Garuda - Garba Rujukan Digital

Jesi Jecsen Pongkendek

Universitas Musamus

Author-ID : 2565340

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Effect of Edmodo-Based Blended Learning on Students’ Achievement Jesi Jecsen Pongkendek; Evy Nurvitasari; Ardi Firmansyah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p079

Blended learning is a mixed learning model that combines online and face-to-face learning that utilizes a website or application that can be accessed with a smartphone, laptop, or computer connected to the internet network. Blended learning is an alternative learning model applied during the Covid-19 pandemic. This study aims to determine the effect of the Edmodo-based blended learning model on student learning outcomes. This type of research is pre-experimental with one group pretest-posttest design. The research was conducted at SMAN 1 Kurik with Class XI MIPA 1, which consisted of 26 students as the research sample. Research data was obtained in learning outcomes data conducted at the beginning and end of learning. Student learning outcomes data were analyzed parametrically with paired sample t-test. Based on the results of the study, it was obtained that students' learning completeness was 85%, N-Gain was 0.56 (medium category), and t-count was 20.79 (t-count > t-table). Through this research, it can be concluded that there is an influence of the Edmodo-based blended learning model on the chemistry learning outcomes of students in class XI MIPA 1 SMAN 1 Kurik.REFERENCESAlbiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning : A Review of the Current Literature. 10(2), 232–238. https://doi.org/http://dx.doi.org/10.17507/jltr.1002.03Angraini, M. R., Muharini, R., & Lestari, I. (2018). Penerapan Blended Learning Berbasis Edmodo Terhadap Minat Dan Hasil Belajar Siswa SMAN 9 Pontianak. 1–12.Ariyatun, A., & Octavianelis, D. F. (2020). Pengaruh Model Problem Based Learning Terintegrasi Stem Terhadap Kemampuan Berpikir Kritis Siswa. JEC: Journal of Educational Chemistry, 2(1), 33. https://doi.org/10.21580/jec.2020.2.1.5434Basuki, A. R. R. ismet. (2018). Pengaruh Model Pembelajaran Blended Learning Didukung E-Learning ( Edmodo , Schoology ) Dan Motivasi Berprestasi Terhadap Kompetensi Siswa Pada Mata Pelajaran Instalasi Motor Listrik Di SMK PGRI 1 Surabaya. 3, 193–200.Chaeruman, U. A. (2013). Merancang Model Blended Learning. 399–409.Daulay, U. A., & Manurung, B. (2016). Pengaruh Blended Learning Berbasis Edmodo dan Motivasi Belajar Terhadap Hasil Belajar IPA Biologi dan Retensi Siswa pada Sistem Peredaran Darah Manusia di Kelas VIII SMP Negeri 5 Medan. 6(1), 260–266.Ekayati, R. (2018). Implementasi Metode Blended Learning Berbasis. 4(2), 50–56.Fitriana, N. (2017). Mata Kuliah Pemisahan Kimia Materi Kromatografi Untuk Meningkatkan Kualitas Belajar. 4, 46–54.Fitriani, R. S. (2019). Model Pembelajaran Berbasis Saintifik Menggunakan Alat Peraga E Pen Interaktif dengan Muatan Kearifan Lokal pada Era Industri 4 . 0 untuk Pengajaran BIPA di Uninus. 6(2), 40–46. https://doi.org/10.33603/dj.v6i2.2187Harjono, H. S. (2013). Literasi Digital: Prospek dan Implikasinya dalam Pembelajaran Bahasa. 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004Harta, J., Limbong, S. A., & Waruwu, E. E. (2020). Pengembangan Media Pembelajaran Asam Basa Inovatif Berbasis Green Labyrinth untuk SMA. J-PEK (Jurnal Pembelajaran Kimia), 5(1), 17–31. https://doi.org/10.17977/um026v5i12020p017Husna, Ikhsan, M., & Fatimah, S. (2013). Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematis Siswa Sekolah Menengah Pertama Melalui Model Pembelajaran Kooperatif Tipe Think-Pair-Share (Tps). 1(2), 81–92.Istiqomah. (2019). Pembelajaran Menulis Karangan Deskripsi Dengan Model Kooperatif Tipe STAD Terhadap Siswa Kelas X Man 3 Aceh Utara. 19(2), 216–235.Khoiroh, N., Munot, & Lilik, A. (2017). Pengaruh Model Pembelajaran Blended Learning Dan Motivasi Belajar Terhadap Hasil Belajar Siswa. 10, 97–110.Lazem, S. (2019). On Designing Blended Learning Environments for Resource-Challenged Communities. 14(12), 183–193. https://doi.org/https://doi.org/10.3991/ijet.v14i12.10320 ShaimaaSurat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease(COVID-19), (2020).Murti, H. W. (2019). Kajian Industri 4.0 Untuk Penerapannya Di Indonesia. Jurnal Manajemen Industri Dan Logistik, 01, 1–13. https://doi.org/10.30988/jmil.v3i1.59Nasrullah, R., Aditya, W., Satya, T. I., Nento, M. N., Hanif, N., Miftahussururi, & Akbari, Q. S. (2017). Literasi Digital. Kementerian Pendidikan dan Kebudayaan.Pongkendek, J. J., Parlindungan, J. Y., & Marpaung, D. N. (2019). Effectiveness of the Application of Team Games Tournament Cooperative Learning Model (TGT) to Improve Learning Outcomes of Students of Class XI Science 1 SMA Frater Makassar in the Principal Material of Salt Hydrolysis. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012228Pongkendek, Jesi Jecsen, Marpaung, D. N., Nurvitasari, E., & Parlindungan, J. Y. (2021). The Use Of Chemsketch to Increase Student Learning Outcomes and Motivation in Learning Hydrocarbons. J-PEK (Jurnal Pembelajaran Kimia), 6(1), 9–18. https://doi.org/http://dx.doi.org/10.17977/um026v6i12021p009Subagiyo, S. (2019). Penerapan Model Blended Learning untuk meningkatkan Pemahaman Konsep Termokimia Siswa. Journal of Educational Chemistry (JEC), 1(1), 1. https://doi.org/10.21580/jec.2019.1.1.3830Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.Surjaman, T. (2017). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.Werang, B. R. (2012). Belajar dan Pembelajaran. Elang Mas.Werang, B. R. (2015). Pendekatan Kuantitatif dalam penelitian sosial. Calpulis.

