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THE EFFECTIVENESS OF WORKSHEET-ASSISTED PROBING PROMPTING LEARNING MODEL ON STUDENTS CRITICAL THINKING SKILLS IN THE SUBJECT OF REACTION RATE AT MAS ULUMUDDIN LHOKSEUMAWE
Full text linkThis study aimed to determine the differences in critical thinking skills (CTS) between classes using the worksheet-assisted probing prompting learning model and those using only probing prompting learning model for the subject of reaction rate at MAS Ulumuddin Lhokseumawe. The research method was quasi-experimental with the Nonequivalent Control Group research design. The sample used were two classes with 30 students in each. The data was collected by using multiple choice test questions. The results showed that there were differences in the critical thinking skills of students who were taught using the worksheet-assisted probing prompting learning model and students who were taught with only probing prompting learning model. Since there was a significant value of 0.000 0.05, then the Ha was accepted while the H0 was rejected. It can be concluded that there is a significant effect of the probing prompting learning model assisted with students worksheet on the critical thinking skills of students at MAS Ulumuddin Lhokseumawe
PEMBELAJARAN MODEL COOPERATIVE INTERGRATED READING AND COMPOSITION (CIRC) PADA MATERI KOLOID DI SMA NEGERI 12 BANDA ACEH
Full text linkPenelitian ini bertujuan untuk mengetahui pengaruh pembelajaran model CIRC dalam meningkatkan hasil belajar dan keterampilan berpikir kritis siswa pada materi koloid. Metode penelitian yang digunakan adalah eksperimen dengan desain The Randomized Control Group Pretest Posttest. Penelitian dilaksanakan di kelas XI SMA Negeri 12 BandaAceh tahun pelajaran 2012. Teknik pengambilan sampel berdasarkan tes awal pada seluruh siswa kelas XI. Pengumpulan data dilakukan dengan pemberian tes awal, tes akhir untuk hasil belajar dan keterampilan berpikirkritis, lembar observasi, dan angket untuk mengetahui tanggapan siswa terhadap pembelajaran model CIRC. Pengolahan data dilakukan dengan statistika uji t untuk pengujian kesamaan dua rata-rata. Hasil penelitian diperoleh rata-rata N-gain hasil belajar untuk kelompok eksperimen 0,54 dan 0,34 untuk kelompok kontrol, keterampilan berpikir kritis 0,57 untuk kelompok eksperimen dan 0,25 untuk kelompok kontrol. Hasil uji t untuk N-gain terhadap hasil belajar diperoleh 0,007 lebih besar dari 0,005, sehingga ada perbedaan secara signifikan antara kedua kelompok tersebut. Berdasarkan hasil penelitian dapat disimpulkan bahwa pembelajaran menggunakan model CIRC dapat meningkatkan hasil belajardan keterampilan berpikir kritis siswa SMA dibandingkan dengan model pembelajaran konvensional. Di samping itu, siswa memberikan tanggapan positif terhadap pembelajaran model CIRC
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBASIS LESSON STUDY PADA MATERI GAYA ANTAR MOLEKUL KELAS XI MAN RUKOH BANDA ACEH TAHUN PELAJARAN 2012/2013
Full text linkTelah dilakukan penelitian tentang Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Berbasis Lesson StudyPada Materi Gaya Antar Molekul Kelas XI MAN Rukoh Banda Aceh Tahun Pelajaran 2012/2013. Penelitian inibertujuan untuk mengetahui aktivitas dan ketuntasan belajar siswa pada materi gaya antar molekul setelahmenerapkan model pembelajaran tipe Jigsaw berbasis lesson study. Subjek penelitian adalah siswa kelas XI IA 1,dengan jumlah siswa 29 orang yang terdiri dari 18 orang siswa laki-laki dan 21 orang siswa perempuan. Penelitian inidilaksanakan mulai bulan Agustus sampai bulan November 2012 bertempat di MAN Rukoh Banda Aceh.Pengumpulandata dilakukan melalui lembar observasi aktivitas siswa, lembar refleksi, dan tes tertulis. Berdasarkan hasil penelitianmenunjukkan siswa aktif dalam mengikuti proses pembelajaran dengan nilai rata-rata 82 yang diperoleh dari lembarobservasi aktivitas siswa dan lembar refleksi. Ketuntasan belajar siswa setelah mengikuti tes tertulis pada materi gayaantar molekul dengan penerapan model pembelajaran kooperatif tipe Jigsaw berbasis lessonstudydengan nilai ratarata75,92 dan persentase ketuntasan 100% dari 27 orang siswa (semua tuntas), dibandingkan dari ketuntasan belajarsiswa pada tahun lalu dengan materi sama tetapi tidak menggunakan model pembelajaran kooperatif tipe Jigsawberbasis lesson study yaitu nilai rata-rata 63,12 dengan persentase ketuntasan 79,17%. Hal ini menandakan bahwapenerapan model kooperatif tipe Jigsaw berbasis lesson study dapat meningkatkan aktivitas, dan ketuntasan belajarsiswa serta mendapat manfaat yang positif bagi para guru yang mengikuti kegiatan lesson study dalam merancangperencanaan pembelajaran dan meningkatkan keprofesionalan guru dalam mengajar
