JTK (Jurnal Tadris Kimiya)
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PENGARUH MODUL KESETIMBANGAN KIMIA BERBASIS INKUIRI TERSTRUKTUR DENGAN TIGA LEVEL REPRESENTASI TERHADAP MODEL MENTAL SISWA
No full textStudents find it difficult to understand the material of chemical equilibrium. One of the efforts to overcome these student difficulties is to use a structured inquiry-based module equipped with three levels of representation. This study aims to determine the effect of using the module on students' mental models. This study used a posttest-only control design conducted in two schools. In the design, each school had two groups, namely the experimental group and the control group. The two-tier diagnostic test instrument was used to test the mental models of 134 students. The hypothesis was tested by ttest using the SPSS 16.0 program. The results of the ttest for each school were 0.011 at SMAN 3 Padang and 0.008 at SMAN 13 Padang, with a 0.05 significance level. The results of the t-test showed that the use of the module affected students' mental models.Abstrak Materi kesetimbangan kimia merupakan materi yang dianggap sulit oleh siswa. Modul berbasis inkuiri terstruktur yang dilengkapi dengan tiga level representasi merupakan salah satu upaya dalam meningkatkan pemahaman siswa. Penelitian ini bertujuan untuk menentukan pengaruh penggunaan modul ini terhadap model mental siswa. Desain menggunakan posttest-only control design yang dilakukan di dua sekolah. Pada desain ini setiap sekolah memiliki dua kelompok yaitu kelompok eksperimen dan kelompok kontrol. Hipotesis diuji dengan uji-t menggunakan program SPSS 16.0. Tes model mental siswa menggunakan instrumen tes diagnostik two-tier. Hasil uji hipotesis untuk masing-masing sekolah sebesar 0,011 di SMAN 3 Padang dan 0,008 di SMAN 13 Padang. Hal ini menunjukkan adanya pengaruh penggunaan modul terhadap model mental siswa.Keywords: Modul, kesetimbangan kimia, inkuiri terstruktur, tiga level representasi, model mental Abstract  Chemical equilibrium material is material that is considered difficult by students. A structured inquiry-based module equipped with three levels of representation is an effort to improve student understanding. This study aims to determine the effect of using modules on students' mental models. The design used in this study used a posttest-only control experiment conducted in two schools. In this design, each school has two groups, namely the experimental group and the control group. The hypothesis was tested by t-test using SPSS 16.0 program. The students' mental model tests used a two-tier diagnostic test instrument. The results of hypothesis testing for each school were 0.011 in SMAN 3 Padang and 0.008 in SMAN 13 Padang. This shows the effect of using modules on students' mental models.Keywords: Module, chemical equilibrium, structured inquiry, three levels representation, mental mode
The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning
Get PDFOne of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education
IMPLEMENTASI E-MODUL METABOLISME PROTEIN DALAM PEMBELAJARAN BIOKIMIA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS
No full textAppropriate media and learning resources can optimize learning innovations in the 21st century. The use of technology has become an efficient alternative in the implementation of learning. This research aims to implement the protein metabolism electronic modules (e-modules) as biochemistry teaching materials to improve students’ critical thinking (CT) skills. This research refers to comparative quantitative nonparametric methods by comparing measurements of CT skills before applying e-modules during the lesson with the height of CT skills after using the e-module. The e-modules include videos, images, animations, links to various primary sources, and formative tests that follow the learning outcomes. As the result, the advancement of CT skills from the final measurements illustrated a reduction in the number of students categorized as bad and poor and an increasing number of students categorized as good and excellent. Furthermore, the skill improvement can also be seen through the Two Tail T-Test, with a tcount of 4.7752, while the ttable value for the Two Tail T-Test of 2.0262. Since tcount > ttable suggests a significant difference between the initial and final measurement scores test, H0 is rejected, and H1 is accepted. This research concludes that there is an increase in students' CT skills after participating in biochemistry learning using this protein metabolism e-module.Inovasi pembelajaran abad ke-21 harus dioptimalkan dengan menggunakan media dan sumber belajar yang tepat. Penelitian ini bertujuan untuk mengimplementasikan modul elektronik (e-modul) metabolisme protein sebagai bahan ajar pada pembelajaran biokimia untuk meningkatkan kemampuan berpikir kritis. Isi modul dikembangkan menggunakan aplikasi Flip PDF Profesional berdasarkan desain pembelajaran pada mata kuliah Biokimia sesuai dengan kurikulum dari program studi Pendidikan Kimia. Selain itu, e-modul dilengkapi dengan video, gambar, animasi, tautan ke berbagai sumber yang berkaitan dan tes formatif pada setiap materi. Penelitian ini menggunakan metode kuantitatif komparatif non parametrik yaitu dengan membandingkan pengukuran kemampuan berpikir kritis sebelum belajar menggunakan e-modul dengan pengukuran kemampuan berpikir kritis setelah belajar menggunakan e-modul. Peningkatan berpikir kritis dilihat dari hasil pengukuran akhir menunjukkan pengurangan jumlah mahasiswa yang berkategori jelek dan peningkatan jumlah mahasiswa yang berkategori baik bahkan sangat baik. Peningkatan kemampuan berpikir kritis juga dilihat melalui Two Tail T-Test, dengan nilai thitung sebesar 4,775178 sedangkan nilai ttabel untuk Two Tail T-Test sebesar 2,02619, karena thitung > ttabel terdapat perbedaan yang signifikan antara skor perolehan pengukuran awal dan pengukuran akhir, maka H0 ditolak dan H1 diterima. Berdasarkan hasil tersebut, dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kritis mahasiswa setelah mengikuti pembelajaran biokimia menggunakan e-modul metabolisme protein ini