The Use of Chemsketch To Increase Student Learning Outcomes and Motivation In Learning Hydrocarbons Jesi Jecsen Pongkendek; Dewi Natalia Marpaung; Evi Nurvitasari; John Yoro Parlindungan
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p009

Learning motivation is an encouragement in students to be able to learn well, add skills and provide learning experiences. High learning motivation will improve learning outcomes. This research is quantitative research to determine students' learning motivation, student learning outcomes, and the relationship between learning motivation and learning outcomes in learning chemistry on Hydrocarbon material with the application of Chemsketch media. The research was conducted at SMAN 2 Merauke in Class XI IPA 1 with 28 students. The sampling technique used is simple random sampling. The research data was obtained by using learning outcomes tests and learning motivation questionnaires. The research data were analyzed descriptively and the results obtained were: (1) student learning outcomes with an average score of 81,86 with 25 students passed the test and 3 students not past the test, (2) students' learning motivation with an average score of 80, 86 with 11 people in the very high category and 17 people in the high category. Followed by quantitative data analysis to test the linearity of the data, the normality of the data, and the correlation between learning motivation and learning outcomes with the Pearson bivariate correlation test. After analyzing the results obtained that (1) there is a linear and significant relationship, (2) the data is normally distributed, (3) there is a significant relationship between learning motivation and learning outcomes.ReferencesAbidin, Z., & Ijrah, S. (2018). Hubungan Motivasi Belajar dengan Hasil Belajar Pada Siswa Kelas V SD Negeri Gugus IV Kecamatan Banuhamou Kabupaten Agam. Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar, 2(2), 21–29.Azrai, E. P., Ernawati, E., & Sulistianingrum, G. (2017). Pengaruh Gaya Belajar David Kolb (Diverger, Assimilator, Converger, Accommodator) Terhadap Hasil Belajar Siswa Pada Materi Pencemaran Lingkungan. Biosfer: Jurnal Pendidikan Biologi, 10(1), 9–16. https://doi.org/10.21009/biosferjpb.10-1.2Betaubun, M., Asmaningrum, H. P., & Nasrawati. (2020). Analisis Kebutuhan E-book Interaktif Bilingual Etnokimia dengan Pendekatan Konstruktivisme. Magistra, 7(1), 10–22.Farid, A., & Nurhayati, S. (2014). Pengaruh Penerapan Strategi React Terhadap Hasil Belajar Kimia Siswa Kelas XI. Chemistry in Education, 3(1).Hamalik, O. (2001). Teknik Pengukuran dan Evaluasi Pendidikan. CV. Mandar Maju.Handhika, J. (2012). Efektivitas Media Pembelajaran IM3 Ditinjau dari Motivasi Belajar. Jurnal Pendidikan IPA Indonesia, 1(2), 109–114. https://doi.org/10.15294/jpii.v1i2.2127Harahap, S. N., & Siregar, M. F. (2019). Pengaruh Model Pembelajaran Dengan Mengintegrasikan Strategi Pembelajaran Cooperative Learning Tipe STAD Dengan Media Chemsketch Terhadap Hasil Belajar Siswa. Cyberspace : Jurnal Pendidikan Teknologi Informasi, 3(1), 1–7. https://doi.org/10.1017/CBO9781107415324.004Harta, J., Limbong, S. A., & Waruwu, E. E. (2020). Pengembangan Media Pembelajaran Asam Basa Inovatif Berbasis Green Labyrinth untuk SMA. J-PEK (Jurnal Pembelajaran Kimia), 5(1), 17–31. https://doi.org/10.17977/um026v5i12020p017Indriyanti, N. Y., Widisatuti, A., Suryadi, B. U., & Hasanah, N. (2020). Pemberdayaan Guru Kimia Melalui Produksi Media Pembelajaran Berbasis Aplikasi Chemsketch. Jurnal Bakti Saintek, 4(1), 23–26. https://doi.org/10.14421/jbs.1566Iqbal, M., & Tarigan, I. L. (2019). Pengaruh Model Pembelajaran Siklus Belajar 5E Menggunakan Media Animasi Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa SMA Kelas XI Pada Materi Hidrolisis Garam. