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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Magister Pendidikan IPA Chemistry Education Practice Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Sains dan Kesehatan Jurnal Pijar MIPA Jurnal Pendidikan dan Pengabdian Masyarakat Analit: Analytical and Environmental Chemistry
Yayuk Andayani
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Health Professions Immunology & microbiology Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Other

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PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP HASIL BELAJAR KIMIA MATERI POKOK SISTEM PERIODIK UNSUR PADA SISWA KELAS X SMAN 1 MATARAM TAHUN AJARAN 2013/2014 Nurwahidah Nurwahidah; Yayuk Andayani; I Nyoman Loka
Jurnal Pijar Mipa Vol. 9 No. 2 (2014): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (49.785 KB) | DOI: 10.29303/jpm.v9i2.47

Abstract

Abstrak: Penelitian ini merupakan penelitian quasi experimental yang bertujuan untuk mengetahui pengaruh model pembelajaran berbasis proyek terhadap hasil belajar kimia materi pokok sistem periodik unsur pada siswa kelas X SMAN 1 Mataram tahun ajaran 2013/2014. Hasil belajar dalam penelitian ini meliputi hasil belajar dalam bentuk pengetahuan dan hasil belajar dalam bentuk sikap (kerjasama siswa). Instrumen yang digunakan yaitu tes multiple choice. Data hasil penelitian yang dianalisis statistik dengan uji t dan lembar observasi kerjasama yang dianalisis deskriptif. Hasil penelitian menunjukkan bahwa pada kelas eksperimen  diperoleh nilai rata-rata 84,62 dengan ketuntasan klasikal 71,79%, sedangkan pada kelas kontrol diperoleh nilai rata-rata 83,95 dengan ketuntasan klasikal 71,05%. Hasil uji-t pada taraf signifikan 5% diperoleh Fhitung 0,28 < Ftabel 1,68 yang berarti Ho pada penelitian ini diterima. Hasil observasi kerjasama pada kelas eksperimen memiliki tingkat kerjasama yang sama dengan kelas kontrol yaitu “sangat tinggi”. Hal ini menunjukkan bahwa pembelajaran berbasis proyek tidak berpengaruh lebih baik terhadap hasil belajar kimia materi pokok sistem periodik unsur kelas X SMAN 1 Mataram tahun ajaran 2013/2014. Kata-kata kunci : Pembelajaran berbasis proyek, hasil belajar, sistem periodik unsur  Abstract: This study was a quasi experimental that purpose to know the effect of project-based learning on learning achievements on elements periodic system for  X grade students of SMAN 1 Mataram in 2013/2014 academic year. The students’ achievements were knowledge and attitude aspects (student’s cooperation). The instrument uses for data collection are a multiple choice test which is statistical analyzed by applying t-test and observation sheet about student cooperation which is analyzed descriptively. The study revealed that experimental group obtained 84.62 on average with classical mastery was 71.79% whereas the control group obtained 83.95 on average with classical mastery was 71.05%. The results of t-test on 5% level of significant shows Facc 0.28 < Ftable 1.68 which means that Ho is accepted. The result of observation sheets shows that whether the students in experimental group or in control group have an equal level of cooperation. It shows “very high” level of cooperation. In summary, project-based learning has no effect on the students’ chemistry learning achievements on elements periodic system  for X grade students of SMAN 1 Mataram in 2013/2014 academic year. Keywords: Project-based learning, learning result, elements periodic system
ANALISIS TINGKAT PEMAHAMAN KONSEP SISWA KELAS XI IPA SMAN 3 MATARAM MENGGUNAKAN ONE TIER DAN TWO TIER TEST MATERI KELARUTAN DAN HASIL KALI KELARUTAN Nabilah Nabilah; Yayuk Andayani; Dwi Laksmiwati
Jurnal Pijar Mipa Vol. 8 No. 2 (2013): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (227.956 KB) | DOI: 10.29303/jpm.v8i2.80

