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Oe3r Strategy Implementation as an Innovation on Inquiry Based Learning toward Redox Reaction Mastery Ahmad Fariq Imas; Sutrisno Sutrisno; Hayuni Retno Widarti Retno Widarti
Jurnal Ilmu Pendidikan Vol 25, No 1 (2019): June
Publisher : Universitas Negeri Malang

The Oe3r strategy is an effort to develop a learning model based on inquiry. Oe3r strategy consists of orientation, exploration, explanation, elaboration, and reflection. This study aims to describe the implementation of the Oe3r strategy on the chapter redox reaction and obtain student responses on it. The research used a quantitative descriptive method. Implementation description is derived from observations on the learning process, while student responses are obtained by capturing responses through questionnaires. The implementation of the Oe3r strategy was carried out in High school students with 35 students. The results of this research indicate that students give good to respond, felling meaningful on the learning process and expect the Oe3r strategy can be applied in other chapters.

Inquiry Based Learning with OE3R Strategy and Its Impact on Students' Mastery of Basic Concepts of Analytical Chemistry Pradita Rahmadhani; Sutrisno Sutrisno; Hayuni Retno Widarti
Jurnal Pendidikan Sains Vol 8, No 3: September 2020
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v8i3.14081

Abstract: The purpose of implementation of OE3R Strategy on lecturing Fundamental of Analytical Chemistry are to determine differences in students’ conceptual understanding achievements. This researchidesigniusingiaiQuasi-experimental (one group pre-test-post-test) with different treatment for both groups. The Experimental Group learns using OE3R Strategy, then the Control Group using the conventional strategy. The subject of research was a student in Fundamental of Analytical Chemistry courses in the Chemistry Department State University of Malang. The result shows that inquiry-based learning with OE3R Strategy as innovation learning effective to make differences of students’ conceptual understanding achievements on Fundamental of Analytical Chemistry courses.Abstrak: Implementasiistrategi OE3R pada matakuliahiDasar-dasar KimiaiAnalitik bertujuan untuk mengetahui perbedaan hasil penguasaanikonsep mahasiswa. Desainipenelitian ini menggunakan quasy-experimental (one group pretest-posttest) dengan perlakuan berbeda pada keduaikelompok. Pada kelompokieksperimen dibelajarkan dengan strategi OE3R, sedangkan pada kelompokikontrol menggunakan strategiikonvensional. Subjek penelitian ini adalah mahasiswa peserta matakuliahiDasar-dasar KimiaiAnalitik di Jurusan Kimia Universitas Negeri Malang. Hasilipenelitian menunjukkan bahwa pembelajaran berbasisiinkuiri dengan strategi OE3R sebagai sebuah inovasiipembelajaran efektif untuk membuat perbedaan pada hasil penguasaanikonsep pesertaididik pada matakuliahiDasar-dasar KimiaiAnalitik.

EFFECTIVENESS OF INQUIRY-BASED LEARNING TOWARDS MASTERING THE CONCEPT OF UNSATURATED HYDROCARBONS IN UNDERGRADUATE STUDENTS Helda Lupita Septyastuti; Sutrisno Sutrisno; Hayuni Retno Widarti
Jurnal Tadris Kimiya Vol 5, No 2 (2020)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v5i2.9078

Inquiry learning can be applied to chemistry learning at any level of education. This is according to the characteristics of chemistry, which is based on empirical evidence for real-world study. One of the topics studied in Organic Chemistry Lecture is an unsaturated hydrocarbon that discussed the structure, nomenclature, properties, manufacture, and usability. There are various models or strategies of inquiry for chemistry learning, especially guided inquiry. One of the guided inquiry-based chemistry learning strategy innovations is the OE3R (Orientation - Exploration - Explanation - Elaboration - Reflection) strategy for various education levels, high schools, and universities. This research aimed to determine the effectiveness of guided inquiry-based learning with OE3R strategy in undergraduate students' conceptual understanding of the Unsaturated Hydrocarbon concept. The research using a Quasi Experiment with a pretest-posttest control group design. Conceptual understanding with OE3R Strategy proven to be better than Expository Strategy. This can be seen from achieving minimum completeness criteria, which is 92.3% for OE3R and 72.2% for expository. It can also be seen from the N-gain value for the OE3R Strategy (0.43), which is significantly better than the Expository Strategy (0.27).

