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<![CDATA[PENINGKATKAN KETERAMPILAN MENGENDALIKAN VARIABEL DAN MENDEFINISIKAN VARIABEL SECARA OPERASIONAL MELALUI PEMBELAJARAN LEARNING CYCLE 3E ]]>
<![CDATA[Dhita Mita Anggra Ovika]]>;
<![CDATA[Noor Fadiawati]]>;
<![CDATA[Chansyanah Diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The aimed this study was to describe the increase of students’ skill in controlling variables and defining variables operationally on Learning Cycle three-phase (LC-3E). The model was applied pretest-posttest control group design. The participants included two clsses at the second year sains of SMA N 1 Way Jepara, Lampung Timur. The increase of students’ skill in controlling variables and defining variables operationally measured on the difference of a significant normalized gain (n-Gain). The results show that mean value of n-Gain controlling variables skill in control and experimental classes were 0.15 and 0.47, and the mean value of n-Gain defining variables operationally skill in control and experimental classes were 0.23 and 0 , 50. Based on hypothesis testing using t-test and n-Gain, it was concluded that the LC 3E learning model can increasing students’ skill in controlling variables and defining variable operationally.Kata kunci: Learning Cycle 3E, keterampilan mengendalikan variabel, dan mendefinisikan variabel secara operasional]]>
<![CDATA[Pengaruh Isu Sosiosaintifik Meningkatkan Literasi Kimia dan Motivasi Belajar Materi Larutan Elektrolit dan Non-Elektrolit ]]>
<![CDATA[Jariska Meidhania Wulandari]]>;
<![CDATA[Sunyono Sunyono]]>;
<![CDATA[Chansyanah Diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The aim of this study was to describe the effect of socioscientific issues to improve Students’s Chemical Literacy Skills and Learning Motivation in electrolyte and non-electrolyte solution topic. This research used quasi experiment method with pretest-posttest control group design. Population in this research was all students of X MIA one of senior high school in Lampung Tengah. The sample was taken by cluster random sampling technique and obtained class X MIA 3 as control class and X MIA 1 as experiment class. The influence of learning using socioscientific issues was analyzed using t-test on n-Gain and effect size test towards student’s chemical literacy skills and learning motivation.The results showed that the average value of n-Gain of students’s chemical literacy skills criteria in experiment class was‘average’ with effect size 0,837 on chemical literacy skills with criteria was ‘large’ and average value of n-Gain of students’s learning motivation 0,756 on learning motivation with criteria was ‘large’. Tujuan dalam penelitian ini adalah untuk mendeskripsikan pengaruh penggunaan isu sosiosaintifik untuk meningkatkan kemampuan literasi kimia dan motivasi belajar siswa pada materi larutan elektrolit dan non-elektrolit. Penelitian ini menggunakan metode kuasi eksperimen dengan pretest-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA di salah satu SMA di Lampung Tengah. Pengambilan sampel dilakukan dengan cluster random sampling dan diperoleh kelas X MIA 3 sebagai kelas kontrol dan X MIA 1 sebagai kelas eksperimen. Pengaruh pembelajaran menggunakan isu sosiosaintifik dianalisis menggunakan uji t-test dan uji effect size terhadap kemampuan literasi kimia dan motivasi belajar siswa. Hasil penelitian menunjukkan bahwa rata-rata nilai n-Gain kemampuan literasi kimia berkriteria ‘sedang’ dengan effect size sebesar 0,837 dengan kriteria effect size ‘besar’ dan bahwa rata-rata nilai n-Gain motivasi belajar siswa 0,756 pada motivasi belajar dengan kriteria effect size ‘besar’. Kata kunci: literasi kimia, isu sosiosaintifik, motivasi]]>
<![CDATA[Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa Melalui Pembelajaran Berbasis Masalah Pendinginan Minuman ]]>
<![CDATA[Chansyanah Diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 2 (2020): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Abstract: Improving Students’ Higher-Order Thinking Skills through the Beverage Cooling Problem-Based Learning. This study aims to improve students’ higher-order thinking skills (HOTS) through the beverage cooling problem-based learning model. The method in this research was the matching only pretest-posttest control group. The sample of this research was XII MIA 1 as the experimental class and XII MIA 2 as the control class. The results showed an average posttest in the experimental class greater than the control class. The average n-gain in the experimental class was 0.74 which is a high category. It can conclude that the problem-based learning model of beverage cooling is effective for improving students' higher-order thinking skills. Keywords: higher-order thinking skills, problem-based learning model, the beverage cooling Abstrak: Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa Melalui Pembelajaran Berbasis Masalah Pendinginan Minuman. Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir tingkat tinggi (KBTT) siswa SMA melalui model pembelajaran berbasis masalah pendinginan minuman (PBMPM). Metode penelitian ini adalah kuasi eksperimen dengan desain the matching only pretest-posttest control group. Sampel dalam penelitian ini yaitu kelas XII MIA 1 sebagai kelas eksperimen dan kelas XII MIA 2 sebagai kelas kontrol. Hasil penelitian menunjukkan bahwa rata-rata nilai postes di kelas eksperimen lebih tinggi daripada rata-rata nilai postes di kelas kontrol. Nilai n-gain di kelas eksperimen sebesar 0,74 yang berkategori tinggi. Berdasarkan hasil tersebut dapat disimpulkan bahwa model PBMPM efektif dalam meningkatkan keterampilan berpikir tingkat tinggi siswa. Kata kunci: keterampilan berpikir tingkat tinggi, model pembelajaran berbasis masalah, pendinginan minuman]]>
<![CDATA[THE ENHANCEMENT OF INFERRING skill and CONCEPT mastery IN BASIC THERMOCHEMISTRY SUBJECT by LEARNING CYCLE 5E MODEL ]]>
<![CDATA[wirda ningsih turnip]]>;
<![CDATA[ratu betta rudibyani]]>;
<![CDATA[chansyanah diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research is intended to describe the effective characteristics of learning cycle 5E (LC 5E) teaching method in increasing students’ inferring skill and concept mastery in basic termokimia subject of SMA Negeri 6 Bandar Lampung. The samples of this research were the XI IPA2 as control class and the XI IPA3as experimental class. Purposive Sampling Technique was implemented to choose the samples of this research. Quasi Experimental Method by implementing Non Equivalent Control Group Design was employed in this research. The effectiveness of LC 5E teaching method was measured based on the significant level of n-gain increase. The result shows that the average of n-gain for inferring skill in control class and experimental class were 0,12 and 0,43; while the average of n-gain in concept mastery in control class and experimental class were 0,13 and 0,53. This fact shows that LC 5E teaching method is more effective in increasing students’ inferring skill and concept mastery in basic termokimia subject.Key words : LC 5E, inferring skill and concept mastery]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN DAN INFERENSI MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING ]]>
<![CDATA[Asep Nugroho]]>;
<![CDATA[Chansyanah Diawati]]>;
<![CDATA[Nina Kadaritna]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research is intended to describe the effectiveness of guided inquiry learning model applied in acid and alkali subject to improve students’ presentation and drawing inference skill. This research used Pre-experimental method by one-group pretest-posttest design. The subjects of this research are the second semester students of class XI IPA 1 SMA Muhammadiyah 2 Bandar Lampung in academic year 2012-2013. The effectiveness of guided inquiry learning model showed by the increase of pretest and posttest scores that can be seen by the n-Gain value. The result showed that n-Gain value average of students’ presentation skill is 0,45 and the students ‘drawing inference skill is 0,39. It can be conclude that guided inquiry learning model applied in acid and alkali subject is effective in improving students’ presentation and drawing inference skill in medium criteria.Penelitian ini dilakukan untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing pada materi asam-basa dalam meningkatkan keterampilan mengkomunikasikan dan inferensi. Penelitian ini menggunakan metode pre-experimental dengan One-Group Pretest-Posttest Design. Subjek dalam penelitian ini adalah siswa kelas XI IPA1 SMA Muhammadiyah 2 Bandar Lampung semester ganjil tahun ajaran 2012-2013. Efektivitas model pembelajaran inkuiri terbimbing ditunjukkan oleh adanya peningkatan nilai pretest dan posttest yang dilihat dari nilai n-gain. Hasil penelitian menunjukkan bahwa rata-rata nilai n-gain keterampilan mengkomunikasikan sebesar 0,45 dan keterampilan inferensi sebesar 0,39. Dapat disimpulkan bahwa pembelajaran inkuiri terbimbing pada materi asam-basa efektif dalam meningkatkan keterampilan mengkomunikasikan dan inferensi dengan kriteria sedang.Kata kunci: inferensi, keterampilan mengkomunikasikan, pembelajaran inkuiri terbimbing.]]>
<![CDATA[Peningkatan Keterampilan Berpikir Kritis Siswa SMA Menggunakan Model Pembelajaran Berbasis Masalah Pencemaran oleh Limbah Cair Tahu ]]>
<![CDATA[Pratiwi Purnaning Wulandari]]>;
<![CDATA[Noor Fadiawati]]>;