Abstract

Abstrak: Penelitian ini bertujuan untuk menganalisis tingkat pemahaman konsep siswa kelas XI IPA SMAN 3 Mataram menggunakan one tier dan two tier test materi kelarutan dan hasil kali kelarutan. Soal one tier diujikan kepada siswa kelas XI IPA 4 dan soal two tier untuk siswa kelas XI IPA 5. Data pemahaman konsep siswa dianalisis menggunakan persentase. Hasil pemahaman konsep menggunakan One Tier Test (57,4%) lebih besar daripada menggunakan Two Tier Test (21,03%). One Tier Test hanya menunjukkan pemahaman konsep siswa, sedangkan Two Tier Test dapat membagi pemahaman konsep siswa menjadi beberapa tingkatan pemahaman melalui analisis pola jawaban siswa pada tingkat pertama dan kedua. Analisis menggunakan Two Tier Test menghasilkan tingkat pemahaman diantaranya memahami (20.77%), miskonsepsi-1 (22.05%), miskonssepsi-2 (18.08%), memahami sebagian tanpa miskonsepsi (0.13%), tidak memahami konsep-1 (36.67%), tidak memahami konsep-2 (0.38%), dan tidak memahami konsep-3 (1.67%). Hasil penelitian menunjukkan bahwa two tier test lebih efektif untuk menentukan tingkat pemahaman konsep siswa daripada menggunakan one tier test.Kata Kunci: Tingkat Pemahaman Konsep, One Tier Test, Two Tier Test, Kelarutan dan Hasil Kali Kelarutan Abstract: The objective of this research was to analyzed conceptual understanding level of XI science grade students of SMAN 3 Mataram by used one-tier and two-tier test in solubility and solubility product subject. One-tier test are examined to XI IPA 4 grade students and two-tier test to XI IPA 5 grade students. The results of conceptual understanding using one-tier test (57,4%) are higher than using two-tier test (21,03%). One-tier test only showed the students’s conceptual understanding, whereas two-tier test could divided student’s conceptual understanding into some understanding level trough analysis the pattern of  student’s answer in first tier and second tier. The analysis using two-tier test indicated some understanding level such as understand (20.77%), misconception-1 (22.05%), misconception-2 (18.08%), partial understanding witout misconception (0.13%), not understanding-1 (36.67%), not understanding-2 (0.38%), and not understanding-3 (1.67%). The results of this research showed that two-tier test was more effective on determining the student’s conceptual understanding level than one-tier test.Key Words: Conceptual understanding level, one-tier test, two-tier test, solubility and solubility products
PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PRESTASI BELAJAR KIMIA SISWA KELAS XI IPA SMAN 1 NARMADA TAHUN PELAJARAN 2013/2014 Nurbaiti Rindang Utami; Yayuk Andayani; Muntari Muntari
Jurnal Pijar Mipa Vol. 8 No. 2 (2013): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.152 KB) | DOI: 10.29303/jpm.v8i2.81

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis proyek terhadap prestasi belajar kimia siswa kelas XI IPA SMAN 1 Narmada Tahun Pelajaran 2013/2014. Penelitian ini menggunakan desain penelitian eksperimen semu dengan rancangan post test only control group design. Pengambilan sampel dilakukan dengan teknik cluster random sampling karena anggota populasi sudah homogen berdasarkan data nilai ujian semester ganjil siswa kelas XI IPA. Kelas XI IPA 1 sebagai kelas eksperimen menggunakan model pembelajaran berbasis proyek dan kelas XI IPA 3 sebagai kelas kontrol menggunakan model pembelajaran konvensional. Post test digunakan sebagai instrumen utama penelitian, selain itu portofolio juga digunakan sebagai instrumen kedua penelitian ini. Hasil uji beda (uji-t) post test dengan taraf signifikan 5% menunjukkan thitung (4,105) > ttabel (2,000) sehingga H0 ditolak. Uji-t dilakukan juga pada hasil portofolio yang menunjukkan thitung (2,89) > ttabel (2,000). Berdasarkan kedua hasil tersebut, dapat disimpulkan bahwa model pembelajaran berbasis proyek memberikan pengaruh yang lebih baik dibandingkan dengan model konvensional terhadap prestasi belajar kimia siswa kelas XI IPA SMAN 1 Narmada Tahun Pelajaran 2013/2014.Kata Kunci: Model pembelajaran berbasis proyek, prestasi belajar kimia Abstract: The objective of the research was to know the effect of Project-Based Learning towards the student’s chemistry learning achievement class XI IPA of SMAN 1 Narmada in 2013/2014 academic year. This research used a quasi-experimental research design with the design of post-test only control group design. Sampling was done by cluster random sampling technique because members of populations have homogeneous based on data value semester exams of class XI science students. Class XI IPA 1 as experimental group was threated by project-based learning model and class XI IPA 3 as control group was threated by conventional learning models. Post test is used as an basic instrument. In addition, the portofolio is as a second instrument of this research.. The results of post-test hypothesis test using a different test (t-test) with a significance level of 5% showed tacc (4.105)> ttable (2.000) so that H0 is rejected. Hypothesis testing is also performed on the results of portfolio show tacc (2.89)> ttable (2.000). Based on these results, we can conclude that project-based learning model provides give a better effect than the conventional models of the student’s chemistrylearning achievement class XI IPA of SMAN 1 Narmada in 2013/2014 academic year.Keywords:     project-based learning model, the students’s chemistry achievement learning
MODEL PEMBELAJARAN TERINTEGRASI DALAM RPP UNTUK MENINGKATKAN PROSES PEMBELAJARAN KIMIA DI SMA WILAYAH KEPENGAWASAN KABUPATEN LOMBOK BARAT Sumardiyanto Sumardiyanto; Yayuk Andayani; Muntari Muntari
Jurnal Pijar Mipa Vol. 8 No. 2 (2013): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.557 KB) | DOI: 10.29303/jpm.v8i2.82

