Jurnal Pendidikan dan Pembelajaran Kimia
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APPLICATION OF KVISOFT MAKER-BASED FLIPBOOK PROBLEM BASED LEARNING (PBL) MODEL BASED ON KINEMASTER TO IMPROVE CAPABILITIES HOTS LITERACY FOR GRADE XI STUDENTS OF SMA NEGERI 1 PERCUT SEI MASTER MATTER REACTION RATE
Full text linkThere several problems in efforts to improve students' literacy host skills caused by the inaccuracy of learning models and media used for abstract chemical material, so it is necessary to use appropriate learning models and media. This study aims to determine the significant differences between students host literacy skills after using the problem based learning (PBL) model with kinemaster flipbook media and to find out which aspects of mastery develop throught the problem based learning PBL model with kinemaster based media. Research design using one group pretest posttest sample selection is done by random sampling technique. The sample stuied was high svhool students in class 12 Sains 4 as many as 32 students. The instruments used were multiple choice test and interviews. The relust this study showed that there were 26 valid question with a reliability 0,734. The normality test found that the data were normally distributed. Data analysis showed that the N-Gain value met the high criteria, namely 0,7186 (71,86%). Hypothesis testing obtained tvalue = 2,232 with ttabel = 1,697 thus t count > than t table so that the research hypothesis is accepted. This means that there a significant difference between the ability of students to host literacy after using the problem based learning (PBL) model with kvisoft flipbook media kinemaster based maker. The host literacy of student literacy that developed the most in this study through the problem based learning (PBL) model with kvisoft maker based flipbook media was C4 reasoning with a presentation of 71,96%.Keywords: Media Flipbook Kvisoft Maker, Kinemaster, PBL, HOTs LiteracyDOI: 10.23960/jppk.v13.i1.2024.1
The Influence Of The Discovery Learning Model Assisted With Power Point Media On Students' Activities And Learning Outcomes On The Subject Of Colloids
Full text linkThe Influence Of The Discovery Learning Model Assisted With Power Point Media On Students' Activities And Learning Outcomes On The Subject Of Colloids. This research aims to determine the influence of learning outcomes and student activities. The population and sample in this study were two classes of class XI high school students in the city of Medan, namely class XI4 as the experimental class and XI1 as the control class. The data taken in this research are test instruments in objective form and scores on student learning activity observation sheets. The research results show that there is a difference between the experimental class taught using the Discovery Learning model assisted by Power Point media compared to the control class which only uses conventional methods. This can be proven from the posttest average score for experimental class learning outcomes which is higher than the control class. Likewise, the learning activity of the experimental class was higher than that of the control class. From the results of the posttest hypothesis test using the t-test, it was found that tcount>ttable = 5,457 > 2.04. The results of students' learning activities in the experimental class obtained an average of 75.3 and the control class 52.7. It can be concluded that there is an influence of the Discovery Learning learning model assisted by Power Point media on students' activities and learning outcomes on the subject of colloids.Keywords: Learning Outcomes, Activities, Discovery Learning, Power PointDOI: 10.23960/jppk.v13i2.2971
Development of Interactive LKPD Based on Augmented Reality Media on Chemical Equilibrium Material
Full text linkThe development of technology in the world of education is a demand for the curriculum, so currently technology is developing, namely Augmented Reality, which allows its use to interact in a real way with the system. The application of Augmented Reality can be a solution to educational problems that require the application of science and technology in every subject, especially chemistry in chemical equilibrium material. Augmented Reality-based LKPD was developed based on validation results, teacher and student responses. The development method used is the research and development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The data collection techniques used were teacher interviews, analysis of student needs, media and material validation sheets and student response questionnaires. Based on validation carried out on interactive LKPD based on Augmented Reality on chemical equilibrium material, the level of validation by media expert validators was 95% with the criteria "very feasible". And a response test was carried out on students, obtaining a percentage of 76% with the "interesting" criteria. So it can be concluded that overall the interactive LKPD product based on augmented reality media on chemical equilibrium material that has been developed is interesting for students to study for use in the learning process, especially on chemical equilibrium material.Keywords: LKPD, Augmented Reality, Chemical EquilibriumDOI: 10.23960/jppk.v13i3.3218
Differences in Learning Outcomes and Critical Thinking Ability of Students Taught Using Learning Video Media and PowerPoint with Problem Based Learning Model on Reaction Rate Material
