Jurnal Pendidikan dan Pembelajaran Kimia
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The Relationship Between Anxiety and Student Organic Chemistry Learning Achievement at SMK AK Nusa Bangsa Bogor
Full text linkAnxiety has many impacts on human life, one of which is the educational aspect. Anxiety during organic chemistry learning is experienced by students. This is caused by several factors, namely emotional, environmental, and assessment factors. The purpose of this study was to determine the relationship between anxiety and students' organic chemistry learning achievement. The research method used is quantitative method and correlational research model. The sample was taken using purposive sampling, namely 104 12th grade students majoring in Analytical Chemistry class of 2022. Anxiety data was collected through a questionnaire that had been validated by expert lecturers, then Organic Chemistry learning achievement data was obtained from the final assessment of the even semester of Organic Chemistry subjects. The correlation technique used is Product Moment. The results of this study indicate that anxiety has a negative correlation of -0.273 and a significant relationship to learning achievement with a significance value of 0.005. Anxiety and learning achievement have a weak correlation.Keywords: Anxiety, Learning Achievement, Organic Chemistry.DOI: 10.23960/jppk.v13.i3.3231
Literature Review: The Effectiveness of the Teams Games Tournament (TGT) Learning Model for Chemistry Subjects on Student Learning Outcomes.
Full text linkAbstract : Since chemistry is one of the more difficult topics, student success in the subject is often poor. Using the cooperative learning model Teams Games Tournament, which combines games and academic competitions to maximize classroom engagement, is one way to enhance student learning results. The goals are to evaluate the benefits of the TGT model in creating student learning outcomes and to investigate the TGT learning model's effectiveness in enhancing learning outcomes. Method: review of the literature. In summary: Numerous inferences may be made in light of the findings of the literature review research, including: (1) There is hope that the Teams Games Tournament (TGT) concept can significantly improve studentKeywords: Cooperative Learning, Teams Games Tournaments, Chemistry. DOI: 10.23960/jppk.v13i2.2984
Development of Chemistry LKPD Based on TPACK Using the Problem Based Learning (PBL) Model on Hydrocarbon Topics
No full textThe purpose of this study to develop TPACK-based LKPD using PBL model to see the extent to which the use of LKPD and practicum can improve student learning outcomes on hydrocarbon materials. The research method used is Research & Development (R & D) with 4D models (define, design, develop and desseminate) with a limited trial. On liveworksheet assisted e-LKPD conducted feasibility validation test and praktiklaitas test by 2 teachers chemistry and 27 learners. The result is an interactive e-LKPD with almost the same characteristics as the printed LKPD, based on everyday phenomena and equipped with video shows. Based on expert validation, the percentage of material aspects, learning, e-LKPD validation, and e-LKPD validation by education practitioners were 97.9%, 100℅, 95% and 81.25%, respectively. The percentage of student response in the field trial was 93.22% with problem solving skills of 86.92%.Keywords: Hydrocarbons, Worksheet Learners, Technological Pedagogical and Content Knowledge, Problem Based Learning Model.DOI: 10.23960/jppk.v13.i3.3214
Differences in Learning Outcomes and Critical Thinking Skills of Students Taught with Discovery Learning Model and Probleam Based Learning Assisted with Powerpoint Media on Acid-Base Material
Full text linkAbstract: Differences in Learning Outcomes and Critical Thinking Skills of Students Taught with Discovery Learning Model and Probleam Based Learning Assisted by Powerpoint Media on Acid-Base Material. This study aims to examine the learning outcomes and critical thinking skills of students instructed in problem-based learning with PowerPoint presentations on acid-base topic versus the discovery learning model. We refer to this type of research as a quasi-experiment. Every pupil in class XI IPA SMA S Markus Medan and samples from classes The study's population consisted of XI IPA 1 and XI IPA 2, who were selected using total sampling. The study's conclusions showed that students' learning outcomes and ways of thinking differed depending on whether they were taught using DL or PBL approaches. In the first experimental class, students' average learning result was 80.00, while the average for individuals in experimental class II was 76.56. The students in the Experiment I class (79.88) and the Experiment II class (76.63) are then shown for their mean critical thinking scores. The correlation test between learning results and critical thinking abilities among students taught using the DL model is 0.667, whereas students taught using the PBL paradigm has a 0.365 correlation test.Keywords: Discovery Learning, PowerPoint, learning outcomes, problem-based learning, and critical thinking skills.DOI: 10.23960/jppk.3002
