, lebar, luas, jenis, simbol, dan garis harus dibuat proporsional Buat ilustrasi dengan jelas dan sederhana; kata-kata yang seminimum mungkin Hindari penggunaan ‘warna gray’ Jika satu grafik terdiri dari beberapa kurva, Setiap kurva harus memiliki identitas (legend) Sumbu sumbu harus diberi label beserta satuan pengukurannya A. Setiabudi, Prodi Kimia UPI

Hasil penelitian Duplikasi tabel dan grafik A. Setiabudi, Prodi Kimia UPI

Hasil penelitian Tabel dan Gambar (Grafik) Setiap tabel dan gambar harus dirujuk dalam narasi Teknik merujuk tabel atau gambar Jangan Menuliskan: Pola difraksi sinar-x material konduktor ionik hasil preparasi ditunjukkan pada gambar berikut (di atas, samping dsb.): Tulisakan dengan cara ini: Pola difraksi sinar-x material konduktor ionik hasil preparasi ditunjukkan pada Gambar 4.2. Gambar 4.2 menampilkan Pola difraksi sinar-x material konduktor ionik hasil preparasi. A. Setiabudi, Prodi Kimia UPI

Graphing Graphs are a useful tool in science. The visual characteristics of a graph make trends in data easy to see. One of the most valuable uses for graphs is to "predict" data that is not measured on the graph. A. Setiabudi, Prodi Kimia UPI

Graphing Steps Identify the Variables Determine the range Determine the scale Number and label each axis Plot the points Draw the graph Give your graph a title A. Setiabudi, Prodi Kimia UPI

Identify the Variables Independent Variable - (the thing you changed) Goes on the X axis (horizontal) Should be on the left side of a data table. Dependent Variable - (changes with the independent variable) Goes on the Y axis (vertical) Should be on the right side of a data table. A. Setiabudi, Prodi Kimia UPI

Range Subtract the lowest data value from the highest data value. Do each variable separately. A. Setiabudi, Prodi Kimia UPI

Scale Determine a scale, (the numerical value for each square), that best fits the range of each variable. Spread the graph to use MOST of the available space. A. Setiabudi, Prodi Kimia UPI

Label Axis's You need to tell everyone reading your graph what the graph means. Be sure to include units. A. Setiabudi, Prodi Kimia UPI

Plotting Plot each data value on the graph with a dot. You can put the data number by the dot, if it does not clutter your graph. A. Setiabudi, Prodi Kimia UPI

Drawing Draw a curve or a line that best fits the data points. Most graphs of experimental data are not drawn as "connect-the- dots". A. Setiabudi, Prodi Kimia UPI

Title Your title should clearly tell what the graph is about. If your graph has more than one set of data, provide a "key" to identify the different lines While your high school teachers might not like it, I do like putting your name in the title of the graph. Rachel and Max’s Sunspot Graph A. Setiabudi, Prodi Kimia UPI

Interpolation Interpolate: predicting data between two measured points on the graph. A. Setiabudi, Prodi Kimia UPI

Extrapolation Extrapolate: extending the graph, along the same slope, above or below measured data. A. Setiabudi, Prodi Kimia UPI

Operational Definition A very clear and very precise explanation of the items being measured. A method to ensure that anyone making the measurement will get the same answer. Basically you are deciding how each variable is being measured. A. Setiabudi, Prodi Kimia UPI

How will we measure? In the Bouncing Ball Lab we are measuring how high the ball bounces when dropped. But where do we measure to? The bottom. Top, or middle of the ball? It makes a difference. A. Setiabudi, Prodi Kimia UPI

Our Definition We will all measure from the floor to the bottom of the ball. This way we will get consistent results. A. Setiabudi, Prodi Kimia UPI

Pembahasan Tujuan: Menginterpretasi dan membandingkan hasil penelitian yang diperoleh. Tips menulis pembahasan: Dalam menulisakan pembahasan harus bersifat objectif, tunjukkan fitur dan keterbatasan pekerjaan yang dilaporkan Hubungkan hasil yang diperoleh dengan pengetahuan terkini dan dengan tujuan awal penelitian. Nyatakan apakah masalah yang seharusnya dipecahkan telah terjawab, Nyatakan pula bentuk sumbangan pengetahuan baru yang diberikan. Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits. A. Setiabudi, Prodi Kimia UPI

Pembahasan Tujuan: Menginterpretasi dan membandingkan hasil penelitian yang diperoleh. Tips menulis pembahasan: Dalam menulisakan pembahasan harus bersifat objectif, tunjukkan fitur dan keterbatasan pekerjaan yang dilaporkan Hubungkan hasil yang diperoleh dengan pengetahuan terkini dan dengan tujuan awal penelitian. Nyatakan apakah masalah yang seharusnya dipecahkan telah terjawab, Nyatakan pula bentuk sumbangan pengetahuan baru yang diberikan. Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits. A. Setiabudi, Prodi Kimia UPI

Kesimpulan dan Saran KESIMPULAN Penulisan kesimpulan bertujuan untuk menyatukan interpretasi dan pembahasan hasil ke dalam konteks permasalahan penelitian. Berisi jawaban atas masalah penelitian yang dituangkan dalam bagian pendahuluan. Harus dibuat berdasarkan fakta-fakta yang ditemukan. Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits. A. Setiabudi, Prodi Kimia UPI

Kesimpulan dan Saran SARAN/REKOMENDASI Berisi perspektif penulis atas hasil yang diperoleh untuk ditindak lanjuti pada peneltian berikutnya. Rekomendasi juga dapat berisi ‘judgement’ penulis tentang prospek aplikasi hasil penelitian. Rationale: Many students struggle with drafting because they make it the second component of their writing process--right after coming up with a topic-- instead of the fourth, after collecting and organizing. Students also struggle because they do not give themselves enough time to complete the drafting process. Key Concepts: With a little bit of pre-planning and organization, the drafting stage can be both a rewarding and efficient experience. First of all, students can avoid the dreaded procrastination by beginning their projects early. A comfortable place to write--whether with a keyboard or a pencil--also aids concentration. Avoiding distractions, such as television, noisy friends, or computer solitaire, will keep writers focused on their projects. Finally, writers should take breaks, preferably leaving off at a place where they know what comes next. This will make it easier to pick up again after the break. Sometimes completing a draft and coming back to it the next day helps students to look at their work with a fresh pair of eyes and a rejuvenated attitude. Writers should not feel compelled to write chronologically. Sometimes the conclusion can be an easier place to begin than with the thesis statement. With each writing assignment, students will be able to find a personal system that works best for them. Activity: The facilitator may ask students to share tips that they have learned about their own successful drafting habits. A. Setiabudi, Prodi Kimia UPI

Appendixes and Footnotes Material not necessary in order to understand the paper but useful: references proof code … A. Setiabudi, Prodi Kimia UPI

7. The Process Paper Publishing Orange Arrows:= something is wrong 2.2 Analysis of Readers Feedback from Peer Review 2.3 Defining Goals 2.4.1 Structuring Papers: Coarse Grained Feedback from Friends 2.4.2 Structuring Papers: Fine Grained Paper Finished A. Setiabudi, Prodi Kimia UPI