Full text linkDifferences in Learning Outcomes and Critical Thinking Ability of Students Taught Using Learning Video Media and PowerPoint with Problem Based Learning Model on Reaction Rate Material. This study aims to determine the differences in learning outcomes and critical thinking Ability of students as well as the correlation between critical thinking Ability and learning outcomes of students taught using learning video media and powerpoint with problem-based learning models on reaction rate material. This research method is true experiment. The population of this study were all students of class XI IPA SMA Negeri 1 Lubuk Pakam and the sample was class XI J as the first experimental class taught with learning video media and class XI K as the second experimental class taught with powerpoint media taken using random sampling technique. The results showed that there were differences in learning outcomes and critical thinking Ability of students taught using learning video media and PowerPoint with problem-based learning models on reaction rate material. The average learning outcome of experimental class I was 89.67 and experimental class II was 85.33. The critical thinking ability of experimental class I was 77.67 and experimental class II was 69.87. There is a correlation between critical thinking Ability and student learning outcomes taught using learning videos of 0.837 with a very high category and using powerpoint of 0.796 with a high category. Keywords: Problem based Learning, Learning Video, Powepoint, Learning Outcomes, Critical Thinking AbilityDOI: 10.23960/jppk.v13.i1.2024.0
Development Of Interactive Media For A Virtual Laboratory On Chemical Equilibrium Using Articulate Storyline 3
Full text linkThis research aims to develop an interactive media Virtual Laboratory on the topic of chemical equilibrium. This research was conducted at SMA Negeri 1 Galang. This type of research uses the development method (R&D) with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation, but this research is limited to the development stage. This research uses a sample of 28 students in 1 class, 1 chemistry teacher, and 2 expert validators. Data collection in this study was conducted through interviews and questionnaires. The validation results by media experts indicate that this virtual laboratory is valid with an average feasibility percentage of 84.71%, while validation by content experts obtained a percentage of 90%. Teacher responses indicate validity with an average of 95.55%, and student responses provide an average of 96.45%, all of which fall into the "very feasible" category.Keywords: : Virtual Laboratory, Chemical Equilibrium, Articulate Storyline 3, Development, Interactive MediaDOI: 10.23960/jppk.v13.i3.3228
Implementation of Cooperative Learning Model STAD (Student Teams Achievement Division) Type to Improve Student Motivation and Learning Outcames in Stoichiometry Material
Full text linkStoichiometry is often considered challenging by students, as reflected in their low learning outcomes. This study aims to examine the impact of the Cooperative Learning model, specifically the STAD type, on students' motivation and learning outcomes in stoichiometry. The research utilized a quantitative method with a one group pretest-posttest design. Research instruments included a learning outcomes test and a motivation questionnaire. The findings revealed that this learning model significantly enhanced students' motivation and learning outcomes compared to conventional methods. Students in the experimental class demonstrated active participation in group activities and higher motivation, resulting in better academic performance. In conclusion, the implementation of the Cooperative Learning STAD type model effectively improves students' motivation and learning outcomes in stoichiometry.Keywords: Cooperative Learning, Implementation, Learning Motivation, Learning Outcames, StoichiometryDOI: 10.23960/jppk.v13.i3.3239
DEVELOPMENT OF SCIENCE LITERACY-BASED ELECTRONIC LEARNER WORKSHEETS (E-LKPD) WITH THE CONTEXT OF BATIK CLOTH COLORING ON CHEMICAL BONDING MATERIAL
Full text linkPengembangan Lembar Kerja Elektronik Peserta Didik (E-Lkpd) Berbasis Literasi Sains Dalam Konteks Pewarnaan Kain Batik Pada Bahan Ikatan Kimia . Penelitian ini dilatarbelakangi oleh permasalahan pendidikan yang menjadi pertimbangan pemanfaatan teknologi digital dalam pembelajaran. Berbagai inovasi pemanfaatan teknologi dalam pendidikan dikembangkan oleh para pendidik sebagai sarana penting dalam tumbuh kembangnya kegiatan pengajaran. Pembelajaran kimia merupakan materi yang mempelajari konsep-konsep dasar yang bersifat abstrak. Guru sebagai fasilitator diharapkan mampu membantu siswa dalam memahami konsep kimia abstrak dengan mengaitkan materi kimia dengan kehidupan sehari-hari. Salah satu penerapan ilmu kimia dalam kehidupan sehari-hari adalah pewarnaan kain batik yang erat kaitannya dengan pembentukan ikatan kimia pada proses pembuatannya. Banyaknya permasalahan ilmu pengetahuan dan teknologi, literasi sains merupakan keterampilan yang sangat penting dan diperlukan dalam dunia pendidikan saat ini. Hasil wawancara dengan guru kimia SMA Swasta Nurul Iman Tanjung Morawa menyatakan bahwa guru belum pernah mengembangkan e-LKPD berbasis literasi sains dengan konteks pewarnaan kain batik. Penelitian ini bertujuan untuk mengukur hasil validasi ahli e-LKPD, mengkaji respon guru terhadap e-LKPD, dan mengkaji respon siswa terhadap e-LKPD. Jenis penelitian ini menggunakan metode Research and Development (R&D) yaitu model pengembangan 4D. Penelitian ini menggunakan sampel sebanyak 35 siswa dalam 1 kelas, 2 orang guru kimia, dan 4 validator ahli. Metode pengumpulan data yang digunakan adalah (1) wawancara, (2) angket respon guru dan respon siswa, dan (3) validasi ahli. Hasil penelitian menunjukkan bahwa pengembangan e-LKPD berbasis literasi sains konteks pewarnaan kain batik pada materi ikatan kimia layak digunakan dengan hasil validasi ahli materi sebesar 84,1% termasuk dalam kategori sangat layak, dan hasil validasi ahli media sebesar 87,75% termasuk dalam kategori sangat layak. Hasil angket respon guru sebesar 96,8% masuk dalam kategori sangat layak, dan hasil angket respon siswa sebesar 89% masuk dalam kategori sangat layak.Keywords: e-LKPD, Science Literacy, Batik Fabric Coloring, Chemical Bonding, Research and DevelopmentDoi : 10.23960/jppk.v13i2.2945
