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All Journal IJIS Edu : INDONESIAN JOURNAL OF INTEGRATED SCIENCE EDUCATION Journal of Educational Chemistry (JEC) jurnal syntax admiration Edukimia Jurnal Aplikasi IPTEK Indonesia
Annisa Aulia
Universitas Negeri Padang
Aerospace Engineering Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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 1 
Validity of E-Module Based on Problem Based Learning Integrated Demonstration Video and Science Literacy Annisa Aulia; Hardeli Hardeli
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 4, No 1 (2022): January 2022
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v4i1.5871

Abstract

The time of mechanical insurgency 4.0 is a period of digitalization in different areas particularly within the field of instruction so it takes educating fabric that can increment understudy movement in learning. This type of research is educational design research using the Plomp model. This model consists of three steps: (1) preliminary research, (2) prototyping, and (3) assessment phase. The research instrument used observation sheets, questionnaires, and learning outcomes tests. The e-module was validated by six construct experts and three content experts. This inquires about points to create an e-module of electrolyte and nonelectrolyte solutions based on problem-based learning integrated demonstration videos and scientific literacy and decide the level of validity of created e-module. This sort of investigation is instructive plan inquire about utilizing the plomp model. The appraisal rebellious utilized were perceptions sheets, surveys, and learning results tests. The e-module was approved by five validators, to be specific the build validator and the substance validator. The comes about of the validity of the e-module develop gotten Aiken’s V normal esteem of 0.85 with a substantial category, and the validity of the e-module substance gotten a normal CVI esteem of 1 with a substantial category. Based on the results of the study, it was concluded that the problem-based learning e-module of electrolyte and nonelectrolyte solutions integrated with demonstration videos and scientific literacy developed was valid.
Pengaruh Model CLIS Terhadap Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elektrolit Annisa Aulia; Alizar Ulianas
Edukimia Vol 2, No 3 (2020): Edukimia - Vol. 02, Issue 03
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (269.775 KB) | DOI: 10.24036/ekj.v2.i3.a142

Abstract

An experimental research using the Children Learning In Science (CLIS) model has been conducted to figure out learning outcome. The research sample involved two classes with different learning model. The first class model used the CLIS model as experimental class while the second class model used the conventional model as a control class. Multiple choice questions were the research instrument to measure students achievement in cognitive aspect. The results showed that the average of the experimental class was 85,29 and the control class was 78,43. The study showed that the CLIS model has positive and significant influence on the student learning outcomes.
Development of Electrolyte and Nonelectrolyte E-Modules Integrated Demonstration Video and Science Literacy Annisa Aulia; Hardeli Hardeli
Journal of Educational Chemistry (JEC) Vol 4, No 1 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.1.10793

Abstract

The type of research used is Educational Design Research with the Plomp development model. The Plomp development model consists of 3 stages, namely; the preliminary research, the prototype phase, and the assessment phase. The research instruments used are; student observation sheets, teacher interview sheets, validity questionnaire sheets, practicality questionnaire sheets, and student learning outcomes tests. The e-module was validated by 5 validators. The results of the e-module validity test were analyzed using the Aiken's V formula, while the practicality test results were analyzed using a Likert scale. The results of the validity of the e-module obtained an average Aiken's V of 0.85 with a valid category and has a CVR value of 1  with a valid category. The results of the practicality of the e-module by teachers and students obtained an average practicality value of 98% and 84% with a very practical practicality category. The results of the e-module effectiveness test obtained an average N-Gain value for the experimental class of 0.63 with a medium category. Based on the research results, it can be concluded that the problem-based learning e-module electrolyte and nonelectrolyte solution integrated demonstration video and scientific literacy that has been developed is valid, practical, and effective.
Studi In Silico Potensi DNA Barcode Berbasis DNA Kloroplas (CpDNA) untuk Identifikasi Variasi Genetik Opuntia sp. Annisa Aulia
Jurnal Syntax Admiration Vol. 3 No. 11 (2022): Jurnal Syntax Admiration
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jsa.v3i11.512

Abstract

Opuntis merupakan tumbuhan yang habitat aslinya di gurun. Opuntis memiliki banyak species. Untuk mengidentifikasi jenis dari Opuntis, maka dibutuhkan metode yang tepat untuk menganalisis Opuntis, salah satunya melalui DNA barcode yang gennya terdapat pada kloroplas. Penelitian ini bertujuan untuk memperoleh DNA Barcode berbasis DNA kloroplas (cpDNA) untuk Identifikasi Variasi Genetik Opuntis sp. Metode yang dipakai yaitu dengan analisis in silico, sekuens dari species Opuntis diperoleh dari NCBI dengan lokus yang dipakai yaitu rbcL, ndhF, dan matK. Setelah dilakukan pengumpulan data dari NCBI, dilakukan alignment menggunakan aplikasi MEGA 11 dengan memilih clustalW, setelah disejejerkan dibuat rekonstruksi pohon filogenetik menggunakan metode neighbor-joining (NJ). Dari penelitian ini didapatkan bahwa gen ndhF mampu membedakan species Opuntis sampai tingkat species, sedangkan gen rbcL dan gen matK memperlihatkan homologi yang tinggi pada hasil penjajaran. Berdasarkan hasil penelitian adalah Gen ndhF bisa digunakan dalam mengindentifikasi variasi genetic tingkat keragamannya yang tinggi.
The contribution of learning motivation and self-confidence towards the resolution of students'learning problems Annisa Aulia; Marjohan Marjohan; Rakimahwati Rakimahwati
Jurnal Aplikasi IPTEK Indonesia Vol 3, No 3 (2019)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.336 KB) | DOI: 10.24036/4.33317

Abstract

Students' ability to solve learning problems is influenced by the factors of learning motivation and self-confidence. Students who are able to solve problems in learning will be able to get satisfying results. Students who are unable to solve problems in learning will experience failure in achieving a goal. This study aims at looking at the contribution of learning motivation and self-confidence to the ability to solve the problem of student learning at SMAN 1 Lintau Buo. This type of research was quantitative with correlational methods. The sample of this research was the students of class X and X1 of SMAN 1 Lintau Buo identified from the AUM PTSDL results having the most problems. The research instrument used a learning motivastions, self confidence and the resolution of students learning problems. The result of the reliability test of the learning problem-solving ability was 0.759. The research data were analyzed by using multiple regressions. The research findings showed that: learning motivation, in general, was in the high category. The students’self-confidence was generally in the high category. The students' problem-solving abilities were generally in the high category. The learning motivation contributed positively and significantly to the learning problem-solving abilities. The self-confidence contributed positively and significantly to students' learning problem-solving abilities, and the learning motivation and self-confidence together contributed positively and significantly to the students' learning problem understanding abilities.
Co-Authors Hardeli Hardeli Marjohan . Ulianas, Alizar