Jurnal Pendidikan dan Pembelajaran Kimia
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PENINGKATAN KETERAMPILAN MENGIDENTIFIKASI VARIABEL DAN MENDESKRIPSIKAN HUBUNGAN ANTAR VARIABEL MELALUI MODEL LEARNING CYCLE 3E
Full text linkThe aimed of research was to describe the increase of students’ skill in identify variables and describe the correlational between variables on Learning Cycle 3E (LC 3E) model. Quasi-Experimental method was used in this research, with Non Equivalent (Pretest-Postest) Control Group Design. The population of this research was students of XI IPA SMA N 1 Way Jepara, Lampung Timur, with XI scince 2 and XI scince 3 class as sample. The increase of students’ skill in identify variables and describe the correlational between variables measured with the difference of a significant normalized gain (n-Gain). The results show that mean value of n-Gain identify variables skill in control and experimental classes were 0.19 and 0.34, and the mean value of n-Gain describe the correlational between variables skill in control and experimental classes were 0.07 and 0,32. Based on data analysis which used t-test and n-Gain, it was concluded that the LC 3E learning model can increasing students’ skill in identify variables and describe the correlational between variables. Penelitian ini bertujuan mendeskripsikan peningkatan keterampilan mengidentifikasi variabel dan mendeskripsikan hubungan antar variabel melalui learning cycle 3 phase (LC 3E). Penelitian ini merupakan kuasi eksperimen dengan Non Equivalent (Pretest-Postest) Control Group Design. Populasi penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Way Jepara, Lampung Timur, dengan kelas XI IPA 2 dan XI IPA 3 sebagai sampel. Peningkatan keterampilan mengidentifikasi dan mendeskripsikan hubungan antar variabel diukur dengan perbedaan gain yang ternormalisai (n-Gain) yang signifikan. Hasil penelitian menunjukkan rerata n-Gain keterampilan mengidentifikasi variabel kelas kontrol dan eksperimen masing-masing 0,19 dan 0,34; dan rerata n-Gain keterampilan mendeskripsikan hubungan antar variabel untuk kelas kontrol dan eksperimen masing-masing 0,07 dan 0,32. Berdasarkan pengujian hipotesis menggunakan uji-t dan n-Gain, disimpulkan bahwa model learning cycle 3E dapat meningkatkan keterampilan mengidentifikasi variabel dan mendeskripsikan hubungan antar variabel siswa.Kata kunci: keterampilan mendeskripsikan hubungan antar variabel, keterampilan mengidentifikasi variabel, Learning Cycle 3E
THE IMPROVEMENT OF SKILLS IN EXPRESSING HYPOTHESIS AND DRAWING CONCLUSION IN SOLUBILITY AND SOLUBILITY PRODUCT THROUGH ADVANCE ORGANIZER LEARNING MODEL
Full text linkThis research was conducted to describe effectiveness of advance organizer learning model in improving skill in expressing hypothesis and drawing conclusion. Subject in this research was Grade XI students in classroom IPA3 in State Senior High School 7 in Bandar Lampung in even semester of academic year 2011-2012. This research used pre-experiment method with One-group Pretest-posttest design. Effectiveness of advance organizer learning model was indicated by improvement of n-gain values of pretest and posttest. The n-gain estimation results were subsequently interpreted with n-gain index suggested by Hake. The research results showed that the averages of n-gain of skill in expressing hypothesis and drawing conclusion were 0.55 (middle category) and 0.47 (middle category) respectively. The conclusion is that the advance organizerlearning model is effective in improving skills of expressing hypothesis and drawing conclusion.Keywords: advance organizer learning model, skills in expressing hypothesis and drawing conclusio
PENINGKATAN KETERAMPILAN BERTANYA DAN MENJAWAB PERTANYAAN MELALUI MODEL PEMBELAJARAN PROBLEM SOLVING
Full text linkThe aim of this research is to describe the effectiveness of the learning model of problem solving in reaction rate concept to improving asking and answering question skill which includes the answering question and cite the example skill. The effectiveness of the learning model of problem solving in this research indicated the presence of n-Gain difference significant between the control and a experiment class. The population this research is all students of class XI Science SMAN 7 Bandar Lampung academic year 2012-2013 which amounts to 200 students and scattered in five classe. The research sample that is class XI IPA1 dan XI IPA3 which has almost the same characteristics. This research use quasi-experimental method with Nonequivalent