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PENINGKATAN MINAT BELAJAR SISWA DALAM PEMBELAJARAN KIMIA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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Research conducted in chemistry learning through cooperative learning model of Student Teams Achievement Divisions (STAD) type in Class X.1 SMA N 1 Banguntapan Bantul aims to increase students' interest in learning chemistry which is limited to learning Reaction Reduction Oxidation. Interests observed include three aspects of pleasure and interest, attention, and want to learn and in addition to aspects of communication. The type of research conducted is Classroom Action Research (PTK). The study was conducted in two cycles. Cycle I consists of three meetings, and cycle II of four meetings, at each end of the cycle held a quiz. The data obtained from the results of observations conducted on the activities of teachers and students when the action is implemented. From the research results can be concluded that is (1) STAD type cooperative learning process that can increase student learning interest are as follows: (a) students in small group of four or five members, based on final repeat semester 1. Each group consists of team with different cognitive abilities namely, high, medium, and low. Students study in groups after being given materials, students mutual cooperation in understanding the material or completing the tasks that exist in the Student Work Sheet (LKS). LKS contains questions that will be done afterwards will be a summary of material that is easily understood by the students. After group learning is done quiz. The results of the quiz in the scores to determine individual improvement points and subsequently used to determine the points of the group, the group that gets the points above the criteria that have been awarded, (b) during the group activities, the teacher goes from one group to another to provide guidance to students or groups experiencing difficulties. (2) With STAD type cooperative learning, students' interest in learning chemistry has increased. In the first cycle, the average of students' learning interest is 56,53% with medium criterion, and the second cycle of learning interest is 80,39% with very high criterion. Student communication also increases. In cycle I mean of student communication in learning chemistry 46,57% with medium criterion, cycle II mean of student communication increased to 63,73% with high criterion.

EFEKTIVITAS PENDEKATAN KONSTRUKTIVISTIK BERDASARKAN INTEGRASI DIMENSI MSSM PADA PEMAHAMAN KONSEP DAN MOTIVASI BELAJAR KIMIA SISWA Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 3 No 1 (2018): Edisi Mei 2018
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

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This study aims to determine whether there is a significant difference in understanding the concept and motivation of chemistry learning among students of class XI MIPA SMA Negeri 1 Banguntapan in 2014/2015 academic year that attended the constructivistic approach learning procces with and without the integration of macroscopic dimensions, symbolic dimensions, and submicroscopic dimensions. The initial knowledge of chemistry is statistically controlled. This study was an experimental research with one factor, two sample, and one covariable research design and one factor two sample research design. The population of this study were 128 students of Class XI MIPA SMA Negeri 1 Banguntapan that were divided into 4 classes. The sample in this study were 64 students taken by purposive sampling and divided into two classes, namely experiment class (A1) with 32 samples and control class (A2) with 32 samples. The data obtained in this study were early chemistry knowledge data, early and final chemistry study motivation, and student’s understanding data of chemistry concept. The hypothesis was analyzed with anakova (covariance analysis) and t-test. The results showed that there were no significant differences in understanding the concept and motivation of chemistry learning at class XI MIPA in SMA Negeri 1 Banguntapan that attended the learning procces with constructivistic approach based on the integration of macroscopic dimensions, symbolic dimensions, and dimensions submicroscopic and who follow the learning with constructivist approach without macroscopic dimension integration, symbolic dimensions, and submicroscopic dimensions. The implementation of constructivist approach based on dimension integration in chemistry is not effective in understanding the concept and motivation of chemistry learning in class XI MIPA of SMA Negeri 1 Banguntapan at 2014/2015 academic year.

Peningkatan Motivasi Belajar dan Hasil Belajar Kimia Peserta Didik Kelas XI MIPA dengan Model Pembelajaran Kooperatif STAD Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 2 (2019): Edisi November 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

This study aims to increase learning motivation and chemistry learning outcomes of students of class XI IPA 1 of SMAN 1 Banguntapan 2018/2019 academic year on Salt Hydrolysis material through the application of the STAD type cooperative learning model (Student Teams Achievement Divisions). The learning motivation observed consisted of aspects of choice, confidence for success, and tenacity in trying. This type of research is Class Action Research (CAR). This research was conducted in two cycles with the subjects of the XI IPA 1 class students of SMAN 1 Banguntapan 2018/2019 academic year as many as 34 students. Data collection was carried out by observation, filling in learning motivation questionnaires, giving quiz questions, and document studies. The instruments used to collect data in this study were observation sheets for the implementation of learning, Student Worksheets, learning motivation questionnaires, quiz questions, and documents. Analysis of data from observation of learning activities, questionnaires, quiz questions, and documents carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the application of STAD type cooperative learning correctly through five stages of TGT cooperative learning consisting of stages of class presentations, group learning, group presentations, quizzes, and group awards, can increase learning motivation and chemistry learning outcomes. Based on the results of the questionnaire, the percentage of students who had high learning motivation in the first cycle was 64.71%, while in the second cycle there were 82.35%. Based on the implementation of the quiz the learning outcomes of students also increased, in the first cycle the percentage of students reached KKM was 29.41%, while in the second cycle it was 61.75%.

