Article Per Year (5 Year)
p-Index From 2019 - 2024
0.444
P-Index
This Author published in this journals
All Journal J-PEK (JURNAL PEMBELAJARAN KIMIA) Orbital: Jurnal Pendidikan Kimia Jurnal MIPA dan Pembelajarannya (JMIPAP)
Ridwan Joharmawan
Universitas Negeri Malang
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
PENGARUH PENGGUNAAN MEDIA AUDIO VISUAL DALAM PEMBELAJARAN PROBLEM POSING TERHADAP MOTIVASI DAN HASIL BELAJAR LARUTAN PENYANGGA Sukma Rosyida; Munzil Munzil; Ridwan Joharmawan
J-PEK (Jurnal Pembelajaran Kimia) Vol 2, No 1 (2017): J-PEK (Jurnal Pembelajaran Kimia)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (643.072 KB) | DOI: 10.17977/um026v2i12017p041

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar dan hasil belajar kognitif antara siswa yang dibelajarkan menggunakan media audio visual pada pembelajaran materi larutan penyangga dengan strategi Problem Posing dengan siswa yang dibelajarkan dengan strategi Problem Posing tanpa menggunakan media audio visual pada   pembelajaran  materi larutan penyangga. Rancangan penelitian yang digunakan adalah rancangan penelitian eksperimental semu (quasy experimental design). Populasi penelitian adalah siswa kelas XI MAN 2 Kota Batu. Sampel adalah siswa kelas XI IPA 3 dan XI IPA 4 yang ditentukan secara purposive random sampling dengan nilai signifikansi 0,22. Data motivasi belajar siswa diperoleh dari angket motivasi belajar sedangkan data hasil belajar siswa didapat melalui tes   yang   dilakukan   di   akhir proses pembelajaran. Analisis data motivasi belajar dan hasil belajar dilakukan menggunakan   uji-U Mann  Whitney  dengan bantuan program SPSS 21.0 for Windows. Berdasarkan   hasil  penelitian, diperoleh   hasil  bahwa (1) terdapat perbedaan  motivasi belajar siswa yang dibelajarkan dengan strategi Problem Posing menggunakan  media audio visual pada materi larutan penyangga. Siswa yang dibelajarkan dengan strategi  Problem  Posing  menggunakan media audio visual memperoleh  rata-rata motivasi belajar sebesar 79,84 (kriteria termotivasi) lebih tinggi dibanding siswa yang dibelajarkan dengan Problem Posing tanpa menggunakan  media audio visual dengan rata-rata motivasi belajar sebesar 72,63 (kriteria termotivasi); (2) terdapat perbedaan hasil belajar kognitif antara siswa yang  dibelajarkan dengan Problem Posing  menggunakan  media  audio visual dengan rata-rata hasil belajar kognitif sebesar 74,25 (kriteria cukup), lebih tinggi dibandingkan dengan rata-rata hasil  belajar  siswa  yang  dibelajarkan dengan Problem Posing tanpa menggunakan media audio visual yaitu 58,60 (kriteria kurang).
PENGGUNAAN STUDY HISTORY SHEET PADA MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA Sumari Sumari; Ridwan Joharmawan; Dwi Ratna Wulandari; Aman Santoso
J-PEK (Jurnal Pembelajaran Kimia) Vol 3, No 1 (2018): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.15 KB) | DOI: 10.17977/um026v3i12018p006

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan Study History Sheet (SHS) pada model pembelajaran Discovery Learning terhadap hasil belajar materi asam dan basa. Penelitian ini menggunakan rancangan Quasi-Eksperimental Design jenis Posttest Only Design. Kelas eksperimen dibelajarkan menggunakan model pembelajaran Discovery Learning dengan SHS, sedangkan kelas kontrol dibelajarkan menggunakan model pembelajaran Discovery Learning tanpa SHS. Hasil penelitian menunjukkan bahwa hasil belajar siswa yang proses pembelajarannya menggunakan model pembelajaran Discovery Learning dengan SHS lebih tinggi daripada yang proses pembelajarannya menggunakan model pembelajaran Discovery Learning tanpa SHS  dengan nilai signifikansi sebesar 0,015.
Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi Ismiatul Zaroh; Muntholib Muntholib; Ridwan Joharmawan
Orbital: Jurnal Pendidikan Kimia Vol 6 No 1 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i1.12191

Abstract

Scientific argumentation is a critical part of scientific practice that should be learned by learner in the science classroom. Scientific argumentation can deepen students' understanding and make their reasoning apparent. Integrating argumentation in instruction necessitates the availability of assessment instruments. This study aims to develop a scientific argumentation test and investigate students' argumentation skills on reaction rates. This study applied a research and development design to develop a scientific argumentation test followed by a survey on students' scientific argumentation skills. The analysis of the validity and reliability of the scientific argumentation test involved three experts and 199 high school students. Meanwhile, the survey on students' scientific argumentation skills involved 86 high school students. The expert panel gave an average score of 94.8% (very worthy) to the developed scientific argumentation test. The empirical analysis of the test shows that all items (9 essay items) were valid with reliability of 0.777. The survey showed that students' abilities in: making claims were moderate (56.59%), providing evidence were very weak (18.35%), and making explanations were also very weak (14.21%). The results of this study imply that learning strategies that can improve students' scientific argumentation skills are needed.
Penerapan pembelajaran berdiferensiasi dengan model pembelajaran Project Based Learning untuk Meningkatkan Hasil Belajar siswa SMP Negeri 1 Ngasem kelas VII mata pelajaran IPA Dian Puji Lestari; Ridwan Joharmawan Joharmawan; Yuli Purwati
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 3 No. 1 (2023): Januari
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The learning currently carried out by teachers still generalizes all students, assuming that all students have the same abilities. The Merdeka Curriculum has great hopes of changing the education system in Indonesia to be more enjoyable and adapted to the circumstances of students in each school. One of the efforts in developing the concept of independent learning that is being launched in the current National Education System is differentiated learning (Fitra, 2022). This is in line with the Project Based Learning model which has an end goal in the form of a project. According to a literature review conducted by Wahyuni (2020), differentiated learning can be integrated with several learning models such as Problem Based Learning, Blended Learning's Station Rotation, Project Based Learning and pay attention to students' learning styles. This study aims to improve the learning outcomes of students of SMP Negeri 1 Ngasem using differentiated learning with the Project Based Learning model in science subjects. The type of research conducted uses class action research or continuous experimentation. The instrument for measuring learning outcomes consists of 10 multiple choice questions. The analysis was carried out using quantitative descriptive analysis. The results of the research that has been done show an increase in the completeness of student learning outcomes in each cycle. Learning in Cycle 2 there was an increase in learning outcomes accompanied by an increase in the percentage of completeness that reached the target of the Collaborative PTK completeness criteria.
Co-Authors Aman Santoso Dian Puji Lestari Dwi Ratna Wulandari Ismiatul Zaroh Muntholib Muntholib Munzil Sukma Rosyida Sumari Sumari Yuli Purwati