Control Group Design. The results showed the average value of n-Gain of asking and answering question skill 0.54 and 0.63. Based on the data analysis, it is known that learning the problem solving is effective in improving asking and answering question skill.Penelitian ini bertujuan mendeskripsikan efektivitas model pembelajaran problem solving pada materi laju reaksi dalam meningkatkan keterampilan bertanya dan menjawab pertanyaan yang meliputi keterampilan menjawab pertanyaan dan menyebutkan contoh. Efektivitas model pembelajaran problem solving pada penelitian ini ditunjukan adanya perbedaan n-gain yang signifikan antara kelas kontrol dengan kelas eksperimen. Populasi penelitian ini adalah semua siswa kelas XI IPA SMAN 7 Bandar Lampung tahun pelajaran 2012-2013 yang berjumlah 200 siswa dan tersebar dalam lima kelas. Sampel penelitian yaitu kelas XI IPA1 dan XI IPA3 yang memiliki karakteristik hampir sama. Penelitian ini menggunakan metode kuasi eksperimen dengan Nonequivalent Control Group Design. Hasil penelitian menunjukkan nilai rata-rata n-Gain keterampilan bertanya dan menjawab pertanyaan yaitu 0,54 dan 0,63. Berdasarkan uji hipotesis, diketahui bahwa pembelajaran problem solving efektif dalam meningkatkan keterampilan bertanya dan menjawab pertanyaan.Kata kunci: keterampilan bertanya, keterampilan menjawab pertanyaan, pembelajaran problem solving
DEVELOPMENT OF STUDENT WORKSHEET BASED SCIENCE PROCESS SKILLS ON FACTORS AFFECTING REACTION RATE TOPIC
Full text linkThe research aim to develop student worksheet based science process skills on factors affecting reaction rate topic. This research use research and development (R & D) method according to Sugiyono (2008). But in this research, the steps are only done until main product revision. This research have three steps. The 1st step is needs analysis that consist of literature study and field study. The 2nd step is planning and development that consist of planning preliminary product, develop preliminary product, validation, and preliminary product revision. The 3thstep is preliminary field test and main product revision. The results of this research are student worksheet based science process skills on factors affecting reaction rate topic have very good quality for contents suitability aspect with score 98,46%; for readability aspect according to teacher is 98,00% & 87,88% according to students; for beauty aspect according to teacher is 98,46% & 86,52% according to students.Key words : student worksheet, science process skills, factors affecting reaction rate topic
PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN DAN PENGUASAAN KONSEP DENGAN POE
No full textThe aim of this research was to describe the effectiveness of predict-observe-explain (POE) learning cycle model in thermochemicalof communication skill and mastery of the material concept. Students who became the subject of this research was1 Science class grade XI SMA Gajah Mada Bandar Lampung Academic Year 2012/2013. This research used the pre-experimental method and one group pretest-posttest design. The effectiveness of POE learning model was determined based on the average of n-Gain(normalize gain).The results of this research showed that the average value of n-Gain of communication skill was 0.4 and mastery of the material concept was 0.7. Thus, it can be concluded that the POE learning cycle model in thermochemical concept effective to enhance of communication skill and mastery of the material concept in medium category.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model siklus pembelajaran Predict-Observe-Explain (POE) pada materi pokok terkomia dalam meningkatkan keterampilan berkomunikasi dan penguasaan konsep siswa. Subjek penelitian ini adalah siswa siswi kelas XI IPA 1 SMA Gajah Mada Bandar Lampung Tahun Pelajaran 2012-2013. Penelitian ini menggunakan metode penelitian Pre-Experimental, dan menggunakan one-group pretest-posttest design. Efektivitas model siklus pembelajaran POE diukur berdasarkan nilai n-gain (gain ternormalisasi). Dimana rerata n-Gain untuk keterampilan berkomunikasi siswa 0,4 dan penguasaan konsep 0,7. Hal ini menunjukkan bahwa model siklus pembelajaran POE efektif dalam meningkatkan keterampilan berkomunikasi dan penguasaan konsep siswa pada materi termokimia.Kata kunci: keterampilan berkomunikasi, model siklus belajar poe, penguasaan konsep
PENINGKATKAN KETERAMPILAN MENGENDALIKAN VARIABEL DAN MENDEFINISIKAN VARIABEL SECARA OPERASIONAL MELALUI PEMBELAJARAN LEARNING CYCLE 3E
