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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Molluca Journal of Chemistry Education (MJoCE) Edu Sciences Journal
Dominggus Tahya
Pattimura University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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 1 
PENERAPAN PENDEKATAN INKUIRI BERBASIS KONTEKSTUAL PADA KONSEP HIDROLISIS GARAM DI SMA NEGERI 11 AMBON Nani Muliyani; Dominggus Tahya
Molluca Journal of Chemistry Education (MJoCE) Vol 2 No 2 (2012): Molluca Journal of Chemistry Education (MJoCE)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/MJoCEvol2iss2pp104-111

Abstract

Research had been done to know the increase of student learning result on Salt Hydrolysis Concept with application of inquiry approach based on contextual teaching and learning in Grade XI class SMA Negeri 11 Ambon. This research is quantitative descriptive research, as sample is students in XI IPA1 class. While the post test showed that 29 students (96,67%) are able to reached Complete Criterion Minimum (KKM) already decide by that school. The application of inquiry approach based on contextual teaching and learning can support students’ activities in teaching learning process and made students to think critically and be creative to increase students learning result
PENERAPAN PENDEKATAN INKUIRI BERBASIS KONTEKSTUAL PADA KONSEP HIDROLISIS GARAM DI SMA NEGERI 11 AMBON Nani Muliyani; Dominggus Tahya
Molluca Journal of Chemistry Education (MJoCE) Vol 8 No 1 (2018): Molluca Journal of Chemistry Education (MJoCE)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/MJoCEvol8iss1pp64-70

Abstract

Research had been done to know the increase of student learning result on Salt Hydrolysis Concept with application of inquiry approach based on contextual teaching and learning in Grade XI class SMA Negeri 11 Ambon. This research is quantitative descriptive research, as sample is students in XI IPA1 class. While the post test showed that 29 students (96,67%) are able to reached Complete Criterion Minimum (KKM) already decide by that school. The application of inquiry approach based on contextual teaching and learning can support students’ activities in teaching learning process and made students to think critically and be creative to increase students learning result
PENINGKATAN HASIL BELAJAR SISWA PADA MATERI IKATAN KIMIA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) BERBANTUAN MODUL DI KELAS X SMA NEGERI 10 AMBON Dominggus Tahya
Molluca Journal of Chemistry Education (MJoCE) Vol 10 No 2 (2020): Molluca Journal of Chemistry Education (MJoCE)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/MJoCEvol10iss2pp101-108

Abstract

Research has been conducted to determine student learning outcomes in chemical bonding material by applying the cooperative learning model type Numbered Head Together (NHT) with the help of modules, in class X students of SMA Negeri 10 Ambon. This type of research is quantitative descriptive. Based on the analysis of the data obtained 12 students (40%) get very good qualifications, 10 students (33.3%) get good qualifications, 6 students (20%) get enough qualifications, and 2 students (6.7%) get less qualifications. The acquisition of N-gain value is 18 students (60%) in the high category and 12 students (40%) are in the medium category. The results of the normalized gain score analysis of the average of all students amounted to 0.71 are in the high category. These results indicate that the application of the NHT (numbered heads together) cooperative learning model with the help of modules succeeded in improving student learning outcomes in all aspects (cognitive, affective, and psychomotor)
STUDENTS MISCONCEPTION IDENTIFICATION OF CHEMICAL CANDIDATES TEACHERS USING THREE TIER TEST METHOD IN THE BASIC CONCEPT OF CHEMICAL BOND Napsin Palisoa; Dominggus Tahya; Victor Kayadoe
EDU SCIENCES JOURNAL Vol 1 No 1 (2020): Edu Sciences Journal
Publisher : Faculty of Teacher Training and Educational Sciences, Pattimura University Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1012.684 KB) | DOI: 10.30598/edusciencesvol1iss1pp37-43

Abstract

Misconceptions possessed by prospective chemistry teacher students greatly affect the learning process when teaching in class, because the information or concepts conveyed to students are misconceptions. Prospective chemistry teacher students who experience misconceptions are simply reduced, because if a long misconception is left in the memory of the student there is a resistant misconception, namely a strong misconception that is difficult to reduce and constantly occurs. To find out whether the concepts stored in the memory of prospective chemistry teacher students, misconceptions need to be detected using the diagnostic three-tier test method. Diagnostic three-tier test method consists of 3 tiers, tier 1 is the choice of answers, tier 2 choices of reasons, and the third tier is the choice of the level of confidence of the answers and reasons. Diagnostic three-tier test method can detect misconceptions owned by students with the category of misconception 1 (M1), misconception 2 (M2), and misconception 3 (M3). The MK1 category students have the right answer choices, the wrong reason choices, but have the right beliefs, the M2 category students have the wrong answer choices, the right reason choices, but have the right beliefs, while the M3 category of students have the wrong answer choices, the wrong reason choices, but have confidence right. Detection test results using three-tier diagnostic methods, obtained from 32 students who took the test there are (28) 87% of chemistry teacher candidates experienced misconceptions (M1, M2, and M3). Prospective chemistry teacher students who have detected misconceptions on the basic concepts of chemical bonds need to be corrected, so that after graduating from college they do not bring misconceptions to students while teaching. Students' misconceptions can be reduced using an integrated 3R conceptual change (recall, recognition, and reintegration) (CC3R) strategy
The Development of Local Wisdom-Based Chemistry Modules to Improve Students' Science Process Skills Dominggus Tahya; Franklin Stevan Dahoklory; Sendry Richard Dahoklory
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1424

Abstract

Process skills are essential skills that must be possessed in the chemistry learning process. It is because science process skills are needed in conducting scientific investigations. This study aimed to develop a chemistry subject module based on local wisdom and its effectiveness in improving students' science process skills. The research subjects were 30 eleventh grade senior high school students. This development research used the Borg and Gall model (2003), which adapts the Dick and Carey model, named Instructional System Design which includes ten stages of development. The product of this research and development is a chemistry subject module for the subject of colloid systems. Furthermore, the developed module received a validation test using a questionnaire given to experts and users to determine its feasibility in learning. The results of feasibility validation by learning media experts obtained a percentage of 100%, by chemists on the chemical material presented in the module content of 91%, by chemistry learning experts with a percentage of 82.50%, by 10 students with a percentage of 91.43%. Thus, the module developed is very feasible to be used in learning. After getting validation, the science process skills test results were analyzed on the initial and final tests using the Normalized Gain (N-gain) technique to determine its effectiveness in improving students' science process skills. Data analysis was obtained through one group pre-test and post-test design. Then, the results of the N-gain analysis of 0.74 are categorized as "High." It means that there is an increase in students' science process skills after applying the module. Thus, it can be concluded that the chemistry subject module is suitable for use in learning and affects the effectiveness of learning because it can effectively improve students' science process skills
Co-Authors Franklin Stevan Dahoklory Nani Muliyani Napsin Palisoa Sendry Richard Dahoklory Victor Kayadoe