Jurnal Pendidikan dan Pembelajaran Kimia
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The Influence Of The Creative Problem Solving (CPS) Model on Science Learning Outcomes in Terms Of Students' Multicultural Attitudes
Full text linkThe population in this study were all sixth grade elementary school students in Gugus II Ledokombo who implemented K13 with a total of 334 students. The sample consisted of 120 students who were divided into two experimental classes and two control classes using group random sampling technique. The instruments used were science learning outcomes tests and multicultural attitude questionnaires. Data analysis was carried out using ANOVA. The results of this research show that: Testing the first hypothesis, the null hypothesis was rejected and the alternative hypothesis was accepted (analysis results: "model" significance value (A) = 39.508) (Sig. Qtable). This means that there is a significant difference between the science learning outcomes of students who have high multicultural attitudes when they are given treatment using CPS learning and conventional learning. Testing the fourth hypothesis, the nu hypothesis was rejected and the alternative hypothesis was accepted (Qtable (0.050) = 4.11, Qcount =4.237, Qcount>Qtable). This means that there is a significant difference between the science learning outcomes of students who have low multicultural attitudes when they are given treatment using CPS learning and conventional learning.Keywords: science learning outcomes, CPS, multicultural attitudes.DOI: 10.23960/jppk.v13.i1.2024.0
Differences in Learning Outcomes and Student Activities Taught Using Project Based Learning and Discovery Learning Models on Electrolyte and Non-Electrolyte Solution Materials
Full text linkDifferences in Learning Outcomes and Student Activities Taught Using Project Based Learning and Discovery Learning Models on Electrolyte and Non-Electrolyte Solution Materials. This research aims to find out whether there are differences in learning outcomes and learning activities for students who are taught using project based learning and discovery learning. The sample in this research was students of class X IPA 1 as experimental class 1 and X IPA 2 as experimental class 2. This research used quantitative research methods. The data taken in this research are student learning outcomes collected through student posttest scores to measure student learning outcomes and student learning activity observation sheets to measure student activity during the learning process. However, before testing the hypothesis, prerequisite tests are carried out, namely homogeneity and normality tests. The research results showed that there were differences in learning outcomes and student learning activities between experimental class 1 which was taught by implementing PjBL modeling compared to experimental class 2 which was taught by implementing DL modeling. Evidence of this can be given referring to the mean value of learning outcomes for experimental class 1 students which is higher than experimental class 2. Likewise, the learning activities of experimental class 1 students are higher than experimental class 2. From the results of the hypothesis test, using the t test it was found that the significance value smaller than 0.00 < 0.05, so H0 is rejected and Ha is accepted.Keywords : Learning outcomes, student learning activities, Problem Based Learning, Discovery Learning. Doi: 10.23960/jppk.v13i2.30054
Sustainable Learning Through Problem Based Learning with Socioscientific Issue: An Analysis of Science Literacyand scientific attitudes of high school students
Full text linkThe research aimed to analyse the effect of Problem Based Learning model with Socioscientific Issue on science literacy and scientific attitude of high school students. This research was conducted in public high school in Kalianda. The research design used was Quasi-Experiment with Pretest- Posttest Control Group method. Cluster Random Sampling technique was used to get the sample of Class XI. The sample consisted of Class XI.10 totalling 35 students as the control class while Class XI. 5 class totalling 36 students as the experimental class. The type of data is quantitative. Tests and questionnaires were used to collect data. Based on the Pretest-Posttest results, the experimental class met the ‘High’ category with an N-gain score of 0.804, while the control class met the ‘Medium’ category with an N-Gain score of 0.650. Independent sample t-test was used to test the hypothesis, with a Sig (2-tailed) value of 0.000 <0.05. The conclusion of this study is that science literacy and scientific attitudes of high school students are influenced by the Problem Based Learning model with Socioscientific Issue. Therefore, it is expected that this research is useful in improving the scientific literacy and attitude of high school students.Keywords: Problem Based Learning, Socioscientific Issue, Science Literacy, Scientific Attitude.DOI: 10.23960/jppk.v13i3.3184
Analysis of Teacher Needs for the Development of Higher Order Thinking Skill (HOTS) Based Class X High School Chemistry Material Assessment Instruments