Abstract

Abstrak: Tugas pengawas sekolah adalah melakukan pengawasan akademik dan manajerial, melakukan pembimbingan dan pelatihan profesional guru, dan evaluasi hasil pelaksanaan program pengawasan. Guru memiliki peranan penting dalam pembelajaran di kelas, sebagai agen pembelajar, guru harus mampu menyajikan proses pembelajaran dengan melibatkan langsung peran serta peserta didik secara aktif (student centre), untuk itulah guru harus menguasai dan mampu memanfaatkan berbagai model pembelajaran dalam implementasinya di kelas guna menerapkan pendekatan PAIKEM. Pada umumnya pembelajaran sudah mulai bergeser kearah student centered, tetapi sebagian besar guru SMA di wilayah kepengawasan Kabupaten Lombok Barat belum memahami bahwa model pembelajaran sangat berpengaruh terhadap kualitas pembelajaran sehingga belum mengembangkan model-model pembelajaran yang inovatif. Hasil observasi awal terhadap RPP dan proses pembelajaran/kegiatan belajar mengajar (KBM) menunjukkan bahwa pembelajaran masih berlangsung secara konvensional/cenderung menggunakan metode ceramah serta berpusat pada guru/teacher centered dan belum menunjukkan digunakannya model pembelajaran. Oleh karena itu dalam pelaksanaan tugasnya perlu pembinaan oleh pengawas sekolah/supervisor melalui supervisi akademik yang difokuskan terhadap materi tersebut, guna perbaikan dan peningkatan mutu pembelajaran yang pada gilirannya nanti berdampak terhadap peningkatan hasil belajar siswa. Penelitian ini bertujuan untuk menjajaki: (1) Apakah model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Bagaimana tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. Metode penelitian ini adalah metode Penelitian Tindakan Sekolah (PTS) yang mengacu pada model Kurt Lewin. Prosedur penelitiannya dilakukan secara siklikal, yakni satu siklus dimulai dari perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. PTS ini dilaksanakan dalam 2 (dua) siklus, yang ditujukan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan, bertujuan untuk mencari pemecahan permasalahan nyata yang terjadi di sekolah-sekolah, sekaligus mencari jawaban ilmiah bagaimana masalah-masalah tersebut bisa dipecahkan melalui suatu tindakan perbaikan. Data hasil penelitian dikumpulkan melalui teknik observasi. Data dianalisis menggunakan teknik analisis deskriptif, sedangkan untuk menjelaskan fenomena hasil penelitian yang bersifat hitungan dan persentase digunakan teknik statistik deskriptif. Hasil penelitian menunjukkan: (1) Model pembelajaran terintegrasi dalam RPP dapat digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat. (2) Tingkat keefektifan penerapan model pembelajaran terintegrasi dalam RPP digunakan untuk meningkatkan proses pembelajaran kimia di SMA wilayah kepengawasan kabupaten Lombok Barat, yakni terjadi peningkatan persentase terhadap observasi awal sebesar: (a) Rata-rata hasil penilaian RPP pada siklus I = 16,27% dan pada siklus II = 22,90%; (b) Rata-rata hasil penilaian KBM pada siklus I = 22,17% dan pada siklus II = 30,32%; (c) Rata-rata Hasil Belajar Siswa pada siklus I = 11,06% dan pada siklus II = 29,37%.Kata kunci: Model Pembelajaran, RPP, Proses Pembelajaran Kimia. Abstract: The task is to supervise the superintendent of academic and managerial, coaching and professional training of teachers, and the evaluation of the results of the implementation of the monitoring program. Teachers have an important role in classroom learning, as an agent of learners, teachers must be able to serve the learning process by involving the direct participation of active learners (student center), for which teachers must master and be able to utilize a variety of learning models for their implementation in the classroom to apply PAIKEM approach. In general, the learning has begun to shift towards student centered, but the majority of high school teachers in the area of supervisory West Lombok do not understand that the learning model affects the quality of learning so as not to develop models of innovative learning. The results of preliminary observations of the Lesson Plan and the process of learning/teaching activity show that learning is still going on in the conventional/tend to use this method as well as teacher-centered lecture/teacher centered and have demonstrated the use of learning models. Therefore, in the performance of its duties necessary guidance by school inspectors/supervisors through academic supervision was focused on the material, in order to repair and improve the quality of learning which in turn have an impact on improving student learning outcomes. This study aims to explore: (1) Is the Lesson Plan integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) How is the effectiveness of applying the RPP integrated learning model can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. This research method is a method of Action Research School (ARS), which refers to the model of Kurt Lewin. Research procedures performed cyclical, ie, one cycle starting from planning, action, observation, and reflection. ARS was implemented in 2 (two) cycles, which aimed to improve the learning process chemistry in high school supervisory area, aiming to find solutions to real problems that occur in schools, as well as find a scientific answer to how these problems can be solved by a corrective action. The data were collected through observation techniques. Data were analyzed using descriptive analysis techniques, whereas to explain the phenomenon that is a matter of research results and the percentage used descriptive statistical techniques. The results showed: (1) learning model integrated in the lesson plan can be used to enhance learning in high school chemistry supervisory areas of West Lombok district. (2) The effectiveness of applying the Lesson Plan integrated learning model is used to enhance the learning process chemistry in high school supervisory areas of West Lombok regency, namely an increase in the percentage of the initial observations of: (a) Average Lesson Plan assessment cycle I = 16.27 % and on the second cycle = 22.90%, (b) Average of Learning Activity assessment cycle I = 22.17% and on the second cycle = 30.32%, (c) Average of Student Learning Results on the first cycle = 11.06% and on the second cycle = 29.37%.Keywords: Model of Learning, Lesson Plans, Learning Process of Chemistry.
PENGARUH MEDIA ANIMASI SUBMIKROSKOPIK DALAM MENINGKATKAN KEMAMPUAN REPRESENTASI SISWA Ratna Azizah Mashami; Yayuk Andayani; Gunawan Gunawan
Jurnal Pijar Mipa Vol. 7 No. 2 (2012): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (382.668 KB) | DOI: 10.29303/jpm.v7i2.98

