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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Undiksha EduChemia (Jurnal Kimia dan Pendidikan) J-PEK (JURNAL PEMBELAJARAN KIMIA) PENDIPA Journal of Science Education JCER (Journal of Chemistry Education Research) Chemistry Education Practice JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Pijar MIPA

Novita, Dian

Universitas Negeri Surabaya

Author-ID : 3498917

Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Findiyani Ernawati Asih; Dian Novita; Ivan Ashif Ardhana
Jurnal Pendidikan dan Pengajaran Vol 55 No 1 (2022): APRIL 2022
Publisher : Universitas Pendidikan Ganesha

Rapid technological developments allow social studies students to practice i-SPS through practicum methods. This study aims to analyze the integrated science process skills (i-SPS) and the arguments of social studies students. i-SPS through demonstration methods and virtual experiments using pHET simulations, while arguments through debate activities involving the pro group (pseudoscience view) and the contra group (scientific view). The design of this research is a mixed method. The qualitative aspect analyses the i-SPS learning achievement of social studies students who use the rotating learning method. In contrast, the quantitative aspect is the correlation test between the i-SPS with pHET and argumentation. The mean score of i-SPS based on pHET is 83.46, i-SPS based on the demonstration is 55, while the average argumentation score is 77.88. The results of the nonparametric correlation test obtained that rcount 0.175 is more minor than rtable 0.404. So there is no correlation between i-SPS with pHET and argumentation. About 75% of social studies students have the i-SPS combination category, which is not balanced according to pHET and arguments. I-SPS-PHET students do not affect their arguments. Several factors can influence the argumentation of social students, such as experiences about phenomena, information in the digital era, and the characteristics of debates involving extended groups of pros and cons.

Enhancement of Interpretation and Inference Skills Through Guided Inquiry in Chemical Equilibrium Fajar Wisnu Pambudi; Dian Novita
EduChemia (Jurnal Kimia dan Pendidikan) Vol 5, No 2 (2020)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

This research aims to know the improvement of students' interpretation and inference skills, which are drilled through a guided inquiry learning model on chemical equilibrium material at SMAN 1 Driyorejo. This research used one group pretest and posttest design with a sample of 35 students in class XI SMAN 1 Driyorejo Kabupaten Gresik. The research procedure consisted of 3 stages, namely the preparation stage in the form of pre-research data collection, the stage of carrying out data collection, and the final stage in the form of data analysis. The research instrument consisted of an observation sheet on the implementation of learning, an observation sheet of students' activity, and the question sheet of interpretation and inference skills test. Data collection methods consist of observing the implementation of learning, students' activities, and interpretation and inference skills tests. It can be concluded in this study that (1) the implementation of learning at the first meeting, the second meeting and the third meeting in the range of 85% - 92% with good criteria, (2) student activities during learning get results at the first meeting until the third meeting that is above 90% so that student activities support learning to practice students 'interpretation and inference skills (3) Students' interpretation and inference skills in the teaching and learning process have increased from pretest and posttest with N-gain values in the medium and high criteria.

MEREDUKSI MISKONSEPSI MATERI KESETIMBANGAN KIMIA MELALUI PENERAPAN STRATEGI PREDICT DISCUSS EXPLAIN OBSERVE DISCUSS EXPLAIN (PDEODE) Widyo Wati; Dian Novita
Jurnal Pendidikan Kimia Undiksha Vol. 5 No. 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v5i1.32399

Miskonsepsi banyak terjadi pada proses pembelajaran kimia di SMA, hal ini dikarenakan proses pembelajaran kimia yang cenderung menekankan pada peran aktif siswa untuk menemukan dan mencoba berbagai hal untuk membuktikan suatu fenomena yang ada. Adapun tujuan dari penelitian ini adalah mendeskripsikan keterlaksanaan, aktivitas serta mengetahui perbedaan miskonsepsi peserta didik setelah strategi PDEODE diterapkan.Penelitian ini merupakan penelitian berbasis pra-eksperimen dengan desain “One Group Pretest Posttest”.Subjekyang terlibat dalam penelitian ini yakni 25 orang siswa sekolah menengah atas.Pengumpulan data dalam penelitian dilakukan dengan metode tes berupa three tier diagnostic test yang kemudian dianalisis dengan menggunakan rumus pergeseran miskonsepsi. Hasil analisis penelitian menunjukkan bahwa Kertaksanaan pembelajaran menggunakan strategi PDEODEsangat baik dengan persentase pertemuan pertama sebesar 96,75 %, dan pada pertemuan kedua sebesar 99,30 %. Selanjutnya pada aktivitas peserta didik secara keseluruhan sangat baik dengan persentase yang diperoleh pada pertemuan pertamasebesar 99,2%, dan pada pertemuan kedua sebesar 100%. Hasil selanjutnya juga menunjukkan bahwa miskonsepsi peserta didik terreduksi sangat baik dengan persentase pergeseran miskonsepsi pada konsep suhu sebesar 98,50%, pada konsep konsentrasi sebesar 94,11%, dan pada konsep tekanan dan volume sebesar 96,96 %. Sehingga berdasarkan hasil tersebut dapat disimpulkan bahwa strategi pembelajaran PDEODE sangat baik dan efektif digunakan dalam mereduksi miskonsepsi peserta didik karena mampu mempengaruhi pergeseran arah kesetimbangan kimia kearah positif.

