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<![CDATA[THE EFFECTIVENESS OF COLLOID MODULE BASED ON GUIDED INQUIRY APPROACH TO INCREASE STUDENTS’ COGNITIVE LEARNING OUTCOMES ]]>
<![CDATA[Novilia, Lita]]>;
<![CDATA[Iskandar, Srini M.]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3713
<![CDATA[Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve students’ ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase students’ understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase students’ cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of students’ pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase students’ cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of students’ cognitive skills of 0.688, categorized as a medium gain.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN LEVEL OF INQUIRY BERBANTUAN ANIMASI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMAHAMAN KONSEP SISWA PADA MATERI ASAM BASA ]]>
<![CDATA[Azizah, Laili Nur]]>;
<![CDATA[Munzil, Munzil]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 4: APRIL 2020 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v5i4.13247
<![CDATA[Abstract: The purpose of this study was to find out effect of learning on critical thinking skills and conceptual understanding of acid-base material. The learning model used was the Level of Inquiry. The quantitative research design using the Quasy experiment method based on the post tett only non equivalent group design was applied in the study. The results do not have a significant effect on critical thinking skills, but the use of animation media in general affects the understanding of concepts. The biggest influence is on the class with the help of dynamic media. Abstrak: Tujuan peneltian yang dilakukan adalah untuk mengetahui pengaruh pembelajaran terhadap kemampuan berpikir ktritis dan pemahaman konsep pada materi asam basa. Model pembelajaran yang digunakan adalah Level of Inquiry. Rancangan penelitian kuantitatif yang menggunakan metode Quasy experiment berdasarkan rancangan post tet only non equivalent group design diterapkan dalam penelitian. Hasilnya tidak memberikan pengaruh yang signifikan terhadap kemampuan berpikir kritis, akan tetapi penggunaan media animasi secara umum berpengaruh terhadap pemahaman konsep. Pengaruh terbesar terdapat pada kelas dengan bantuan media dinamis.]]>
<![CDATA[Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions ]]>
<![CDATA[Kurniawan, Muhammad Ali]]>;
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Fajaroh, Fauziatul]]>;
<![CDATA[Almuntasheri, Saeed]]>
<![CDATA[ Journal of Science Learning Vol 3, No 2 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v3i2.22277
<![CDATA[This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.]]>
<![CDATA[IMPROVING STUDENTS' SCIENTIFIC EXPLANATION SKILLS THROUGH POGIL MODEL WITH SOCIOSCIENTIFIC ISSUE CONTEXT ]]>
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Aldresti, Fitri]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v23i2.12413
<![CDATA[Students' must be able to reasons scientifically in understanding our rapidly changing world, in which scientific explanation skill can be defined as an ability to make a reasonable explanation of a phenomenon based on scientific facts as well as forming a relationship based on evidence and logical reasoning. In this study, we examine the development of students' scientific explanation skill through the implementation of POGIL inquiry model with Socio-scientific Issues (SSI) context. A difference in scientific explanation skill after learning was found and implications to chemistry learning are discussed.]]>
<![CDATA[The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills ]]>
<![CDATA[Qamariyah, Sitti Nurul]]>;
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Fajaroh, Fauziatul]]>;
<![CDATA[Alsulami, Naif Mastoor]]>
<![CDATA[ Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v4i3.30863
<![CDATA[This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.]]>
<![CDATA[DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY? ]]>
<![CDATA[Sri Rahayu]]>;
<![CDATA[Klaudia E.N Bambut]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v39i3.32228
<![CDATA[Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.]]>
<![CDATA[THE EFFECT OF INQUIRY BASED LEARNING WITH SOCIOSCIENTIFIC ISSUES CONTEXT ON CRITICAL THINKING SKILLS AND SCIENTIFIC EXPLANATION ]]>
<![CDATA[Intan Mahanani]]>;
<![CDATA[Sri Rahayu]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ Jurnal Kependidikan Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v3i1.20972