Pengembangan Bahan Ajar Kimia Materi Hidrolisis Garam dengan Pendekatan Scientific Inquiry Berbasis Problem Based Learning wiji chusnah; Suhadi Ibnu; Sutrisno Sutrisno
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 7: JULI 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i7.13778

Abstract: This development research aims to produce chemical teaching material products with a problem-based scientific inquiry approach based on the 4-D (four-D) model of Thiagarajan, Semmel and Semmel with the stages of define, design, develop, disseminate through a cross-sectional survey. The method used in the survey at the define stage is through literature review of chemistry textbooks. The results of the development of chemistry teaching materials salt hydrolysis material are empirically validated by content experts and chemistry learning material experts are considered valid with an average score of 3.67 and suitable for use as teaching materials.Abstrak: Penelitian pengembangan ini bertujuan untuk menghasilkan produk bahan ajar kimia dengan pendekatan scientific inquiry berbasis problem based learning model 4-D (four-D) Thiagarajan, Semmel dan Semmel dengan tahapan define, design, develop, disseminate melalui survey cross secsional. Metode yang digunakan dalam survei pada tahap define melalui kajian literatur buku teks pelajaran kimia. Hasil pengembangan bahan ajar kimia materi hidrolisis garam tervalidasi secara empirik oleh ahli isi dan ahli materi pembelajaran kimia dinilai valid dengan skor rata-rata 3,67 dan layak digunakan sebagai bahan ajar.

Perbedaan Keterampilan Berpikir Kritis sebagai Dampak POGIL Berbantuan Advance Organizer dan POGIL Non Advance Organizer Try Hartiningsih; Endang Budiasih; Sutrisno Sutrisno
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 9: SEPTEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Abstract: The aim of the study to determine the differences in critical thinking skills of students who taught with POGIL assisted Advance Organizer and POGIL non Advance Organizer. This research is a quasy experiment. The instruments used were critical thinking skills tests. This test is a multiple choice test grounded. The result showed that there were differences in students critical thinking skills that were taught with POGIL assisted Advance Organizer and POGIL non Advance Organizer. This is shown by the experimental class get critical thinking skills of 62.9 higher than the control class of 55.7.Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir kritis siswa yang dibelajarkan dengan POGIL berbantuan Advance Organizer dan POGIL non Advance Organizer. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan yaitu tes keterampilan berpikir kritis. Tes ini berupa tes pilihan ganda beralasan. Hasil penelitian menunjukkan bahwa ada perbedaan keterampilan berpikir kritis siswa yang dibelajarkan dengan POGIL berbantuan Advance Organizer dan POGIL non Advance Organizer. Hal ini ditunjukkan dengan keterampilan berpikir kritis siswa kelas eksperimen sebesar 62,9 lebih tinggi dibandingkan kelas kontrol sebesar 55,7.

Instrumen Asesmen Pemahaman Konseptual Berorientasi Higher Order Thinking Skills Keterampilan Proses dan Sikap terhadap Sains pada Bahan Kajian Hidrokarbon dan Minyak Bumi Dwi Isnaini Amin; Sutrisno Sutrisno; Darsono Sigit
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 9: SEPTEMBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v3i9.13342

Abstract: In the Curriculum 2013, there are three aspects of assessment, namely knowledge, skills, and attitudes. The purpose of this development research is to produce and determine the level of content validity of the conceptual understanding assessment instrument on Higher Order Thinking Skills (HOTS), science process skills, and attitudes toward science on hydrocarbon and petroleum. This development research was designed with 3D from 4D model which consists of defining, designing, and developing. The results of content validity to assessment instrument by three validators show that 77 of 90 conceptual understanding items are categorized as HOTS with very valid criteria (90.91—100%), 60 science skills processing skills items with very valid criteria (94.70—100%), 55 statements about attitudes toward science with criteria very valid (86,67—100%), and product performance of assessment instrument with criteria very valid (91,67%).Abstrak: Penilaian dalam Kurikulum 2013 mencakup tiga aspek, meliputi pengetahuan, keterampilan, dan sikap. Tujuan penelitian pengembangan ini adalah menghasilkan dan menentukan tingkat validitas isi instrumen asesmen pemahaman konseptual berorientasi Higher Order Thinking Skills (HOTS), keterampilan proses sains, dan sikap terhadap sains pada bahan kajian hidrokarbon dan minyak bumi. Penelitian pengembangan ini dirancang dengan 3D dari model-4D yang terdiri dari defining (membatasi), designing (merancang), dan developing (mengembangkan). Hasil validasi isi instrumen asesmen oleh tiga validator menunjukkan bahwa 77 dari 90 soal pemahaman konseptual terkategori sebagai soal HOTS dengan kriteria sangat valid (90,91—100%), 60 soal keterampilan proses sains dengan kriteria sangat valid (94,70—100%), 55 butir pernyataan sikap terhadap sains dengan kriteria sangat valid (86,67—100%), dan performansi produk instrumen asesmen dengan kriteria sangat valid (91,67%).

