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INTERNATIONAL JOURNAL OF SOCIAL SERVICE AND
RESEARCH
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Elza Rachman Panca Priyanda,
Futri handayani, Oktri Lestari,
Riri Amanda Fitriana, Lila wahyuni
Pharmacy Major, Sekolah Tinggi Ilmu Kesehatan Har-Kausyar,
Indragiri Hulu, Indonesia
Email: [email protected], [email protected],
[email protected], [email protected], [email protected]
Abstract
This study aims to characterize Zno
Nanoparticles� Morphology and Crystal Structure, Respectively to Giving This
Material for Further Learning to Students. The method used in this study: (i) understanding how to synthesize ZnO
nanoparticles using a liquid-phase synthesis (ii) implementation of ZnO nanoparticles to students and analysis their
comprehension using Transcript Based Lesson Analysis (TBLA) on the Learning
Video Recording and Adaptation Learning Transcript. To support this study,
several analyses were done, such as a scanning electron microscope (SEM) and
X-ray diffraction (XRD) to characterize ZnO
nanoparticles� morphology and crystal structure, respectively, prior to giving
this material for further learning to students. Experimental results showed
that the use of ZnO is effective to improve the
student comprehension. Students become more serious in listening during the
learning process. They also have been more curious to study science and
technology.
Keywords: Zinc oxide nanoparticles, Powder technology,
Education, Learning
Received 1
August 2021, Revised 20 August 2021, Accepted 29 August 2021
INTRODUCTION
Efforts to connect science with technology can be
done through techno-science education. Techno-science connects abstract
concepts to be more tangible in the material-cognitive design medium, which
provides students with a concrete view on modelling as a means to produce
scientific knowledge (Z.L. Wang, 2004).
In the context of chemistry, techno-science is called techno-chemistry.
Techno-chemistry refers to activities originating from chemical experiments,
which are fundamentally and based on a certain set of values, transforming the
reality of life (2.
Z. Fan, 2005). Techno-science learning taken in this study is learning
techno-chemistry using zinc oxide nanoparticles material as a model.
Many papers have reported the use of
techno-chemistry in teaching students. For example, implemented zinc oxide (ZnO) nanoparticles for students learning. Excellent results
were obtained, shown by excellent responses from students and teachers. In
short, they implemented ZnO nanoparticles for their
high UV absorption ability (Madathil,
Vanaja, & Jayaraj, 2007).
In our previous study we ha have reported how to
teach science and nanotechnology to students (Haristiani,
Aryanti, Nandiyanto, & Sofiani, 2017), (Nandiyanto
et al., 2018). Here, the purpose of this study was to evaluate the effectiveness of ZnO nanoparticles as learning media for supporting teaching
senior high school students. Different from other reports,.
The main reason for the use of ZnO nanoparticles is
because this type of material can be prepared easily and rapidly from zinc raw
material. This material can be also found in daily life, shown by various ZnO-related products such as sunscreen (M. Hosokawa et al.,
2007) and white light sources (Wilke
et al., 2014).
METHOD
1.
Synthesis
of Zno Nanoparticles
ZnO nanoparticles were synthesized using a liquid-phase synthesis. ZnO nanoparticles were produced by reacting zinc acetate (Zn(CH3COO)2. 2H2O; Sigma Aldrich, US) and sodium hydroxide
(NaOH; Bratachem, Indonesia) in ethanol solution
(99%; Merck, Germany). In short, the synthesis procedure was done into three
steps: (i) diluting reactants, (ii) reaction process,
and (iii) purification.
The first step was done by
dissolving zinc acetate and NaOH separately into ethanol. Zinc acetate was
dissolved at temperature of 60C for 2 hours, whereas NaOH dissolution
was done at 40C for 2 hours.
In the second step, both
reactants (i.e. zinc acetate and NaOH solutions) were
put into borosilicate reactor and mixed for 2 hours. In this study, we varied
the concentrations of zinc acetate (from 0.10 to 0.50 M) and NaOH (from 0.07 to
0.35 M).
In the final step, the mixed
solution was then put into a centrifugation process (11,000 rpm; 5 minutes).
The centrifuged samples were then dried at temperature of 100C in electrical
furnace to remove solvent. The con
To confirm that the ZnO nanoparticles were successfully produced, the samples
were then characterized using a scanning electron microscope (SEM; SU-3500,
Hitachi, Japan; for analyzing particles� size and morphology) and a powder
X-ray diffraction (XRD; Smartlab 3kW, Rigaku, Japan;
for analyzing the crystal structure formed in the sample).
2.
Teaching
ZnO nanoparticles to students
The study was conducted on 20 senior high
school students in Bandung with ages of 16 -17 years old. To teach the concept
on the implementation of ZnO nanoparticles, we
conducted into several steps:
a.
Synthesis of ZnO nanoparticles were demonstrated to students
b.
The implementation of ZnO nanoparticles in teaching and learning was done in 2 x
45 minutes.
c.
The learning process is
recorded with the aim of seeing the dialogue during learning process. Learning
video was encrypted as a transcript using Transcript Based Lesson Analysis
(TBLA).
d.
The TBLA analysis was
characterized in four segments.
e. The analysis of learning transcripts was focused on student dialogue in
learning and classified based on the type of response. This response is
compared as a communicative function for representing the construction of
student knowledge (See Table 1) (Tairab,
2010).