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 31–38. https://doi.org/10.17977/um026v4i12019p031Linda, R., Herdini, & Rahmaputri, Z. (2017). Multimedia interaktif berbasis autoplay media studio 8 untuk mata pelajaran kimia pokok bahasan laju reaksi untuk kelas XI SMA/MA. Jurnal Pendidikan Kimia, 9(3), 347–351.Lumentut, R. S., Said, I., & Mustapa, K. (2017). Pengaruh Model Pembelajaran Guided Inquiry dengan Mind Map terhadap Hasil Belajar dan Motivasi Siswa pada Materi Redoks di Kelas X SMA Negeri 5 Palu. Jurnal Akademika Kimia, 6(2), 113–118. https://doi.org/10.22487/j24775185.2017.v6.i2.9242Marpaung, D. N., Siregar, L. F., & Pongkendek, J. J. (2019). The development of innovative learning material integrated with environmental activities to improve student learning outcomes on electrolyte and nonelectrolyte solution. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012218Marpaung, Dewi Natalia. (2019). Implementation of Active and Creative Learning Through Multimedia on the Teaching of Solubility and Solubility Product. Journal of Basic and Applied Scientific Research, 9(6), 42–46.Mbosisi, S. B., & Mustapa, K. (2018). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament Berbasis Scramble Terhadap Motivasi dan Hasil Belajar Siswa SMA Kristen GPID Palu. Jurnal Akademika Kimia, 7(1), 36–40.Mediawati, E. (2010). Pengaruh Motivasi Belajar Mahasiswa Dan Kompetensi Dosen Terhadap Prestasi Belajar. Dinamika Pendidikan, 5(2), 134–146. https://doi.org/10.15294/dp.v5i2.4922Nazalin, N., & Muhtadi, A. (2016). Pengembangan Multimedia Interaktif Pembelajaran Kimia Pada Materi Hidrokarbon Untuk Siswa Kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 3(2), 221. https://doi.org/10.21831/jitp.v3i2.7359Novita Yanda, S., & Safitri, Y. (2018). The Effect of Using E-learning Material on Hydrocarbon Chapter to Improve Students’ Achievement Motivation in Learning Chemistry. ICESST 2018, 843–847. https://doi.org/10.29210/20181122Palittin, I. D., Wolo, W., & Purwanty, R. (2019). Hubungan Motivasi Belajar dengan Hasil Belajar Siswa. Magistra, 6(2), 110–118.Pongkendek, J. J., Parlindungan, J. Y., & Marpaung, D. N. (2019). Effectiveness of the Application of Team Games Tournament Cooperative Learning Model (TGT) to Improve Learning Outcomes of Students of Class XI Science 1 SMA Frater Makassar in the Principal Material of Salt Hydrolysis. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012228Pongkendek, Jesi Jecsen, Marpaung, D. N., & Siregar, L. F. (2019). Analisis Motivasi Belajar Siswa Dengan Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament. Musamus Journal of Science Education, 2(1), 31–38. https://doi.org/10.35724/mjose.v2i1.2243Raiyn, J., & Rayan, A. (2015). How Chemicals ’ Drawing and Modeling Improve Chemistry Teaching in Colleges of Education. World Journal of Chemical Education, 3(1), 1–4. https://doi.org/10.12691/wjce-3-1-1Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. PT. Raja Grafindo.Septryanesti, N., & Lazulva, L. (2019). Desain Dan Uji Coba E-Modul Pembelajaran Kimia Berbasis Blog Pada Materi Hidrokarbon. JTK (Jurnal Tadris Kimiya), 4(2), 202–215. https://doi.org/10.15575/jtk.v4i2.5659Sitepu, C. P. K. (2016). Pengaruh Pemanfaatan Media Chemsketch Dalam Pembelajaran Yang Menggunakan Metode Resitasi Terhadap Motivasi Dan Hasil Belajar Kimia Di SMK Kelas XI. Jurnal Ilmiah “INTEGRITAS,” 2(1).Sitepu, C., & Simanjuntak, R. (2018). Upaya Meningkatkan Hasil Belajar Mahasiswa Pada Materi Bentuk Molekul Dengan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Berbantuan Media Physics Education Technology (PhET) Dan Chemsketch. JURNAL Suluh Pendidikan FKIP-UHN, 5(2), 36–47. https://doi.org/10.1017/CBO9781107415324.004Utami, H. H., Sulfikar, & Anwar, M. (2017). Pengaruh Chemsketch Dalam Penulisan Struktur Kimia Pada Merode Resitasi Terhadap Hasil Belajar Siswa (Materi Pokok Ikatan Kimia). Jurnal Penelitian Pendidikan INSANI, Vol.20(No.2), 96–100.Yuliany, N. (2018). Relationship Between Learning Motivation to Learning Result Mathematics Students. AULADUNA, 5(2), 126–137.

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