IMPLEMENTATION OF THE LEARNING CYCLE 7E MODEL IN LEARNING THE CONCEPT OF REACTION RATES
Full text linkThe purpose of this study is to describe the activities of students, the completeness of student learning outcomes, and student responses to the 7E learning cycle learning model on the reaction rate material. This is a descriptive study with a qualitative approach. The sample in this study was 28 students of class XI MIA-3 at SMAN 5 Banda Aceh. The instruments used in this study were student activity observation sheets, test question sheets, and student response questionnaire sheets. The overall activity of students increase from time to time. The results of observing student activities in the seven stages of the 7E learning cycle model obtained an average of 87.63% of student activity at the elicit stage, 91.75% engage stage, 94.38% explore stage, 83.38% explain stage. , elaborate stage 70.88%, evaluate stage 79.13%, and extend stage 87.13%. The highest activity is at the explore stage. The average percentage of classical student learning outcomes is 75% with a good category. Positive responses from students were obtained by 80.77%. Based on the results of the research that has been done, it can be concluded that the application of the 7E learning cycle model can complete the classical learning of students. Overall student activity has increased and the highest activity is in the explore stage and students give good responses to the application of the 7E learning cycle learning model
DEVELOPMENT OF BULLETIN LEARNING MEDIA ON THE CONCEPT OF FOSSIL FUEL
Full text linkThis study aims to develop a bulletin on petroleum material and analyze the feasibility and describe the teacher's response to the bulletin learning media on petroleum material. The research method used is research and development (research and development) with the ADDIE model which consists of five steps, namely analysis, design, development, implementation and evaluation. Data collection was carried out online by distributing a google form questionnaire through the WhatsApp Messenger messaging application to 27 chemistry teachers who teach at the Senior High School (SLTA) of South Aceh Regency. The feasibility of the bulletin media was assessed by two media validators with a percentage of 91.66% with very decent criteria. The percentage of teacher responses to the bulletin media that was developed was 97.94% with a very good category. Based on the results of the study, it can be concluded that the bulletin media developed is suitable for use in the petroleum learning process
ANALYSIS OF VITAMIN C AND B1 LEVELS IN SENDUDUK FRUIT (Melastoma malabathricum L.) USING UV-VIS SPECTROPHOTOMETRY METHOD
Full text linkThe fruit of "senduduk" contains a variety of nutrients and vitamins including vitamin C and B1. This study aims to determine the levels of vitamins C and B1 in young and ripe senduduk fruit that grows in coastal areas and in the mountains. The sample of the fruit was extracted with water. The absorbance of the extract of the fruit was then measured using UV-Vis spectrophotometry for vitamin C at a wavelength of 250 nm, while for vitamin B1 was measured at 420 nm. The results showed that vitamin C levels were (G1 = 0.34; G2 = 0.29%; P1 = 0.35; and P2 = 0.31)%, vitamin B1 was (G1 = 0.21; G2 = 0, 10%; P1 = 0.28; and P2 = 0.18)%. The results of the study can be concluded that there is a significant difference in vitamin C levels between young and old fruit, but it is not significantly different for the difference in the place of growth. There is a significant difference in vitamin B1 levels between young and ripe senseng fruit
IMPLEMENTATION OF 2 STAY 2 STRAY MODEL IN LEARNING THE CONCEPT OF alpha, Beta, AND Gamma RADIATIONS
No full textThe two stay two stray cooperative learning model basically emphasizes students to work together in groups, and provides opportunities for groups to share the results and information obtained with other groups, so that the learning process will be student-centered. This study aims to achieve optimum student learning activities through the application of the Two Stay Two Stray (TSTS) model in learning the concepts of alpha, beta and gamma rays, and to describe the student's response to the TSTS cooperative learning that has been implemented. The method used is quantitative with the pre-experimental research model type one shot case study. A total of 26 students taking radiochemistry