Pengembangan Modul Elektrokimia dengan Pendekatan Kontekstual Chemoentrepreneurship untuk SMA Bayu Bramasta Giri; Suhadi Ibnu; Sutrisno Sutrisno
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 8: AGUSTUS 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i8.13959

Abstract: The purpose of this research is to produce an electrochemical contextual chemoentrepreneurship module that is validated according to the criteria of BSNP materials eligibility, namely content eligibility, linguistic feasibility, presentation feasibility, and the feasibility of the graft and knowing Effectiveness of student learning outcomes. The development model adopted the Model 4-D with the stages of defining, designing, developing, and desimination. Data on the feasibility of teaching materials is obtained from content and material validation, individual test, field test is limited while the effectiveness data is obtained from the difference learning outcomes between the experimental and the control group. The validation and test results are obtained as follows (1) the average value of the content expert validator and learning material is very decent criteria, (2) individual trials with excellent criteria, and (3) limited field trials is Very good criteria. The development module is well-deserved to be used as a learning resource and effectively improve student learning outcomes.Abstrak: Penelitian ini bertujuan menghasilkan modul elektrokimia kontekstual Chemoentrepreneurship tervalidasi sesuai kriteria kelayakan bahan ajar BSNP, yakni isi, kebahasaan, penyajian, dan kegrafisan serta mengukur efektivitas modul terhadap hasil belajar. Model pengembangan mengikuti model 4-D dengan tahapan pendefinisian, perancangan, pengembangan, dan desiminasi. Data kelayakan modul diperoleh dari validasi isi dan materi, uji perorangan, uji lapangan terbatas sedangkan data efektivitas diperoleh dari perbedaan hasil belajar antara kelompok eksperimen dengan kelompok kontrol. Hasil penelitian (1) nilai validasi isi dan materi pembelajaran memiliki kriteria sangat layak, (2) uji coba perorangan kriteria sangat baik, dan (3) uji coba lapangan kriteria sangat baik. Modul efektif digunakan dalam pembelajaran hal ini ditunjukkan oleh ketuntasan hasil belajar peserta didik kelompok eksperimen lebih tinggi daripada kelompok kontrol.

KEMAMPUAN BERPIKIR KRITIS DAN PEMAHAMAN KONSEPTUAL SISWA DENGAN INKUIRI TERBIMBING DIPADU PELATIHAN METAKOGNISI PADA MATERI KELARUTAN DAN Ksp Arvinda C. Lalang; Suhadi Ibnu; Sutrisno Sutrisno
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.2, No.1, Januari 2017
Publisher : Graduate School of Universitas Negeri Malang

This research aimed to determine differences in critical thinking ability and conceptual understanding between students taught with guided inquiry learning combined with metacognition training and students taught with guided inquiry learning without metacognition training. This study used quasi-experimental with pretest-posttest nonequivalent control group design. This study used a purposive sampling which produced two classes, namely class XI MIA 3 as the experimental class and XI MIA 4 as the control class. The students in the experiment class were taught with guided inquiry learning combined with metacognition training, while the students in the control class were taught with guided inquiry learning without metacognition training. The instrument used to measure the success of this research was multiple choice questions with written explanation. Multiple choice questions were used to measure conceptual understanding while essay questions were used to measure critical thinking ability. The results showed that: (1) The improved critical thinking ability could be seen from the mean of N-Gain of the experimental class 0,76, higher than the control class 0,55; (2) The improved conceptual understanding could be seen from the mean of N-Gain of the experimental class 0,66, higher than the control class 0,54. So we can conclude that the guided inquiry learning combined with metacognition training has enhanced students' critical thinking ability and conceptual understanding.Tujuan penelitian ini adalah untuk mengetahui perbedaan kemampuan berpikir kritis dan pemahaman konseptual antara siswa yang dibelajarkan dengan pembelajaran inkuiri terbimbing dipadu pelatihan metakognisi dan siswa yang dibelajarkan dengan pembelajaran inkuiri terbimbing tanpa pelatihan metakognisi. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest nonequivalent control group. Pengambilan sampel menggunakan teknik purposive sampling dan diperoleh dua kelas sampel, yaitu kelas XI MIA 3 sebagai kelas eksperimen dan XI MIA 4 sebagai kelas kontrol. Siswa pada kelas eksperimen dibelajarkan dengan inkuiri terbimbing dipadu pelatihan metakognisi sedangkan siswa pada kelas kontrol dibelajarkan dengan inkuiri terbimbing tanpa pelatihan metakognisi. Instrumen yang digunakan untuk mengukur keberhasilan penelitian ini adalah soal pilihan ganda dengan penjelasan tertulis. Soal pilihan ganda digunakan untuk mengukur pemahaman konseptual sedangkan soal essay digunakan untuk mengukur kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa (1) ada perbedaan peningkatan kemampuan berpikir kritis siswa dengan N-Gain pada kelas eksperimen yaitu 0.76 lebih tinggi dari kelas kontrol yaitu 0.55; (2) ada perbedaan peningkatan pemahaman konsep siswa dengan N-Gain pada kelas eksperimen, yaitu 0.66 lebih tinggi dari kelas kontrol, yaitu 0.54. Dengan demikian, dapat dikatakan pembelajaran inkuiri terbimbing dipadu pelatihan metakognisi dapat meningkatkan kemampuan berpikir kritis dan pemahaman konseptual siswa.