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Media Animasi Submikroskopik (MAS) dalam meningkatkan kemampuan representasi siswa pada setiap sub materi pokok larutan penyangga. Penelitian ini menggunakan nonequivalent pretest-posttest control group design. Hasil penelitian menunjukkan bahwa peningkatan (N-gain) kemampuan representasi siswa kelas eksperimen lebih tinggi (p=0,002) dibandingkan kelas kontrol. Selain itu, rata-rata N-gain kemampuan representasi siswa kelas eksperimen lebih tinggi daripada kelas kontrol pada setiap sub materi pokok. Konsep komponen larutan penyangga mengalami peningkatan tertinggi di kelas eksperimen (rata-rata N-gain = 81,21%). Konsep pH larutan penyangga mengalami peningkatan tertinggi di kelas kontrol (rata-rata N-gain = 76,42%). MAS memuat konsep larutan penyangga pada level submikroskopik dengan jelas sehingga dapat membantu siswa memahami konsep-konsep pada level makroskopik dan simbolik. Berdasarkan hasil penelitian ini disimpulkan bahwa MAS dapat meningkatkan kemampuan representasi siswa pada setiap sub materi pokok. Kata Kunci:  media animasi, submikroskopik, kemampuan, representasi.  Abstract: This study aims to determine the effect of Submicroscopic Animation Media (MAS) to improve the representation of students in each sub subject matter of buffer solution . This study used a nonequivalent pretest - posttest control group design. The results showed that an increase (N-gain) representation capabilities experimental class students was higher (p = 0.002) than the control class. In addition, the average N-gain representation of students' ability for experimental class higher than control class on each sub subject matter. The concept of buffer components experienced the highest increase in the experimental class (the average N-gain = 81.21%). The concept of pH buffer solution experienced the highest increase in the control class (the average N-gain = 76.42%). MAS includes the concept of a buffer solution at submicroscopic level so clearly that it can help students understand the concepts of the macroscopic and symbolic levels. Based on the results of this study concluded that the MAS can increase representation of students' abilities in each sub subject matter. Keywords : animation media, submicroscopic, capabilities, representation
PEMBELAJARAN REMEDIAL KONSENTRIS UNTUK MENGAKSELERASI HASIL BELAJAR SISWA LAMBAT MENCAPAI KOMPETENSI PADA PEMBELAJARAN KIMIA DI SMA NEGERI 1 NARMADA Sumardiyanto Sumardiyanto; Yayuk Andayani; Muntari Muntari
Jurnal Pijar Mipa Vol. 6 No. 2 (2011): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (216.941 KB) | DOI: 10.29303/jpm.v6i2.130