courses were the subjects of this study. Research data were collected through student activity observation sheets during lectures and a student response questionnaire consisting of 10 statements. The results of observations on student activities show that the aspect of explaining in the lecture material, the aspect of cooperation between colleagues, and the activity of answering questions, respectively, have a value of 86, 85 and 90 percent. In general, students' positive responses to the application of the TSTS model were 95%. From the research results, it can be concluded that the implementation of TSTS is very effective in increasing student learning activities, making students happy in learning, and fostering self-confidence in learning
FIRST YEAR UNIVERSITY STUDENTS CONCEPTUAL UNDERSTANDING OF PHYSICAL AND CHEMICAL CHANGES (A Preliminary Research)
Full text linkThe purpose of this study is to identify first year university students' understanding of the concepts of physical and chemical changes. This study involved 43 students from the 2019 batch of the Chemical Education Study Program (PSPK) of the Faculty of Science and Education (FKIP) of the Syiah Kuala University (USK) which was dominated by women (only 2 men). According to the objectives, the study used a survey method and used an instrument in the form of a questionnaire containing 15 statements. Participants were asked to provide responses via google form by choosing true or false for each statement item on the questionnaire. The results of the analysis show that the understanding of the majority of students is quite good for macroscopic markers or indicators and low for sub-microscopic markers or indicators. Therefore, chemistry teachers need to use molecular (sub-microscopic) images when teaching materials or topics of physical and chemical changes
IMPLEMENTATION OF THE TOGETHER LEARNING MODEL TO IMPROVE STUDENTS' LEARNING OUTCOMES ON THE CONCEPT OF MOLECULAR GEOMETRY
Full text linkThe purpose of this study was to analyze student learning outcomes, describe student activities and describe student responses after the application of the learning together model on the material of molecular form at SMA Negeri 1 Krueng Barona Jaya. This is a descriptive study with a qualitative approach. The population in this study were students of class X SMA Negeri 1 Krueng Barona Jaya. Data were collected by observing student activities, learning outcomes tests and filling out student response questionnaires. The results of the percentage of student activity from the first meeting to the third meeting in a row, namely 71%, 84% and 85% showed that the activity of students increased significantly. The percentages of learning outcomes at the first to third meetings were 67.50%, 77.50% and 87.50% which showed an increase and classical mastery achievement. Students showed a positive response to the application of the learning together model on the material in the form of molecules with a percentage of 94.07%. The learning together model can improve students' activities and learning outcomes. Students are enthusiastic in participating in learning using the learning together model and most of them give a positive response
DEVELOPMENT OF INTERTEXTUAL BASED LEARNING STRATEGY USING VISUALIZATION MODEL TO IMPROVE SPATIAL ABILITY ON MOLECULAR GEOMETRY CONCEPT
Full text linkThis study aims to develop intertextual-based learning strategies using visualization models to improve students' spatial abilities on molecular geometry concepts. In this study using the method of Research and Development (R and D). The research subjects used were 20 high school 10th grade students. In this study the instrument used was in the form of an intertextual-based learning strategy validation sheet with visualization models, 3D visualization software, and spatial ability tests. Spatial ability consists of three indicators to be evaluated, namely spatial relations, spatial orientation, and spatial visualization. The results of intertextual-based learning strategy research with developed visualization models can improve spatial ability. Students can understand molecular geometry from the concept of VSEPR theory and valence bond theory. Results pre-test student on the spatial relations (26.67 percent), spatial orientation (10.10 percent), and spatial visualization (7.41 percent). After being tested intertextual-based learning strategies with visualization models of students' post-test results on the spatial relations (58.33 percent), spatial orientation (50.00 percent), and spatial visualization (27.78 percent)