PENERAPAN MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN PENGUASAAN KONSEP SISWA KELAS VIII SMP Afra Mariana; Sudi Dul Aji; Sutrisno
RAINSTEK : Jurnal Terapan Sains & Teknologi Vol. 2 No. 3 (2020): September
Publisher : Fakultas Sains & Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v2i3.4824

Tujuan dari penelitian ini yaitu untuk mengetahui kualitas keterlaksanaan pembelajaran model Conceptual Understanding Procedures dapat meningkatkan motivasi belajar dan penguasaan konsep siswa. Adapun jenis penelitian ini yaitu penelitian tindakan kelas berupa rancangan penelitian yang terdiri dari dua siklus dan terbagi menjadi empat tahap, seperti : (1) perencanaan, (2) tindakan, (3) pengamatan, dan (4) refleksi. Sasaran atau subjek dalam penelitian tindakan kelas ini adalah siswa kelas VIII G SMP Negeri 17 Malang sebanyak 33 siswa. Adapun hasil analisis data yang diperoleh menunjukkan bahwa keterlaksanaan pembelajaran menggunakan model Conceptual Understanding Procedures pada siklus I 74,72% dan pada siklus II 89,44%, motivasi belajar pada siklus I yaitu 69,12% dan pada siklus II yaitu 86,49%, dan penguasaan konsep pada siklus I mencapai rata-rata 75,84 dan rata-rata siklus II yaitu 82,18. Dari data hasil penelitian tersebut disimpulkan bahwa pembelajaran menggunakan model conceptual understanding procedures dapat meningkatkan motivasi belajar dan penguasaan konsep siswa kelas VIII G SMP Negeri 17 Malang tahun ajaran 2019/2020.

Pengenalan STEM (Science, Technology, Engineering, and Mathematics) dan Pengembangan Rancangan Pembelajarannya untuk Merintis Pembelajaran Kimia dengan Sistem SKS di Kota Madiun Nur Candra Eka Setiawan; Sutrisno Sutrisno; Munzil Munzil; Danar Danar
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2: November 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v5i2.465

Tujuan dari kegitan ini adalah untuk pengenalan dan pengembangan rancangan pembelajaran STEM (Science, Technology, Engineering, and Mathematics) dalam meningkatkan Kompetensi Guru Kimia SMA dan SMK di Kota Madiun. Mitra dalam kegitan ini adalah guru kimia yang tergabung dalam MGMP kimia SMA dan SMK di Kota Madiun. Kegiatan diikuti oleh 21 orang guru. Metode dalam kegitan ini adalah trasfer of knowledge melalui kegitan workshop. Hasil kegiatan pengabdian kepada masyarakat ini adalah: (1) mampu mencari solusi atas permasalahan yang dihadapi guru kimia di Kota Madiun, ditunjukkan oleh peningkatan capaian pemahaman melalui diklat sebesar 26,36% (dilihat dari tes awal dan tes akhir), dan (2) Pemahaman guru terhadap STEM sebesar 83,81%. Harapan peserta dan mitra kolaborasi (MGMP Kimia Kota Madiun), kegiatan semacam ini dapat secara berkesinambungan, terutama menyusun dan mengembangkan Desain Pembelajaran Berbasis STEM pada materi kimia di Sekolah Menengah dan implementasi pembelajarannya.Introduction to STEM (Science, Technology, Engineering, and Mathematics) and the Development of Learning Designs to Pioneering Chemistry Learning with the Credit System in Madiun CityAbstractThe purpose of this activity is to introduce and develop STEM (Science, Technology, Engineering, and Mathematics) learning designs in improving the Competence of High School and Vocational School Chemistry Teachers in Madiun City. Partners in this activity are chemistry teachers who are members of the High School and Vocational High School Chemistry MGMP in Madiun City. The activity was attended by 21 teachers. The method in this activity is the transfer of knowledge through workshop activities. The results of this community service activity are: (1) being able to find solutions to problems faced by chemistry teachers in Madiun City, indicated by an increase in understanding achievement through training by 26.36% (seen from the initial test and final test), and (2) Teachers' understanding of STEM was 83.81%. The hope of the participants and collaboration partners (MGMP Kimia Kota Madiun), this kind of activity can be sustainable, especially compiling and developing STEM-Based Learning Designs on chemistry materials in secondary schools and the implementation of learning.

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