<![CDATA[This study was aimed at investigating the application of inquiry learning in the context of socioscientific issues (SSI) influences students' skills in critical thinking and scientific explanation on the topic of reaction rates. This study was quantitative research used post test only control group design. A total of 90 students who were enrolled in the 3 classes from one public senior high school in Malang regency were selected as the research sample by convenience. The data of critical thinking ability were collected through critical thinking test. The data of scientific explanation were collected through scientific explanation test. The results of critical thinking test were categorized by Ennis’s critical thinking, while the results of scientific explanation test were categorized by SOLO taxonomy. The data were analysed quantitatively by statistical parametric. The result of One-Way ANOVA showed that there were significant differences in students' critical thinking skills and scientific explanation ability who were taught by inquiry with SSI learning, inquiry, and verification model. Students who were taught by inquiry with SSI learning had a higher average of critical thinking and scientific explanation skills than the students who were taught by inquiry and verification learning. PENGARUH PEMBELAJARAN INKUIRI BERKONTEKS SOCIOSCIENTIFIC-ISSUES TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN SCIENTIFIC EXPLANATIONPenelitian ini bertujuan untuk menginvestigasi pengaruh penerapan pembelajaran inkuiri berkonteks socioscientific issues (SSI) terhadap keterampilan siswa dalam berpikir kritis dan scientific explanation pada topik laju reaksi. Penelitian kuantitatif dilakukan dengan posttest only control group design. Sampel penelitian berjumlah 90 siswa yang terbagi ke dalam 3 kelas dari satu SMA Negeri di Kota Malang yang dipilih menggunakan teknik convenience sampling. Data keterampilan berpikir kritis diperoleh dari tes keterampilan berpikir kritis. Data penjelasan ilmiah dikumpulkan dengan tes scientific explanation. Data kemampuan berpikir kritis dikategorikan menurut kategori berpikir kritis Ennis. Adapun data kemampuan scientific explanation siswa dikategorikan menurut taksonomi SOLO. One-Way ANOVA digunakan untuk menganalisis pengaruh perlakuan Hasil penelitian menunjukkan adanya perbedaan yang signifikan keterampilan berpikir kritis dan scientific explanation pada siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI, inkuiri, dan verifikasi. Siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI memiliki nilai rata-rata keterampilan berpikir kritis lebih tinggi dan lebih mampu membangun explanation hingga level tertinggi yaitu level extended abstract, dibandingkan dengan siswa yang dibelajarkan menggunakan pembelajaran inkuiri dan verifikasi.]]>
<![CDATA[Pengaruh Process Oriented-Guided Inquiry Learning berkonteks isu sosiosaintifik terhadap keterampilan berargumentasi siswa sekolah menengah atas ]]>
<![CDATA[Arum Setyaningsih]]>;
<![CDATA[Sri Rahayu]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Parmin Parmin]]>
<![CDATA[ Jurnal Inovasi Pendidikan IPA Vol 5, No 2: October 2019 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jipi.v5i2.20693
<![CDATA[Kemampuan berargumentasi merupakan salah satu aspek dalam kemampuan berliterasi sains. Rendahnya skor pada survei PISA siswa Indonesia menunjukkan rendahnya kemampuan mereka dalam berargumen. Untuk mengatasi masalah tersebut, penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berargumentasi dan kualitas argumentasi siswa yang dibelajarkan dengan model pembelajaran Process Oriented-Guided Inquiry Learning (POGIL) berkonteks isu-isu sosiosaintifik, POGIL, dan konvensional pada materi asam basa. Rancangan penelitian adalah eksperimen semu posstest only design. Sampel terdiri dari tiga kelas di salah satu SMAN di Kota Malang. Data diperoleh dari hasil tes keterampilan berargumentasi tertulis siswa. Hasil penelitian menunjukkan adanya perbedaan yang signifikan secara statistik terhadap keterampilan berargumentasi siswa di ketiga kelas penelitian (p=0.000). Kualitas argumentasi dianalisis menggunakan kerangka analitik Osborne. Pencapaian level argumentasi siswa kelas POGIL berkonteks isu-isu sosiosaintifik lebih tinggi daripada kelas POGIL dan konvensional. The effect of process oriented-guided inquiry learning with socioscientific issue contexts on high school students’ argument skills AbstractThe argumentation ability is one of aspect of scientific literacy. The low scores on PISA survey of Indonesian students showed their low ability in argumentation. To address this problem, this study