Keterampilan Berpikir Kritis Siswa pada Materi Laju Reaksi di Kelas XI MIA SMA Negeri 1 Manyar DIAN NOVITA
J-PEK (Jurnal Pembelajaran Kimia) Vol 3, No 2 (2018): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Penelitian ini bertujuan mendeskripsikan keterampilan berpikir kritis siswa pada materi Laju Reaksi yang didukung dengan aktivitas siswa selama pembelajaran. Pada pembelajaran ini dilakukan penerapan model pembelajaran Guided Inquiry. Penelitian ini menggunakan metode one group pretest posttest. Dalam penelitian ini dapat disimpulkan bahwa setelah pembelajaran, keterampilan berpikir kritis siswa tuntas pada semua komponen yang diujikan, yaitu interpretasi, inferensi, analisis dan eksplanasi, dengan rata-rata nilai berturut-turut sebesar 97,14; 100; 54,29 dan 94,28. Aktivitas siswa pada dua pertemuan menunjukkan aktivitas dominan sebesar 97,34% pada pertemuan 1 dan 98,55% pada pertemuan 2 yang mendukung pembelajaran yang melatihkan keterampilan berpikir kritis.

Strategi Konflik Kognitif sebagai Pembelajaran Remedial Materi Laju Reaksi untuk Mereduksi Miskonsepsi Siswa Kelas XI MIPA SMAN 2 Blitar Dora Nurmartarina; Dian Novita
PendIPA Journal of Science Education Vol 5, No 3 (2021): JULY - OCTOBER
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.5.3.328-336

Penelitian ini memiliki tujuan yakni mendiskripsikan keterlaksanaan, aktivitas belajar siswa, profil miskonsepsi siswa sebelum maupun setelah adanya pembelajaran remedial strategi konflik kognitif pada sub materi faktor-faktor yang mempengaruhi laju reaksi, juga pergeseran miskonsepsinya. Penelitian menggunakan metode kuantitatif tipe pra-eksperimen model One Group Pretest-Posttest Design. Instrumen menggunakan lembar pengamatan keterlaksanaan, aktivitas belajar siswa, tes diagnostik three tier. Subyek penelitian yakni siswa yang menderita miskonsepsi di kelas XI MIPA 2 SMAN 2 Blitar sebanyak 11 siswa. Hasil analisis menunjukkan keterlaksanaan pembelajaran remedial sebesar 97,59% dan 98,07% pada pertemuan pertama dan pertemuan kedua yang menujukkan kategori sangat baik. Aktivitas belajar siswa sebesar 100% pada pertemuan pertama dan kedua menunjukkan kategori sangat baik. Profil miskonsepsi siswa sebelum pembelajaran sebesar 61,36%, setelah dilakukan pembelajaran persentase menjadi 12,87%. Adanya selisih persentase sebelum dan sesudah sebanyak 48,48% menunjukkan jika terjadi pergeseran miskonsepsi setelah pembelajaran remedial strategi konflik kognitif. Selain itu, pergeseran dibuktikan lebih jelas dengan uji t berpasangan yang menghasilkan nilai signifikasi 0. Dapat disimpulkan jika pembelajaran remedial strategi konflik kognitif dapat mereduksi miskonsepsi pada sub materi faktor-faktor yang mempengaruhi laju reaksi.

Application of a guided inquiry learning model assisted by a student worksheet to improve high school students analytical skills Lelitya Nurmawati; Dian Novita
Jurnal Pijar Mipa Vol. 17 No. 1 (2022): January 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

This study aims to determine the guided inquiry learning model's implementation effect on students' activities, students' analytical skills, and student responses on the reaction rate material. This study used the one-group pretest-posttest design. The subjects in this study were students of the eleventh grade of IPA 1 at SMA Kemala Bhayangkari 1 Surabaya. The instruments used include learning model implementation sheets, student activity sheets, analytical ability test sheets, and student response questionnaires. The results showed that (1) the quality of the guided inquiry learning model application during two meetings from phase one to six are in very good criteria. (2) The activities of students in two meetings have the percentage of activity time related to analyzing at the first and second meetings of 77.2% and 81.99%, respectively. (3) The results of the analysis ability of students with a percentage gain score are 85.81% on the high criteria. (4) The percentage of student responses, 87%, agrees that learning using the guided inquiry learning model can train and improve analytical skills.