Abstract

Abstak: Siswa dalam suatu kelas umumnya dapat dikategorikan menjadi tiga kelompok, yaitu siswa lambat belajar, siswa normal/rata-rata, dan siswa cepat belajar. Jika keadaan demikian dibiarkan berlarut, maka pada gilirannya nanti siswa lambat belajar akan mengalami kegagalan belajar yaitu tidak naik kelas atau tidak lulus ujian pada akhir semester. Solusinya adalah menciptakan sistem pembelajaran yang mampu mengakomodasi semua siswa sehingga pada akhir waktu pembelajaran yang ditetapkan seluruh siswa dapat dinyatakan tuntas belajar. Model pembelajaran yang diteliti adalah penerapan pembelajaran remedial konsentris. Penelitian ini bertujuan untuk menjajaki: bagaimana keefektifan penerapan model pembelajaran remedial konsentris dan pembelajaran konvensional untuk mengakselerasi hasil belajar siswa lambat mencapai kompetensi pada pembelajaran kimia. Metode penelitian yang diterapkan adalah penelitian eksperimen kuasi menggunakan bentuk “Desain kelompok kontrol/pembanding pretes-postes tidak setara”. Data hasil belajar kognitif dikumpulkan melalui teknik tes tertulis bentuk objektif. Penelitian dilaksanakan di SMA Negeri 1 Narmada pada tahun pembelajaran 2009/2010, dengan jumlah sampel sebanyak 76 siswa yang terbagi atas 2 kelas paralel. Data dianalisis pada taraf signifikan 0,05 (5%) menggunakan program Statistical Product and Service Solutions for Windows version 16.0 (SPSS 16.0). Hasil penelitian menunjukkan: (1) Ada perbedaan akselerasi hasil belajar siswa lambat mencapai kompetensi pada pembelajaran kimia yang diperlakukan menggunakan model pembelajaran remedial konsentris dan pembelajaran konvensional (p<0,05). (2) Penerapan model pembelajaran remedial konsentris lebih efektif dibandingkan dengan pembelajaran konvensional untuk mengakselerasi hasil belajar siswa lambat mencapai kompetensi pada pembelajaran Kimia (p<0,05). Kata kunci: Pembelajaran Remedial Konsentris, Akselerasi Hasil Belajar.  ABSTRACT: Students in a class can generally be categorized into three groups, namely students slow learning, students normal / average, and students quickly learn. If circumstances allowed to go on, then in turn slow learners will fail to learn that are they will not being promoted to the upper grade or do not pass the exam at the end of the semester. The solution is to create a learning system that is able to accommodate all students so that at the end of a specified time learning all students to pass the study. Learning model that investigated the application of concentric remedial learning. This study aims to explore: how the effectiveness of the implementation of remedial learning model of concentric and conventional learning to accelerate slow learning students outcomes to achieving competence in learning chemistry. The research method applied is a quasi experimental study using a form of "Nonequivalent pretest-posttest control/comparison group design". Cognitive learning outcomes data were collected through a written test of objective form. The experiment was conducted at SMA Negeri 1 Narmada in the academic year 2009/2010, with a sample of as many as 76 students were divided into two parallel classes. Data were analyzed on a significant level of 0.05 (5%) using the program Statistical Product and Service Solutions for Windows version 16.0 (SPSS 16.0). The results showed that implementation of remedial concentric model of learning is more effective than conventional learning to accelerate student learning outcomes later achieve competence in teaching Chemistry (p <0.05).             Keyword:        Concentric Remedial Learning, Accelerate Learning Outcomes.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAM GAMES TOURNAMENT) BERBANTUAN MEDIA KARTU MOL TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X SMAN 1 NARMADA TAHUN AJARAN 2016/2017 Sumiati Sumiati; Yayuk Andayani; Syarifa Wahidah Al Idrus
Jurnal Pijar Mipa Vol. 12 No. 2 (2017): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (151.328 KB) | DOI: 10.29303/jpm.v12i2.345