No full textThe aimed this study was to describe the increase of students’ skill in controlling variables and defining variables operationally on Learning Cycle three-phase (LC-3E). The model was applied pretest-posttest control group design. The participants included two clsses at the second year sains of SMA N 1 Way Jepara, Lampung Timur. The increase of students’ skill in controlling variables and defining variables operationally measured on the difference of a significant normalized gain (n-Gain). The results show that mean value of n-Gain controlling variables skill in control and experimental classes were 0.15 and 0.47, and the mean value of n-Gain defining variables operationally skill in control and experimental classes were 0.23 and 0 , 50. Based on hypothesis testing using t-test and n-Gain, it was concluded that the LC 3E learning model can increasing students’ skill in controlling variables and defining variable operationally.Kata kunci: Learning Cycle 3E, keterampilan mengendalikan variabel, dan mendefinisikan variabel secara operasiona
THE IMPROVEMENT OF GROUPING SKILLS AND CONCEPT’S MASTERY WITH LEARNING CYCLE 3E
Full text linkLearning effectiveness is a measure related to the level of success of a learning process. Said effective learning and by contributing to student learning outcomes if the student learning outcomes showed statistically significant differences between the early understanding of the development of understanding after this learning. The research done to describe the effectiveness of LC 3E model in improving grouping skills and concept’ mastery. LC 3E model consists of 3 phases which exploration, explaination, and elaboration. Samples were students of Senior High School State 1 Pekalongan XI Sains 1 and XI Sains 4 class in odd semester of School Year 2012-2013 that have similar characteristics. This study uses a quasi-experimental method with Non Equivalent Control Group Design. Effectiveness of the LC 3E model was measured by an increase in N-significant gain. The results showed that the mean n-Gain of grouping skill control and experiment classes respectively 0.49 and 0.66, and the mean n-Gain concept’s mastery for grade control experiments respectively 0.53 and 0, 65. Based on the research results, it was concluded that the learning cycle instructional model 3E effective in improving grouping skills and concept’s mastery.Keywords: Learning Cycle three phase model, grouping skill, and concept’s mster
ANALISIS KETERAMPILAN MEMBERIKAN PENJELASAN SEDERHANA DAN MENYIMPULKAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING
Full text linkThis research aimed to describe the skills of elementary clarification and draw conclusions on the colloidal matery by using Problem Solving models learning for high, intermediate and low groups of student. The subjects were students of class XI IPA5 SMA Negeri 1 Natar. This research used the pre-experimental method, a one-shot case study design, and descriptive research. The results showed that the skill of elementary clarification in high level group 30% were excellent, 60% were good, and 10% were enough. In the intermediate level group, 10% were excellent, 65% were good, and 25% were enough. In the low level group, 10% were excellent, 40% were good and 50% were enough. The skill of draw conclusions in high level group 20% were excellent, 60% were good, and 20% enough. In the intermediate level group, 10% were excellent, 70% were good, and 20% were enough. In the low level group, 30% were good, 60% were enough, and 10% were less.Penelitian ini bertujuan untuk mendeskripsikan keterampilan memberikan penjelasan sederhana dan menyimpulkan pada materi koloid menggunakan model pembelajaran Problem Solving untuk siswa kelompok tinggi, sedang dan rendah. Subyek penelitian ini adalah siswa kelas XI IPA5 SMA Negeri 1 Natar. Penelitian ini menggunakan metode pre-eksperimen, desain one shot case study, dan analisis data deskriptif. Hasil penelitian menunjukkan bahwa keterampilan memberikan penjelasan sederhana pada kelompok tinggi 30% berkriteria sangat baik, 60% baik, dan 10% cukup. Pada kelompok sedang, 10% sangat baik, 65% baik, dan 25% cukup. Pada kelompok rendah, 10% sangat baik, 40% baik, dan 50% cukup. Keterampilan menyimpulkan pada kelompok tinggi 20% sangat baik, 60% baik, dan 20% cukup. Pada kelompok sedang 10% berkriteria sangat baik, 70% baik, dan 20% cukup. Pada kelompok rendah 30% berkriteria baik, 60% cukup, dan 10% kurang.Kata kunci: kelompok kognitif, keterampilan memberikan penjelasan sederhana, keterampilan menyimpulkan, problem solving