Analysis and Development of HOTS-Based Reaction Rate Problem Instruments Using the Rasch Model
Full text link The research carried out was research and development to obtain instruments for HOTS-based reaction rates. The development of this item instrument is carried out first by following the steps for preparing HOTS questions which of course also pay attention to the characteristics of the HOTS questions. The next step is to analyze the item items based on the response pattern of the answers given by the students using the Rasch model assisted by the WINSTEPS 3.73 application. In this study the results of student answers were analyzed based on eight (8) types of output tables. Based on the analysis using the Rasch model, the following results are obtained: 1) Results of the Output tables item fit order obtained Outfit values: MNSQ (0.70 – 1.61); ZSTD (-1.3 – 2.0) and Pt Measure Corr (0.29 – 0.64). 2) Summary statistics: Person Reliability (0.74 & 0.76) enough category; Item Reliability (0.71 & 0.73) is sufficient category, and Cronbach Alpha Reliability (0.81) is very good category. The final result is concluded, as many as 1 question out of 20 questions developed (5%) fall into the misfit category.Keywords: Reaction Rate Question Instrument, HOTS, Rasch Model.DOI: 10.23960/jppk.v13.i1.2024.0
Differences in Student Activities and Learning Outcomes with the Application of Problem Based Learning assisted by Real Lab and Virtual Lab Media on Salt Hydrolysis Material
Full text linkAbstract: Differences in Student Activities and Learning Outcomes with the Application of Problem Based Learning assisted by Real Lab and Virtual Lab Media on Salt Hydrolysis Material. This research aims to determine the differences in student activities and learning outcomes through the application of problem based learning using real and virtual laboratory media laboratory on salt hydrolysis in SMAN 17 Medan. The sample consisted of two classes, namely class XI IPA 2, totaling 32 people as experimental class I and class XI IPA 5, totaling 32 people as experimental class II Random Sampling is specified. Data is collected using test instruments such as achievement tests and non-test instruments, namely student activity observation sheets. Research data uses statistical analysis of the t test (Independent Sample Test). The prerequisite tests are normality and homogeneity tests. The average value of student learning outcomes based on real laboratories is 87.19 and student learning outcomes using virtual laboratories is 81.09. The average value of student learning activities using real lab and virtual lab media is 84.28 and 78.50 respectively. Based on statistical analysis using the t hypothesis test, the calculated t values for learning outcomes and learning activities were 3.43 and 3.63 respectively. This value is located in the H0 rejection area between -2.042 to 2.042. This result shows that there are differences in student activities and learning outcomes through the application of problem based learning with real laboratory media and virtual media salt hydrolysis subject laboratory at SMAN 17 Medan.Keywords: Learning Outcomes, Student Learning Activities, Differences, Problem Based Learning, Real Laboratory, Virtual Laboratory DOI: 10.23960/jppk.v13i2.2997
Development and Implementation of an Innovative Virtual Laboratory for Acid-Base Titrations to Improve Chemistry Learning Outcomes
Full text linkThe use of virtual laboratories needs to be encouraged to adapt students' daily digital lives. This study aims to provide a virtual laboratory as multimedia for teaching Acid-Base Titration. The research was conducted involving class XI Science students, grouped into experimental class and control class. The research include providing an innovative virtual laboratory for the topic of Acid-Base Titration, and implementing it for chemistry teaching. The virtual laboratory has been packaged on a Web basis for hybrid learning, implemented in experimental classes, through short teaching, explanations on how to use virtual, and giving assignments. The control class was given conventional teaching with assignments. The research results showed virtual laboratories are effective in facilitating students' active learning. Sequential student learning outcomes from assignment results in the experimental class (M=84.80±6.90) were higher than the control class (M=78.24±7.45), posttest scores in the experimental class (M=83.00±4.95) were also higher than control class (M=65.40±7.02), and the two were significantly different (t-test 10.244 > t-Crit. 1.677). Learning chemistry using a virtual laboratory gives the impression of long-remembered learning, and is a good strategy for improving learning outcomes. Virtual laboratories are very interesting and are a new approach to motivate students to learn optimally.Keywords: Virtual Laboratory, Acid-base titration, Learning outcomes, Active learning, Chemistry TeachingDOI: 10.23960/jppk.v13i3.3063