<![CDATA[Chansyanah Diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this study is to describe the effectiveness pollution by tofu liquid waste problem-based learning model to improve students’ critical thinking skills. The method used was quasi experiment with the matching only pretest-posttest control group design. The Samples of this research were XI MIA 8 as experiment and XI MIA 5 as control class, that obtained by purposive sampling technique. Data analysis techniques used parametric statistic with t-test and n-gain calculation. The results showed that the posttest average value in the experiment class (73.33) was higher than the posttest average value in the control class (55.2) and the average n-gain of experiment class in medium category. Therefore, it is concluded the implementation of pollution by tofu liquid waste problem-based learning model was effective in improving the students’ critical thinking skills.Keywords: problem-based learn, pollution of tofu liquid waste, critical thinking skills.Penelitian ini bertujuan mendeskripsikan efektivitas pembelajaran berbasis masalah pencemaran oleh limbah cair tahu dalam meningkatkan keterampilan berpikir kritis. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain the matching only pretest-posttest control group design. Sampel dalam penelitian ini adalah siswa kelas XI MIA 8 sebagai kelas eksperimen dan siswa kelas XI MIA 5 sebagai kelas kontrol, yang diperoleh melalui teknik purposive sampling. Data penelitian dianalisis menggunakan statistik parametrik dengan uji t dan perhitungan n-gain. Hasil penelitian menunjukkan bahwa nilai rata-rata postes dikelas eksperimen (73.33) lebih tinggi daripada nilai rata-rata postes siswa dikelas kontrol (55.2) dan n-gain rata- rata di kelas eksperimen berkategori sedang. Dengan demikian, dapat disimpulkan model pembelajaran berbasis masalah pencemaran oleh limbah cair tahu efektif dalam meningkatkan keterampilan berpikir kritis siswa.Kata kunci: pembelajaran berbasis masalah, pencemaran limbah cair tahu, keterampilan berpikir kritis.]]>
<![CDATA[THE ENHANCEMENT OF FORMULATING HYPOTHESES AND INFERRING SKILLS IN COLLOIDAL CONCEPT BY PROBLEM SOLVING LEARNING MODEL ]]>
<![CDATA[Anggun Sari Nurulita]]>;
<![CDATA[Noor Fadiawati]]>;
<![CDATA[Chansyanah Diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was to describe the effectiveness of problem solving learning model to enhance formulating hypotheses and inferring skills in colloidal concept. Students who became the subject of this research was XI grade of Science 4 YP Unila Senior High School in Bandar Lampung Academic Year 2011/2012. This research used the pre-experimental method and one group pretest-posttest design. The effectiveness of problem solving learning model was determined based on the average value of n-Gain. The results of this research showed that the average value of n-Gain of formulating hypotheses and inferring skills were 0.54 and 0.67. If they were interpreted, both of them were included in medium category. Thus, it can be concluded that the problem solving learning model effective to enhance formulating hypotheses and inferring skills in colloidal concept in medium category.Penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan merumuskan hipotesis dan menarik kesimpulan pada materi koloid. Yang menjadi subjek penelitian adalah siswa kelas XI IPA 4 SMA YP Unila Bandar Lampung tahun ajaran 2011/2012. Penelitian ini menggunakan metode preksperimen dengan desain One Group Pretest-Posttest. Efektivitas model pembelajaran problem solvingditentukan berdasarkan rerata n-Gain. Hasil penelitian menunjukkan bahwa rerata n-Gain kemampuan merumuskan hipotesis dan menarik kesimpulan adalah sebesar 0,54 dan 0,67. Keduanya berada dalam kategori medium. Sehingga dapat disimpulkan bahwa model pembelajaran problem solving efektif untuk meningkatkan keterampilan merumuskan hipotesis dan menarik kesimpulan.Kata kunci: keterampilan merumuskan hipotesis, keterampilan menarik kesimpulan, problem solving]]>
<![CDATA[Pembelajaran Berbasis Masalah Erosi Email Gigi untuk Meningkatkan Kemampuan Penalaran dan Keterampilan Berpikir Kritis ]]>
<![CDATA[Pina Budiarti Pratiwi]]>;
<![CDATA[chansyanah Diawati]]>;
<![CDATA[Marina Setyorini]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aims to describe the improvement of the students' reasoning and critical thinking skills through dental erosion problem based learning. The samples were taken using purposive sampling technique and obtained XI MIA 3 as experiment class and XI MIA 9 as control class. The enhancement of reasoning ability and students' critical thinking skills is determined by the n-gain of reasoning ability and critical thinking skills of students tested statistically by t test. The results showed that dental erosion problem based learning can improve students' reasoning ability and critical thinking skill.Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan penalaran dan keterampilan berpikir kritis siswa melalui pembelajaran berbasis masalah erosi email gigi. Sampel penelitian diambil menggunakan teknik purposive sampling dan diperoleh kelas XI MIA 3 sebagai kelas eksperimen dan kelas XI MIA 9 sebagai kelas kontrol di SMA Negeri 2 Bandar Lampung. Peningkatan kemampuan penalaran dan keterampilan berpikir kritis siswa ditentukan dari n-gain kemampuan penalaran dan keterampilan berpikir kritis siswa yang diuji secara statistik dengan uji t. Hasil penelitian menunjukkan bahwa pembelajaran berbasis masalah erosi email gigi mampu meningkatkan kemampuan penalaran dan keterampilan berpikir kritis siswa.Kata kunci : pembelajaran berbasis masalah, erosi email gigi, keterampilan berpikir kritis, kemampuan penalaran]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN DAN INFERENSI DENGAN LEARNING CYCLE 3E ]]>
<![CDATA[Ni Wayan Methania]]>;
<![CDATA[Chansyanah Diawati]]>;
<![CDATA[Ila Rosilawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this research is to describe the effectiveness of Learning Cycle 3E model on equilibrium chemical concept in improving their communicate skills and inference skills of SMAN 7 Bandar Lampung. The effectiveness of this lessons model is measured based on the different of n-Gain, which has been moving up significantly. This research using the quasi experiment method with non equivalent control group design. The sample selection’s techniques is used is the purposive sampling. The population in this research is all students from grade XI IPA of SMAN 7 Bandar Lampung. Results of the study showed that Learning Cycle 3E model is effective in improving communicate skills and inference skills on equilibrium chemicals concept.Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas model pembelajaran Learning Cycle 3E pada materi kesetimbangan kimia dalam me-ningkatkan keterampilan mengkomunikasikan dan inferensi siswa SMAN 7 Bandar Lampung. Efektivitas model pembelajaran Learning Cycle 3E diukur dengan berdasarkan peningkatan n-Gain yang signifikan. Penelitian ini meng-gunakan metode kuasi eksperimen dengan non equivalent control group design. Teknik pemilihan sampel yang digunakan yaitu purposive sampling. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMAN 7 Bandar Lampung. Hasil penelitian menunjukkan bahwa model Learning Cycle 3E efektif dalam meningkatkan keterampilan mengkomunikasikan dan inferensi pada materi kesetimbangan kimia.Kata kunci: keterampilan inferensi, keterampilan mengkomunikasikan, model Learning Cycle 3E.]]>
<![CDATA[Peningkatan Kemampuan Penalaran dan Deskripsi Sikap Ilmiah Siswa dalam Pembelajaran Berbasis Masalah Erosi Email Gigi ]]>
<![CDATA[Regina Rissa Nadia]]>;
<![CDATA[Chansyanah Diawati]]>;
<![CDATA[M Setyarini]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The pre-experimental research with The Static-Group Pretest-Posttest Design design aims to describe the improvement of students' reasoning ability through the erosion-based e-learning problem model and to describe students' scientific attitudes through erosion-based enamel-based learning. The sample in this research is class XI MIA 3 as experiment class and class XI MIA 9 as control class at one of SMA Negeri in Bandar Lampung. The result of the research on improving reasoning ability, shown by the average difference of n-Gain students' reasoning ability of experimental class is significantly higher than control class. Scientific attitudes described, shown by the trained students' scientific attitude during the learning in accordance with the rubric that has been made researchers. The conclusion of this research is learning with Problem Based Learning model can improve students 'reasoning ability and also to train students' scientific attitude.Penelitian pre-eksperimen dengan desain penelitian The Static-Group Pretest-Posttest Design ini bertujuan untuk mendeskripsikan peningkatan kemampuan penalaran siswa melalui model pembelajaran berbasis masalah erosi email gigi dan untuk mendeskripsikan sikap ilmiah siswa melalui pembelajaran berbasis masalah erosi email gigi. Sampel dalam penelitian ini adalah kelas XI MIA 3 sebagai kelas eksperimen dan kelas XI MIA 9 sebagai kelas kontrol di salah satu SMA di Bandar Lampung. Hasil penelitian peningkatan kemampuan penalaran, ditunjukkan oleh perbedaan rata-rata n-Gain kemampuan penalaran siswa kelas eksperimen secara signifikan lebih tinggi daripada kelas kontrol. Sikap ilmiah yang dideskripsikan, ditunjukkan berdasarkan terlatihnya sikap ilmiah siswa selama pembelajaran sesuai dengan rubrik yang telah dibuat peneliti. Kesimpulan penelitian ini adalah pembelajaran dengan model Pembelajaran Berbasis Masalah dapat meningkatkan kemampuan penalaran siswa serta melatih sikap ilmiah siswa.Kata Kunci: kemampuan penalaran, sikap ilmiah siswa, model pembelajaran berbasis masalah, titrasi asam basa]]>