Development Of A Stem E-Module Based On Project Based Learning On Chemical Equilibrium Material
Full text linkThis research aims to: (1) To determine the validity of the STEM e-module based on Project Based Learning (PjBL) on chemical equilibrium material. (2) To determine students' responses to STEM e-modules based on PjBL on chemical equilibrium material. The research background highlights the challenges of 21st century learning where learning is carried out by utilizing technology and using an independent curriculum where the learning process is student-centered. So the STEM-PjBL e-module is an alternative that students can use in the learning process with flexibility. Science, Technology, Engineering, and Mathematics (STEM) is an alternative learning solution for the 21st century. The development model used is the ADDIE Model which consists of five stages including Analysis, Design, Development, Implementation and Evaluation. The e-module assessment instrument is a validation instrument from material and design experts as well as a student response questionnaire in the form of a Likert scale. The research results show that (1) the validation of the STEM e-module based on PjBL on chemical equilibrium material is "very valid" with an average percentage of 88.30%; (2) students' responses to the application of project-based learning-based STEM e-modules on chemical equilibrium material show that the e-modules developed are categorized as "very practical" with an average percentage of 90.51%.Keywords: E-Module, STEM, Project, Chemical EquilibriumDOI: 10.23960/jppk.v13i3.3221
Development of Student Worksheets (LKPD) Based on Scientific Literacy with Flare Context in Redox Reaction Material at SMAN 1 Tanjung Morawa
Full text linkThis research aims to determine the level of validity, teacher response and student response to student worksheets based on scientific literacy with flare contexts in redox reaction material. This development research uses a 4D development model which consists of 4 stages, namely, 1) Define, 2) Design, 3) Development, 4) Disseminate. Which is limited to the Development stage. The subjects in this research were 2 material expert validators, 2 media expert validators, 2 chemistry teachers, and class X Merdeka 10 students, totaling 33 students. Data collection instruments include interview, LKPD validation sheets, teacher questionnaire sheets, and student response questionnaire sheets. Based on the research results, the average assessment by material experts was 87.6% in the very appropriate category, the assessment by media experts was 93.9% in the very appropriate category, the average teacher response was 96.8% in the very appropriate category, and the results of the analysis of the response questionnaire Students have an average percentage of LKPD eligibility obtained, namely 81.4% in the "Very Eligible" category Keywords: LKPD, scientific literacy, flare, redox reactions, 4D models DOI: 10.23960/jppk.v13i1.3035
The Effect of Learning Model and Math Ability on Student Learning Outcomes on the Subject of Chemical Equilibrium
Full text linkThe Influence of Learning Models and Mathematical Abilities on Student Learning Outcomes on the Subject of Chemical Equilibrium. This research aims to determine the influence of learning models, mathematical abilities and the interaction between learning models and mathematical abilities on student learning outcomes on the subject of chemical equilibrium. The research population was all 10 class XI students of SMA Negeri 1 Percut Sei Tuan. Samples were taken in two stages, namely: first, 2 class samples were taken randomly. In the second stage, each class was divided into 2 groups, namely a high mathematics ability group consisting of 10 people and a low mathematics ability group of 10 people so that the total sample of students used was 40 people. This research used a 2 x 2 complete random factorial design. There were two factors tested, namely factor A: Learning Model which consisted of 2 levels, namely A1 = Problem Based Learning and A2 = Discovery Learning, factor B: Students' mathematical abilities which consisted of 2 levels namely B1 = high mathematical ability and B2 = low mathematical ability. Based on hypothesis testing at a significance level of α = 0.05, it was found that Fhit (A) = 26.61 and Fhit (B) = 10.53 while Ftable = 4.11. Thus, Fhit (A) > Ftable, which means that there is an influence of the learning model on student learning outcomes on the subject of chemical equilibrium. Likewise, Fhit (B) > Ftable means that there is an influence of mathematical ability on student learning outcomes. Furthermore, we obtained Fhit (AB) > Ftable or 7.15 > 4.11, meaning that there is an interaction between the learning model and mathematical abilities on student learning outcomes on the subject of chemical equilibrium.Keywords: Problem-Based Learning, Discovery Learning, Mathematics Ability, Learning Outcomes, Chemical Equilibrium DOI: 10.23960/jppk.v13i2.3025