Abstract

Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe TGT (Team Games Tournament) berbantuan media kartu mol terhadap hasil belajar kimia siswa kelas X  SMAN 1 Narmada tahun ajaran 2016/2017. Penelitian ini merupakan eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Kelas X MS 1 dan X MS 3 terpilih sebagai sampel penelitian yang diambil dari populasi seluruh kelas X MS SMAN 1 Narmada melalui teknik pengambilan purposive sampling. Variabel bebasnya adalah model pembelajaran TGT (Team Games Tournament) berbantuan media kartu mol untuk kelas eksperimen dan model pembelajaran langsung untuk kelas kontrol, sedangkan variabel terikatnya adalah hasil belajar siswa ranah kognitif. Data hasil belajar diperoleh dengan pemberian tes pilihan ganda di awal pertemuan (pre-test) dan di akhir pertemuan (post-test). Rata-rata hasil pre-test dan post-test pada kelas eksperimen berturut-turut 23,89 dan 52,57 sedangkan pada kelas kontrol 30,93 dan 50,63. Data hasil ini selanjutnya diuji dengan uji anakova sehingga didapatkan Fhitung (1,80) kurang dari Ftabel (4,00) sehingga dapat disimpulkan bahwa penerapan model kooperatif tipe TGT (Team Games Tournament) berbantuan media kartu mol tidak berpengaruh signifikan terhadap hasil belajar kimia siswa kelas X SMAN 1 Narmada tahun ajaran 2016/2017. Kata Kunci : Model Pembelajaran team games tournament (TGT), media kartu, hasil belajar, stoikiometri kimia.
KETERAMPILAN PENGAMBILAN KEPUTUSAN DAN HASIL BELAJAR KIMIA SISWA DI SMA/MA NEGERI MATARAM DITINJAU DARI PENERAPAN METODE PEMBELAJARAN I Gede Karunia Soenarko; Yayuk Andayani; Eka Junaidi
Jurnal Pijar Mipa Vol. 13 No. 2 (2018): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (200.167 KB) | DOI: 10.29303/jpm.v13i2.462

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara metode pembelajaran dengan keterampilan pengambilan keputusan dan hasil belajar kimia siswa kelas XI IPA di SMA/MA Negeri Mataram. Penelitian deskritif Expost Facto ini menggunakan subjek penelitian siswa kelas XI IPA di MAN 1 Mataram, SMAN 2 Mataram, dan SMAN 6 Mataram yang terbagi dalam 14 kelas dengan jumlah sampel sebanyak 236. Pengumpulan data keterampilan pengambilan keputusan siswa dengan angket dan observasi sebagai pendukung, sedangkan data hasil belajar kimia diperoleh dari dokumentasi guru mata pelajaran kimia. Uji coba instrumen dilakukan pada 30 responden. Uji validitas instrumen menggunakan korelasi Product Moment, dan uji reliabilitas menggunakan rumus Alpha Cronbach’s. Hasil uji hipotesis menggunakan uji anakova satu jalur diperoleh Fhitung > Ftabel (22,58 > 3,03) pada taraf signifikan 5% yang menunjukkan hipotesis alternatif (Ho) ditolak. Berdasarkan hasil tersebut, maka dapat disimpulkan bahwa ada hubungan antara metode pembelajaran dengan keterampilan pengambilan keputusan dan hasil belajar kimia siswa kelas XI IPA di SMA/MA Negeri Mataram Tahun Ajaran 2017/2018.
PENGARUH EKSTRAK ETANOL DAUN JAMBU AIR (SYZYGIUM AQUEUM) TERHADAP BAKTERI ISOLAT KLINIS Titi Hariyati; Dwi Soelistya Dyah Jekti; Yayuk Andayani
Jurnal Penelitian Pendidikan IPA Vol. 1 No. 2 (2015): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v1i2.16