PERBANDINGAN EFEKTIFITAS MODEL PEMBELAJARAN STAD DENGAN SNOWBALL THROWING DITINJAU DARI MOTIVASI BELAJAR DAN HASIL BELAJAR Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 1 (2020): Edisi Mei 2020
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

This study aims to determine whether there are differences in learning motivation before and after STAD and SN learning models are applied, whether there are differences in chemistry learning outcomes using the STAD learning model with SN if the initial knowledge is statistically controlled. This research is an experimental research. Determination of the sample using purposive random sampling, with class XI MIPA 1 and XI MIPA class 3. The design of this study was the design of two factors (2 learning models), two samples (experimental classes 1 and 2), and one covariable (initial knowledge). The research data in the form of chemistry initial knowledge data, learning motivation, and chemistry learning outcomes of experimental classes 1 and 2. Data were analyzed by t-test and analysis of covariance. T-test results with the experimental class 1 subjects there is no difference in learning motivation before and after STAD learning with Sig. (2-tailed) 0.117> 0.05. For the experimental class 2 there was no difference in learning motivation before and after SN and Sig. (2-tailed) 0.137> 0.05. The results of the different t-test subjects did not differ in the motivation to study chemistry that followed the learning of STAD and SN with Sig. (2-tailed) 0.569> 0.05. Anacova results obtained F = 15,373; Sig. <0.01, meaning that there are differences in chemistry learning outcomes using STAD learning with SN if initial knowledge is statistically controlled. It can be concluded that the STAD learning model is more effective in improving student chemistry learning outcomes in class XI of SMA N 1 Banguntapan in the 2019/2020 academic year compared to SN.

PENERAPAN APLIKASI GOOGLE CLASSROOM, GOOGLE FORM, DAN QUIZIZZ DALAM PEMBELAJARAN KIMIA DI MASA PANDEMI COVID-19 Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 1 (2020): Edisi Khusus KBM Pandemi COVID-19
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

The covid-19 pandemic affect a number of sectors, including the education services. To support the education sustainability and participate in breaking the chain of covid-19 transmission, the learning activity in SMAN 1 Banguntapan was modified to comply the social distancing policy. Teaching and learning activities conducted at the respective student's location via online media. This study aims to describe the implementation of online learning activities in chemistry, to describe the implementation of online assessment in chemistry, and to determine the effectiveness of online learning activities in class of XI MIPA at SMAN 1 Banguntapan during the covid-19 pandemic. The implementation of the online learning in chemistry was consisted of seven online activities. Google classroom applications was employed for classroom management including making announcements related with learning activities, giving subject matters, delivering and collecting student assignments. Learning assessment was carried out by means of google form and quizizz applications. Based on overall online activities, the average value of students assesment and the percentage of students who passed the competence level were 79,21 and 77.25%, respectively. The competence level of chemistry at SMA N 1 Banguntapan is 78. There were more than 75% of students passed the competence level, so it can be concluded that the implementation of online learning in chemistry at class of XI MIPA in SMAN 1 Banguntapan was effective.

Penerapan Taksonomi Bloom Revisi pada Pengembangan Soal Kimia Ranah Pengetahuan Bekti Mulatsih
Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 1 (2021): Edisi Januari 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

The application of the revised Bloom's taxonomy in the development of chemistry problems in the domain of knowledge is still difficult for some chemistry teachers. This paper is a practical study of the preparation of learning objectives and the development of chemical items by applying the revised Bloom's taxonomy which includes three domains, namely knowledge (cognitive), attitude (affective), and skills (psychomotor). This paper is focused on the preparation of learning objectives and the development of chemistry items for the assessment of the domain of knowledge which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The six cognitive processes are sequential from the lowest cognitive processes to the highest cognitive processes called C1-C6 cognition processes. The methodology in this paper consists of three steps, namely examining the meaning of each level of cognition in the revised Bloom taxonomy, developing learning objectives that are in accordance with the cognitive level being studied and continuing with the arrangement of the problem items in chemistry subjects. The strengths of this study are very helpful for chemistry teachers in developing learning objectives and chemistry questions in the domain of knowledge based on the revised Bloom taxonomy, because this study is equipped with descriptions of each cognitive process, examples of learning objectives and appropriate question items. Examples of questions given in this paper are multiple choice types and essay tests, because each type of question has its advantages. The result of this study is that the application of the revised Bloom's taxonomy to the development of chemical problems requires an understanding of each level of the cognitive level in the revised Bloom's taxonomy, as the basis for developing learning objectives and the appropriate problem questions.

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