Application of Teams Games Tournament (TGT) Learning Model assisted by Kahoot Media to Interest and Learning Outcomes of Class XI Students on Reaction Rate Material
Full text linkAbstrak: Penerapan Model Pembelajaran Teams Games Tournament (TGT) berbantuan Media Kahoot terhadap Minat dan Hasil Belajar Siswa Kelas XI pada Materi Laju Reaksi. Penelitian ini bertujuan untuk mengetahui hasil belajar, minat belajar dan hubungan minat dengan hasil belajar yang dilakukan di SMA Swasta Dharmawangsa Medan. Desain penelitian ini menggunakan desain kelompok kontrol pretest-posttest. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA Swasta Dharmawangsa Medan dan sampelnya adalah kelas XI MIA 2 sebagai kelas eksperimen yang diajar dengan model Teams Games Tournament (TGT) berbantuan Kahoot dan kelas XI MIA 3 sebagai kelas kontrol yang diajar. dengan model Teams Games Tournament (TGT) dibantu kartu yang diambil dengan teknik random sampling. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes berupa soal pilihan ganda dan instrumen non tes berupa angket minat belajar. Hasil penelitian menunjukkan bahwa hasil belajar siswa yang diajar dengan model pembelajaran TGT berbantuan kartu pada materi laju reaksi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan model pembelajaran TGT berbantuan kartu pada materi laju reaksi (75.00 > 70.00). nilai rata-rata minat belajar kelas eksperimen lebih tinggi dibandingkan kelas kontrol (79 > 74,97). Terdapat korelasi positif antara minat dengan hasil belajar dilihat dari rhitung= 0,744 dengan kategori baik. Kata Kunci: Model Pembelajaran Teams Games Tournament, Kahoot, Kartu, Hasil Belajar, Minat BelajarDOI: 10.23960/jppk.v13.i1.2024.0
Enhancing Students' Analyzing Skills on Reaction Rate Topics Using the Guided Inquiry Learning Model
Full text linkAbstract: Enhancing Students' Analyzing Skills on Reaction Rate Topics Using the Guided Inquiry Learning Model. This study aims to describe the effectiveness of the guided inquiry learning model on reaction rate material in improving analysis skills. The population in this study were all students in grade XI at SMA Negeri 13 Bandarlampung in the 2023/2024 academic year, using purposive sampling technique obtained grade XI 6 as the experimental class and grade XI 7 as the control class. This study used the matching only pretest and posttest control group design. The data obtained were analyzed by calculating the average n-gain score of the pretest and posttest analysis skills. Apart from that, hypothesis testing was also carried out using an independent t-test. The research results showed that the n-gain of analytical skills in the experimental class was in the high category, and the average posttest score for analytical skills in the experimental class was higher than in the control class. Based on the research results, it is concluded that the guided inquiry learning model on reaction rate material is effective in improving analyzing skills.Keywords: guided inquiry learning model, reaction rate, analyzing skills.DOI: 10.23960/jppk.v13.i1.2024.16
Validity and Practicality of Reaction Rate Student Worksheets based on Problem Based Learning Integrated with Ethnoscience to Train Critical Thinking Skills
Full text linkThe objective research is to develop reaction rate student worksheets based on PBL integrated with ethnoscience and determine the validity and practicality. Type of research used is Educational Design Research with Plomp’s development models. There are two stage: preliminary research, prototyping and assessment, but this research is limited to the prototype III stage. Subjects of this research consist of 3 chemistry lecturers FMIPA UNP, 2 chemistry teachers, and 9 students of Phase F SMAN 2 Padang. There are two instruments used, which are validity and practicality questionnaires. Aiken's V formula was used to analyze the validity data obtained, while the practicality data was analyzed by the percentage method. The results showed an average V value of 0.87 in the valid category. Meanwhile, the practicality of the students' response was obtained at 89% and the teacher's response was 90% with a very practical category. Results of this research are the reaction rate student worksheets based on PBL integrated with ethnoscience for critical thinking is valid and practical, so this student worksheets can to continue to determine its effectiveness.Keywords: Liveworksheets, Problem Based Learning, Reaction Rates, Ethnoscience, and Critical Thinking.DOI: 10.23960/jppk.v13.i3.3226