Guided inquiry learning model application to train students' critical thinking skills on chemical equilibrium material Firda Faradila Sholikhah; Dian Novita
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

The purpose of this study is to analyze the effect of the application of the guided inquiry learning model on activities of students, the products of student learning, students' skills in critical thinking, and student reactions to chemical equilibrium material. The design of this study applies a one-group pretest-posttest design. Thirty students of the eleventh grade at Kemala Bhayangkari 1 Surabaya Senior High School were used as the subject of this study. The percentage of application of each phase of the guided inquiry learning model are meetings 1, 2, and 3 was 96.9%, 98.6, and 100%, respectively. Student activities support the application model with a percentage of the total relevant activities of 92.69%. Student learning outcomes on factors that affect the shift in the direction of chemical equilibrium with n-gain obtained a score of 80%, which is high in the category. The results of students' skills in critical thinking in every phase with a high n-gain score are 53.33% interpretation, 40% inference, 63.33% analysis, 60% explanation, and 80 % evaluation. The student responses have a very good category with 99.15%.

The effectiveness of the guided inquiries learning model on the critical thinking ability of students Mariya Solikah; Dian Novita
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

This study aims to analyze the effectiveness of the guided inquiry learning model on the student's critical thinking skills on the sub-material factors that affect the rate of reaction. The research uses a quantitative method of pre-experimental type with the one-group pretest-posttest design. The instrument used implementation observation sheets, student learning activities, skills pretest-posttest questions, cognitive pretest-posttest questions, and response questionnaires. The research showed some findings. Firstly, the guided inquiry learning model implementation at the first meeting got a percentage of 97.4%, the second meeting it was 93.4%, with a very good category. Secondly, student activities during the learning process that get a larger percentage are more relevant than those that are not relevant—thirdly, improving critical thinking skills based on the significance of 0.000 below 0.05 so that it is accepted. Fourth, the cognitive domain learning outcomes of 11th grade MIPA 4 students at SMAN 19 SURABAYA score 75, which is declared complete with an average n-gain value of 0.85 and classical completeness of 100%. Finally, student responses to the applied learning model were very good, with a percentage of 99.6%.

Guided inquiry learning model implementation to improve senior high school students’ critical thinking skills on equilibrium material Artika Giovani; Dian Novita
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

The study aims to improve student students' activities, critical thinking abilities, and responses toward implementing the guided inquiry learning model. The one-group pretest-posttest design was employed in the research. The research sample was 36 students from Al-Islam High School Krian Sidoarjo, West Java, Indonesia. The instruments in this research were the syllabus, lesson plans, and student worksheets. The research instruments used were the observation sheet on the implementation of the learning model, the student activity observation sheet, the pretest and posttest sheets, and the student response sheet. The research findings were: (1) The implementation of the learning model received a score of 91.11%, 94.99%, and 99.29% at meeting 1, meeting 2, meeting 3, respectively, with very good criteria. (2) The activity of students in the first meeting was 96.23%, the second meeting was 97.40%, the third meeting was 99.11%. (3) The normality test results showed a significance value of 0.083 > 0.05, which shows that the data was normally distributed. The analysis results using the Paired Sample T-test got a significance value of 0.000 <0.05, Sig. (2-tailed) < 0.05. It indicates a significant difference between the results of the pretest and posttest. (4) The results of student responses obtained positive reactions with an average percentage of answers of 99.44%. The negative reactions with the average percentage of answers are 0.62%.

DEVELOPMENT OF LEARNING MATERIALS ON CREATIVE MEDIA LEARNING TO SUPPORT ECOPRENEURSHIP IN CHEMISTRY DEPARTMENT FMIPA UNESA Dian Novita; Muchlis Muchlis; Siti Tjahjani
JCER (Journal of Chemistry Education Research) Vol. 2 No. 2 (2018): Volume 2 No. 2 December 2018
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v2n2.p65-69

Learning materials have been developed which then conducted the study and validation to the expert lecturers and then tested to the students to find out the validity of the feasibility of learning materials in the field of Industrial Chemistry as one of the supporting subjects of Ecopreneurship in Chemistry Department. From the data obtained can be concluded that learning materials in the form of Lesson Plan, Worksheet, and Instrument Rating get very good criteria. These criteria are obtained based on theoretical feasibility and empirical feasibility. Based on these results, learning tools developed can be used as learning tools for Industrial Chemistry courses to support ecopreneurship.

Co-Authors Artika Giovani Bella Wahyuning Tyas Bertha Yonata Chawalluck Sriwarom Cindy Mauludiah Dora Nurmartarina Ervina Fadhilatul Ishma Fajar Wisnu Pambudi Fatimah Millenia Fauziah Findiyani Ernawati Asih Firda Faradila Sholikhah Fitrah Nadia Rizqiyyah Hafidhon Muhlisun Furqon Ilham Pradana Putra Harahap Ivan Ashif Ardhana Lelitya Nurmawati Maria Monica Sianita Mariya Solikah Muchlis Muchlis Rezi Ulya Fauziah Rezi Ulya Fauziah Siti Tjahjani Widyo Wati

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