Abstract

Syzygium aqueum plant of the family Myrtaceae is native of Malaysia and Indonesia and is known as the water rose. The active compound is useful as an antibacterial. This study aimed to determine the effects of ethanol extracts of guava leaves (S. aqueum) as an antimicrobial against clinical isolates bacteria in vitro. The design used in experiment was a Completely Randomized Design (CRD). Data were analyzed using the Kruskal-Wallis test. Results of statistical analysis using SPSS 20 for windows indicated that the ethanol extract of guava leaves has a significant (P<0,05) effect in inhibiting the growth of clinical isolates bacteria. MIC (Minimum Inhibition Concentration) of ethanol extracts for each bacterium can not be determined because the guava leaf extract was very dark. The MBC (Minimum Bacterisidal Concentration) of ethanol extract of guava leaf  for both S. aureus and S. dysenteriae was 20%.  The MBC of the extract for E. coli, S. thypi, V. cholerae was 25%, where as for B. cereus was at concentration of 50%. It can be concluded that guava leaf has highly potential as a source of antimicrobial agent.Keywords:Antibacteria, Guava Leaf, Clinical Isolates Bacteria, Ethanol Extract
PENERAPAN PEMBELAJARAN DENGAN PENDEKATAN KETERAMPILAN PROSES SAINS UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA SMK NEGERI 3 MATARAM Henikusniati -; Yayuk Andayani; Lalu Rudyat Telly Savalas
Jurnal Penelitian Pendidikan IPA Vol. 1 No. 2 (2015): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v1i2.19

Abstract

This study aims to determine the application of science process skills to improve chemistry learning outcomes at SMK Negeri 3 Mataram. This study used a quasi-experimental design with pre-test post-test control group design. Sampling was done by using purposive sampling technique. The research sample for the experimental class were 37 students and 37 students in the control class. Data were retreived using multiple choice test that has been tested for its validity. Data were analyzed using independent sample t-test at a significance level of 0.05. N-Gain value calculation was also used to determine the chemistry learning outcome. The result showed that value of N-Gain in the experimental and control group were 0,45 and 0,42 respectively. The results showed that the science process skills approach increased students learning outcomes to medium category. The results of the t-test in both groups were shown not to be significant (α = 0.05). It can be concluded that there is no significant learning outcomes improvement of experimental group in comparison to the control group.Keywords: Science process skills, Learning outcomes
Co-Authors Agus Abhi Purwoko Aliefman Hakim Anak Agung Ayu Trisna Handayani Avida In Amy Baidowi Baidowi Baiq Endah Hurairah Baiq Fitri Rahmayanti Devi Qurniati Dwi Laksmiwati Dwi Soelistya Dyah Jekti Eka Junaidi Eka Netia Lestari Gunawan Gunawan Handa Muliasari Henikusniati - Hidayati, Agriana Rosmalina I Gede Karunia Soenarko I MADE SUDARMA I Made Sujana I Nyoman loka Jeckson Siahaan Khurriyatul Khair Lalu Rudiyat Telly Savalas Lalu Rudyat Telly Savalas LALU RUDYAT TELLY SAVALAS M. Liwa Ilhamdi M. Najamudin Nopriadi Mari’i Mari’i Muhamad Zikrullah Mukhtar Haris Muntari - Muntari Muntari Muti'ah Muti'ah Nabilah Nabilah Ni Made Novi Suryanti Nur Nadhifah Zahra Nurbaiti Rindang Utami Nurwahidah Nurwahidah Rabiatul Adawiyah Ratna Azizah Mashami Rizki Nugrahani, Rizki Saprizal Hadisaputra Sri Nursakinah Sukib Sukib Sumardiyanto Sumardiyanto Sumiati Sumiati Sumiati Sumiati Syarifa Wahidah Al Idrus Sya’ban Putra Adiguna Titi Hariyati Wildan - YUNITA ARIAN SANI ANWAR