Full text linkThis research aims to describe teachers' needs for HOTS-based assessment instruments that can be used in evaluating student learning outcomes in class X SMA. Needs analysis is carried out based on the first stage of the ADDIE model, namely (Analyst). The methods used in this research are survey and interview methods. The participants in this research were 5 chemistry teachers from 5 schools in Medan City. Data collection was carried out using a questionnaire with qualitative data type. The research results were analyzed descriptively and obtained data that the assessment instruments often used by teachers were still at the C1 - C3 cognitive level with a percentage of 90%, while HOTS-based chemistry learning assessment instruments with C4 - C6 cognitive levels were still very rarely used. The obstacle is that the creation, use and development of instruments are relatively difficult, so teachers feel less interested in creating HOTS-based assessment instruments and lack ideas or references for what assessment instruments are good for evaluating chemistry learning. So it has an impact on the level of critical and creative thinking abilities of students.Keywords: instrument, assesment, HOTSDOI: 10.23960/jppk.v13.i1.2024.1
Development of a Chemistry E-Module Based on a Problem Based Learning Model on Reaction Rate Material
Full text linkThe lack of students’ high-level thinking abilities regarding the materials taught, especially the buffer solution material, is because the buffer solution material is one of the materials that is difficult for students to understand, some teachers who teach still seem monotonous, resulting in reduced interest in learning for students, and the students Students experience boredom if learning uses inadequate media. To determine the validity, practicality and effectiveness of using E-Module learning media based on Higher Order Thinking Skills (HOTS). The type of research used in this research is Research & Development (R&D) or development research. Development research that refers to the 4-D (four-D) model. The steps of the 4-D (four-D) development model consist of 4 development stages but researchers only use 3 stages, namely define, design, and develop. The subjects in this research were 1 media expert, 2 material experts, 1 practical test teacher, and 30 students tested. The media expert validation results were 93% and the material expert validation results were 83.33% in the “Very Valid” category. The results of the practicality test by the teacher obtained a percentage of 82% in the “Very Practical” category. The trial with 30 students obtained a percentage result of 86.33% in the “Very Effective” category. It can be concluded that the development of an E-Module based on Higher Order Thinking Skills (HOTS) on buffer solution material is declared to be very valid, practical and effective for use as a learning medium.Keywords: Development Research, E-Modul, Hots, Buffer solutionDOI: 10.23960/jppk.v13.i3.3166
Antioxidant Activity Test of Red Belt Leaf Extract (Piper crocatum) and Black Belt Leaf (Piper betle var nigra) Using The DPPH Method
Full text linkAntioxidant Activity Test Of Red Belt Leaf Extract (Piper crocatum) And Black Belt Leaf (Piper betle var nigra) Using The DPPH Method. Betel leaves (Piper betle L.) are among the most important agricultural products in the world, because the need for betel leaves as a raw material for traditional medicine has increased in the last decade. Betel leaves are known to contain phenolic compounds which have the potential to act as antioxidants. This study aims to determine the antioxidant activity of extracts of red betel leaves (piper crocatum) and black betel leaves (piper betle var nigra) using the dpph (1,1-diphenyl-2-picrihydrazyl) method. The research results showed that the antioxidant activity of the ethanol extract of red betel leaves, IC50, was 45,92 μg/mL, the ethanol extract of black betel leaves obtained an IC50 value of 87,09 μg/mL, and the vitamin C comparator obtained an IC50 value of 4,11. Red betel leaf extract has higher antioxidant activity than black betel leaf extract.Keywords: betel leaf (piper betle L.), antioxidant, dpph DOI:10.23960/jppk.v13i2.3053
Development of a Chemistry E-Module Based on a Problem Based Learning Model on Reaction Rate Material
Full text linkAbstract: Development of a Chemistry E-Module Based on a Problem Based Learning Model on Reaction Rate Material. This research uses the 4D model Research and Development (R&D) method starting from the definition, design, development and distribution stages. The research was limited to the development stage, namely determining the level of validity and small-scale trials to see responses from teachers and students at SMA Negeri 1 Percut Sei Tuan. The product that will be produced is a chemistry e-module based on Problem Based Learning which contains a review of reaction rate material. Data collection used validation questionnaires and teacher and student response questionnaires. The validation assessment involved five expert validators including two media expert validators and three material expert validators. The media expert assessment was 87.8% which met very valid criteria and the material expert assessment was 80.5% with very valid criteria. Therefore, the rate e-module using the problem based learning model is suitable for use in the learning process. The teacher practicality test was carried out and a result of 98% was obtained which met the very practical criteria. The results of 32 students' responses to the e-module were 82.9% with strongly agree criteria. It was concluded that the Chemistry E-Module based on the Problem Based Learning Model on Reaction Rate Material could increase students' motivation in learning.Keywords: E-Module; Reaction rate; Problem Based Learning.DOI: 10.23960/jppk.v13i1.30398