The Making of Evaluation Instrument Based on HOTS with Wondershare Quiz Creator on Ion Balance and Buffer Solution pH
Get PDFThe ability of students to solve problems is still low; therefore, a Higher Order Thinking Skills (HOTS)-based evaluation instrument through media is needed. This study aims to produce an evaluation instrument based on HOTS using Wondershare Quiz Creator (WQC) implemented to a valid ionic balance and pH buffer solution subject according to material and media experts. This research uses research and development (R&D) with the Plomp model. Besides, the research subjects are three teachers and 30 students in 11th grade from SMAN 8 Pekanbaru, SMAN 2 Pekanbaru, and MAN 1 Pekanbaru. Literature studies and field studies were carried out as the data collection techniques. The research data is obtained from the validation results of two material validators, two media validators, and user trials. The validation result to material validators has obtained the average based on the material aspect 96.00%, construction aspect 93.10%, and language aspect 99.00%. According to media validators, based on the content aspect 90.00%, learning design 84.00%, display (visual communication) 85.00%, and software utilization 95.71%. The analysis of the questions showed that ten questions were valid, had very high reliability, a medium difficulty level of five questions, and a difficult category of five questions and had good distinguishing power. User response scores are 88.00% by teachers and 95.23% by students with very good criteria.The ability of students to solve problems is still low; therefore, a Higher Order Thinking Skills (HOTS)-based evaluation instrument through media is needed. This study aims to produce an evaluation instrument based on HOTS using Wondershare Quiz Creator (WQC) implemented to a valid ionic balance and pH buffer solution subject according to material and media experts. This research uses research and development (R&D) with the Plomp model. Besides, the research subjects are three teachers and 30 students in 11th grade from SMAN 8 Pekanbaru, SMAN 2 Pekanbaru, and MAN 1 Pekanbaru. Literature studies and field studies were carried out as the data collection techniques. The research data is obtained from the validation results of two material validators, two media validators, and user trials. The validation result to material validators has obtained the average based on the material aspect 96.00%, construction aspect 93.10%, and language aspect 99.00%. According to media validators, based on the content aspect 90.00%, learning design 84.00%, display (visual communication) 85.00%, and software utilization 95.71%. The analysis of the questions showed that ten questions were valid, had very high reliability, a medium difficulty level of five questions, and a difficult category of five questions and had good distinguishing power. User response scores are 88.00% by teachers and 95.23% by students with very good criteria
Implementation of Creative Problem Solving Model to Improve Students' Critical Thinking Skills in Chemistry Lessons
Get PDFImplementation of the 2013 and prototype curriculum requires students to master critical thinking skills. This study aims to determine differences improvement of students' critical thinking skills who were taught using Creative Problem Solving (CPS) and direct learning model in chemistry learning. This research is quasi-experimental research. The research sample was 64 student from class 10th grade, which are 32 students in experimental class and 32 students in control class. The sample was taken by purposive sampling. The instrument used is critical thinking skills test consisting of 15 questions. Data collection was carried out pretest and posttest. Data analysis used N-gain test and independent sample t-test. The results showed that the experimental class's average N-gain of critical thinking skills was 0.84 (high) and the control class was 0.61 (medium). There are differences in students' critical thinking skills taught with CPS and direct learning model. The difference in the highest increase is found in the inference indicator which only exists in the CPS learning model. This proves that the application of the CPS model affects critical thinking skills better than the direct learning model
Development of E-Worksheets on Reaction Rate Topics
Get PDFStudents need ICT-based teaching to understand chemistry containing abstract and macroscopic concepts. The study aims to develop electronic worksheets using the Adobe Acrobat 11 Pro application. The Plomp model was used to calculate the total percentage of data collected from expert validation sheets and response questionnaires for educators and students. The results showed that the average percentage score obtained by material and media experts was 88.92% and 90.99%, respectively, in the very valid category. The results of the responses of educators and students in the small-scale test obtained an average percentage score of 88.42% and 85.35%, respectively, with very good and very interesting categories. Based on the result, the electronic worksheets developed for the reaction rate material are feasible for the learning process
The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement
Get PDFThis study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school
Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material