aims to investigate the difference of students’argumentation skills who were taught using POGIL with socioscientific issues context, POGIL, and conventional learning. Research design was quasi-experimental postest only design. The sample consisted of three classes of a public senior high school in Malang. The data were obtained from students’ written argumentation. The result of this study showed significantly different statistic on students’argumetation skills in three classes (p=0,000). The quality of students’argumetation were classified using analytical framework by Osborne. Achievement of the argument level of POGIL class students contexted sociosaintific issues higher than POGIL class and conventional class.]]>
<![CDATA[Pengaruh Pogil dan Verifikasi serta Kemampuan Awal terhadap Hasil Belajar Kognitif dan Keterampilan Proses Sains Siswa ]]>
<![CDATA[nur laili iktafiyah]]>;
<![CDATA[Suhadi Ibnu]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ EduChemia (Jurnal Kimia dan Pendidikan) Vol 3, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Chemical Education Faculty of Teacher Training and Education Universitas Su ]]>
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DOI: 10.30870/educhemia.v3i1.1843
<![CDATA[Pembelajaran kimia harus memperhatikan karakteristik kimia sebagai produk dan kimia sebagai proses. Kimia sebagai produk menuntut penguasaan konsep dan kimia sebagai proses menuntut penguasaan keterampilan proses sains. Salah satu metode pembelajaran yang dapat mengembangkan penguasaan konsep dan keterampilan proses sains siswa adalah metode POGIL. Tujuan penelitian adalah untuk mengetahui: (1) perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (2) perbedaan hasil belajar kognitif siswa dengan kemampuan awal berbeda; (3) interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa. (4) perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (5) perbedaan keterampilan proses sains siswa dengan kemampuan awal berbeda; dan (6) interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa. Penelitian ini menggunakan rancangan eksperimen semu. Sampel penelitian adalah siswa kelas XI IPA 1 dan XI IPA 2 MA Manba’ul Hikam Tanggulangin. Intrumen tes belajar kognitif berupa 28 soal pilihan ganda dengan validasi isi sebesar 98%, sedangkan instrumen keterampilan proses sains berupa 15 soal pilihan ganda dengan validasi isi sebesar 89%. PeAnalisis data menggunakan uji ANOVA Two Ways. Hasil penelitian menunjukkan bahwa (1) ada perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan POGIL dan verifikasi dengan taraf signifikansi 0,017 < 0,05; (2) ada perbedaan hasil belajar kognitif siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,004 < 0,05; (3) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa dengan taraf signifikansi 0,632 > 0,05; (4) ada perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi dengan taraf signifikansi 0,039 < 0,05; (5) ada perbedaan keterampilan proses sains siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,009 < 0,05; (6) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa dengan taraf signifikansi 0,717 > 0,05.]]>
<![CDATA[Dynamic and Static Modeling Embedded in Inquiry Learning to Improve Student’s Multiple Representation Ability ]]>
<![CDATA[Indah Langitasari]]>;
<![CDATA[Effendy Effendy]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ Jurnal Penelitian dan Pembelajaran IPA Vol 4, No 1 (2018): Available Online in May 2018 (Web of Science Indexed) ]]>
Publisher : <![CDATA[Department of Science Education, Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jppi.v4i1.2881
<![CDATA[ Integration of dynamic and static modeling on guided inquiry learning can help students to understand chemical concepts at macroscopic, symbolic and microscopic levels. This research aimed to examine and to explain the differences of students’ multiple representation ability that was taught by guided inquiry with dynamic and static modeling in redox reaction concept. This research used descriptive and quasi-experimental design. Data were analyzed using descriptive and manova statistics analysis. The results showed that the ability of students’ macroscopic level that was taught by guided inquiry with dynamic and static modeling is the same. While the student’s symbolic and microscopic level ability that was taught by guided inquiry with dynamic modeling higher than student’s ability that was taught by guided inquiry with static modeling. The implication of this research is chemistry learning with dynamic modeling can help students to construct chemical concept more easily and gain the complete understanding.]]>