Effectiveness of LKPD Based on Chemical Representation Using the Discovery Learning Model in Improving Science Process Skills On Chemical Equilibrium Material
Full text linkAbstract: Effectiveness of LKPD Based on Chemical Representation Using the Discovery Learning Model in Improving Science Process Skills in Chemical Equilibrium Material . This research aims to describe the effectiveness of chemical representation-based LKPD with discovery learning models in improving KPS in chemical equilibrium material. The population in this research is all students in class XI Science at SMAN 14 Bandarlampung for the 2022/2023 academic year. The sample was selected using purposive sampling technique. The sample in this research was class XI IPA 6 as the experimental class and XI IPA 5 as the control class. The design in this research is The Matching-Only Pretests-Posttest Control Group Design . The data analysis technique used is the difference test between two means with the Independent Samples t-Test. The research results show that the average KPS n-gain is in the high category in the experimental class and medium in the control class. The results of data analysis showed that there was a significant difference in the average KPS n-gain between the experimental class which applied LKPD based on chemical representation with the discovery learning model and the control class which used LKPD which was not based on chemical representation with the discovery learning model . Based on the research results, it can be concluded that the LKPD based on chemical representation with the discovery learning model is effective in increasing students' KPS in chemical equilibrium material.Keywords: LKPD based on chemical representation, discovery learning model, chemical equilibrium, science process skillsDOI: 10.23960/jppk.v13.i1.2024.1
Development of Problem Based Learning (PBL) Learning Module on Chemical Bonding Material
Full text linkLimited teaching materials are often a problem in learning in schools. A module is a specific form of teaching material that aims to guide students in understanding a particular material independently. This study aims to determine the feasibility, student responses and effectiveness of the Problem Based Learning (PBL) learning module on chemical bonding material that has been developed. The research method is Research and Development (R&D) using a 4D model that is limited to 3D with stages namely define, design, development due to limited time. Data collection in this study was through interviews, questionnaires and through pre-tests and post-tests. The results showed that the learning module developed had a very good level of validity with percentage scores: 91.66% and 93.75% for the presentation aspect, 95% for the language aspect, 93.75% for the content aspect, 91.66% for the e-module design aspect, and 95% for the material aspect. This electronic-based learning module is declared very valid and suitable for use as teaching material in chemistry learning on chemical bonding material.Keywords: Learning Module, Problem Based Learning, Development, Chemical Bonding, and R&D Method.DOI: 10.23960/jppk.v13.i3.32677
Application Of Jigsaw Type Cooperative Learning Model To Learning Outcomes And Motivation In Colloidal Materials Assisted By Practicum At SMA Negeri 1 Laubaleng
Full text linkAbstract:Application of Jigsaw-type Cooperative Learning Model to Learning Outcomes and Motivation in Pratctic-Assisted Colloidal Materials at SMA Negeri 1 Laubaleng. The learning model is a certain pattern or learning steps applied by teachers so that the goals of learning are achieved. The learning model applied in this study is a jigsaw-type cooperative learning model. The purpose of this study is to find out whether there is an increase in learning outcomes, student learning motivation and there is a significant correlation between learning motivation and student learning outcomes learned with a jigsaw-type cooperative model assisted by practicum on colloidal materials. The sample in this study was taken from two classes, namely class XI Science 1 which is called the experimental sample of 34 students who are taught with a jigsaw-type cooperative model assisted by practicum and XI Science 3 which is called the control sample of 34 students who are taught with a conventional model assisted by practicum, the sample is determined by random sampling technique, the results of the study show that the average learning outcome of students in the experimental class is 86.47 while the students in the control class 65.29; The average motivation of students in the experimental class while the students in the control class was 78.35 while the students in the control class were 64.24 and there was a significant correlation between student learning motivation and student learning outcomes learned by the JIGSAW-type cooperative model assisted by practicum, with a correlation coefficient of 0.92 and the contribution of student motivation to the improvement of student learning outcomes by 85% while 15% was influenced by other factors.Keywords: Jigsaw Type Cooperative, Learning Motivation, Learning Outcomes, Practicum, Colloid.DOI: 10.23960/jppk.v13i1.3027