Table 1
Response type classification
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Response Type
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Coding
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Description
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Interrogative
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Q
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Ask for pieces of opinion,
information, advice or clarification
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Responsive
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A
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Answering questions or providing
clarification
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Suggestive
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S
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Give advice relating to the topic of
discussion
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Informative
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I
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Provide information related to the topic
of discussion. Information in the form of theoretical knowledge
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Exemplification
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EX
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Give a concrete / real example
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Elaborative
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EL
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Develop further pieces of
information, suggestions or examples offered previously
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Justificational
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JT
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Justify pieces of information,
suggestions or examples
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Reasoning
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RE
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Give reasons about knowledge
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Evaluating
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EV
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Provide positive feedback on pieces
of information, suggestions and examples offered previously
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Judgmental
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J
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Expressing agreement to pieces of information,
suggestions or examples offered
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Summarizing
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S
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Summarize pieces of information,
suggestions or examples given previously
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RESULTS
AND DISCUSSION
1.
Synthesis and
characterization of zno nanoparticles
Figure 1 shows the SEM analysis
images of ZnO nanoparticles prepared with various concentrations of reactants.
The results showed that various particles� morphologies were obtained.�
When using concentration ratio
of zinc acetate and NaOH of 0.05/0.35 (See Figure 1 (a)), the particles had
spherical shapes with mean sizes of 533 nm. Some particles were agglomerated.
Broad sizes of particles were obtained, which were in the range of xxx to xxx.
When the concentration ratio was 0.10/0.07 (See Figure 1(b)), the spherical
particle sizes were about 399 nm. When the concentration ratio was 0.20/0.14
(See Figure 1(c)), flakes with mean sizes of about 400 nm were obtained. When
using a concentration ratio of 0.50/0.35 (See Figure 1 (d)), the larger flakes
were obtained, in which the mean sizes were about 500 nm. Flakes were
transformed into flower-like flakes.
Fig. 1. SEM images of ZnO nanoparticles prepared with
various concentration ratios of Zn(CH3COO)2 and NaOH: (a) 0.05/0.35; (b)
0.10/0.07; (c) 0.20/0.14; (d) 0.50/0.35.
Figure 2 shows the XRD analysis
results of samples prepared with various concentrations of reactants. The XRD
showed the qualitative and quantitative data from the ZnO nanoparticles. The
crystal structure and crystallinity of ZnO nanoparticles were identified, in
which this has been confirmed by the Join Powder Diffraction System (JCPDS) no
05-0664 (Kanade, Kale, Aiyer, & Das, 2006). The results showed that the sequential standard
peaks at 31.75; 34.44; 36.25; 47.54; 56.55; 62.86; 66.38; 67.91; 69.05; 72,60;
and 76.95 were identified, which were identical to ZnO structure. The
change in the reactant composition was found in the XRD intensity only, but the
crystal structures (XRD patterns) are still for ZnO material.
Fig. 2. X-ray diffraction
patterns of ZnO nanoparticles prepared with various
concentration ratios of zinc acetate and NaOH: (A) 0.05/0.35; (B) 0.10/0.07;
(C) 0.20/0.14; (D) 0.50/0.35.
2.
Analysis of learning ZnO nanoparticles
Figure 3 shows the construction
patterns based on VNOST analysis. In this figure, we divided figures based on 4
segments. In each segment, we used 11 types of response. However, in all
segments, there are only 5 or 6 types of responses. Most of the types of
responses were 2, 4, 6, 8, 10, and 11, corresponding to responsive,
informative, elaborative, reasoning, judgmental, and summarizing, respectively.
Figure 3(a) provides
information that there are five types of responses appeared in segment-1. The
five responses (i.e. 2, 4, 6, 8, and 10) showed that the dialogue between our
study and students related to aspects of the definition of science and
technology more directed towards responsiveness. However, the answers from
students still use the term of repetition from teachers. Indeed, this gives
information that the students have not yet understood correctly.
Figure 3(b) provides
information related to the types of responses that arise in aspects of the
epistemology of science. There are five types of responses: 2, 4, 6, 8, and 10.
Based on the types of responses, it can be interpreted that dialogues between
students and teachers are more dominant in the judgmental type. Judgmental type
provides an illustration that students can express only approval for pieces of
information, suggestions, or examples [11].
Figure 3(c) provides
information related to aspects of internal sociology of science. We found four
types of responses (i.e. 2, 4, 6, and 10). In this segment, informative
response types are more dominant in learning on the topic of ZnO nanoparticles.
Informative type illustrates that students provided information in the form of
knowledge related to the topic under discussion (Tala, 2009).
Figure 3(d) shows information
that the type of response arising in segment 4. There are six responses
appearing: 2, 4, 6, 8, 10, and 11. The appearance of the summarizing type
provides information that students can summarize pieces of information, suggestions,
or examples explained previously (Tala, 2009). This also shows the information given by the
teachers to students are not done directly, but teacher�s guide and help
students to achieve information and build critical perspective (Rubba & Harkness, 1996).
Fig.
3. Student construction patterns: (a) Segmen-1 (0-29s); (b) Segmen-2 (32-53s);
(c) Segmen-3 (61-85s); (a) Segmen-4 (85-93s).
CONCLUSION
This study characterize
Zno Nanoparticles� Morphology and Crystal Structure,
Respectively to Giving This Material for Further Learning to Students. We found
that the use of ZnO is effective to improve the student
comprehension. Students become more serious in listening during the learning
process.
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