Get PDFThis study aims to determine the effectiveness of applying the 8E learning cycle model with Instagram to overcome student misconceptions in Buffer Solution material. In particular, this study analyzed the differences between the 8E learning cycle model and the online (conventional) expository model with Instagramin overcoming student misconceptions about buffer solution materials. This research method is a quasi-experiment with a non-equivalent control group design. Data collection used a three-tier multiple choice test technique and five experts' validated student response questionnaires. The sampling technique uses purposive sampling. Data analysis techniques use descriptive and inferential analysis of t-tests. The t-test is used to analyze the difference in concept understanding learning outcomes between the experimental and control classes to determine the effectiveness of the 8E learning cycle model. The results showed there were significant differences in concept understanding and misconceptions between experimental class students and control class students (0.00<0.05). Experimental class concept understanding was higher (43.62%) than the control class (28.95%), and experimental class misconception was lower (40.76%) than the control class (47.81%). From these data, it can be concluded that the application of the 8E learning cycle model is more effective than the expository (conventional) online model in overcoming misconceptions in buffer solution materials. The 8E learning cycle model can be an alternative to overcome misconceptions and improve students' understanding of concepts in buffer solution materials
Analysis of Students’ Chemical Bonding Misconception with A Four-Tier Diagnostic Test
Get PDFStudents had difficulty understanding the chemical bonding concept because of its complex and abstract nature. This difficulty could lead to chemical bonding misconceptions. This study aimed to investigate basic chemistry students' misconceptions of chemical bonding. This study used a descriptive research design with a four-tier diagnostic test. The research’s subjects were basic chemistry students. Chemical Bonding Diagnostic Tool (CBDT) was used as an instrument to determine students' misconceptions. The results showed that students who had misconceptions about ionic, covalent, and coordinate covalent bonding were 48.90%, 53.00%, and 37.50%, respectively. The misconception in this course is that students need to learn about ionic bonds formed by electrostatic forces between cations and anions. As a result, students cannot determine the difference in electronegativity values in ionic and covalent bonds and the number of valence electrons of each atom in a chemical bonding. Therefore, the misconception is in the moderate category
PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) PADA PEMBUATAN KOLOID UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR SISWA
No full textCritical Thinking Skills (CTS) and student learning independence are two things related to the learning process. The low independence of student learning affects critical thinking skills in solving a learning problem. A project-based learning model can improve critical thinking skills and independent learning. This study aims to analyze the application of the PjBL model to manufacture colloids to improve students' critical thinking skills and independent learning at MAN 1 Banda Aceh. The type of research used is quasi experimental. The samples of this study were students of natural science two 11th grade as control class and students of natural science four 11th grade as experimental class, which had normal distribution and had the same variance. The instruments of this research are the CTS test questions and learning independence questionnaires. The results show that applying the PjBL model can improve critical thinking skills (CTS) with an average N-gain value in the medium category, then the CBC analysis of indicators is in the high category. The results of testing the CTS hypothesis for experimental class and control class students are also significantly different, meaning that the CTS model can improve students' critical thinking skills. The analysis of student learning independence results obtained an average score of N-gain, including the medium category. The results of the hypothesis test of student learning independence in the experimental and control classes are also significantly different, meaning that the PjBL model can increase learning independence. The results obtained prove that the PjBL model can improve CTS and learning independence better than in the control class.Keterampilan bepikir kritis (KBK) dan kemandirian belajar siswa merupakan dua hal yang memiliki keterkaitan dengan proses pembelajaran. Rendahnya kemandirian belajar siswa berpengaruh terhadap keterampilan berpikir kritis dalam memecahkan suatu permasalahan pembelajaran. Keterampilan berpikir kritis dan kemandirian belajar dapat ditingkatkan melalui teknik pembelajaran menggunakan model project based learning. Penelitian ini bertujuan menganalisis penerapan model PjBL pada pembuatan koloid untuk meningkatkan keterampilan berpikir kritis dan kemandirian belajar siswa di MAN 1 Banda Aceh. Jenis penelitian yang digunakan adalah quasi eksperimen. Sampel penelitian ini siswa kelas XI IPA2 sebagai kelas kontrol dan XI IPA4 kelas eksperimen yang berdistribusi normal dan memiliki variansi yang sama. Instrumen penelitian ini adalah soal tes KBK dan angket kemandirian belajar. Hasil penelitian menunjukkan penerapan model PjBL dapat meningkatkan KBK siswa dengan skor rata-rata N-gain 61 kategori sedang. Skor rata-rata N-gain KBK siswa per-indikator >70 termasuk ke dalam kategori tinggi. Hasil pengujian hipotesis KBK siswa kelas eksperimen dan kelas kontrol diperoleh nilai sig (2-tailed) 0,000 < 0,05. kesimpulan tersebut menginformasikan bahwa KBK siswa kedua kelas tersebut berbeda nyata. Hasil analisis kemandirian belajar siswa diperoleh skor rata-rata N-gain 63 yang termasuk ke dalam kategori sedang. Skor rata-rata N-gain kemandirian belajar siswa perindikator adalah 0,6 yang tergolong ke dalam kategori sedang. Hasil uji hipotesis kemandirian belajar siswa pada kelas ekperimen dan kelas kontrol diperoleh nilai sig(2-tailed) 0,000 < 0,05. Kemandirian belajar siswa kedua kelas tersebut berbeda nyata. Hasil yang diperoleh membuktikan bahwa model PjBL mampu meningkatkan KBK dan kemandirian belajar lebih baik dibandingkan pada kelas kontrol