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Efektivitas Penggunaan E-Modul Sistem Koloid Berbasis Inkuiri Terbimbing Terintegrasi Laboratorium Virtual Terhadap Hasil Belajar Peserta Didik Kelas XI SMAS Nurul ‘Ilmi Siti Rahma Hasibuan; Andromeda
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 3 No. 2 (2021): Ranah Research : Journal Of Multidisciplinary Research and Development (Februar
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.185 KB) | DOI: 10.38035/rrj.v3i2.364

Abstract

This research is a continuation of the research on developing a colloidal system e-module based on guided inquiry integrated virtual laboratory which has been tested for validity and practicality but has not been tested for effectiveness. The purpose of this study was to determine the effectiveness of using the e-module colloid system based on guided inquiry integrated virtual laboratory on the learning outcomes of class XI students at SMAS Nurul 'Ilmi. This type of research is quasi-experimental research using the One-Group-Pretest-Posttest design. The results of the t-test at a significant level of 0.05 are count (2.82) > table (1.68). The N-Gain value in the subject class is 0.54. The results showed that the use of an e-module colloidal system based on a guided inquiry integrated virtual laboratory was effective in improving the learning outcomes of class XI SMAS Nurul 'Ilmi students.
Pengaruh Model Guided Discovery Learning Berbasis LSLC pada Materi Kesetimbangan Kimia terhadap Hasil Belajar Siswa di SMA Negeri 14 Padang Dita Yumarni Lase; Andromeda
Jurnal Pendidikan Kimia Undiksha Vol. 7 No. 1 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v7i1.59125

Abstract

Kimia merupakan cabang ilmu pengetahuan alam yang sampai saat ini wajib dipelajari pada tingkat SMA. Berdasarkan data hasil wawancara beberapa guru kimia di SMA 14 Padang menyatakan materi kesetimbangan kimia masih sukar dipahami oleh siswa yang mana pembelajaran disekolah masih berpusat pada guru (teacher-centered). Solusinya diterapkan model GDL berbasis LSLC untuk mendorong keaktifan siswa serta meningkatkan kualitas dan memperbaiki jalannya suatu proses pembelajaran. Tujuan dari penelitian ini yaitu mengetahui pengaruh model Guided Discovery Learning Berbasis Lesson Study for Learning Community pada materi kesetimbangan kimia terhadap hasil belajar siswa, yang dijalankan secara eksperimen semu. Hasil penelitian data terdistribusi normal dan homogen, maka uji hipotesis yang dilakukan adalah uji-t dengan diperoleh 0,03 < 0,05. Artinya, hasil belajar dengan materi kesetimbangan kimia kepada siswa yang diberikan perlakuan menggunakan model GDL berbasis LSLC lebih tinggi dibanding hasil belajar siswa yang menerapkan model GDL tanpa LSLC. Kata Kunci: kesetimbangan kimia, GDL, LSLC, hasil belajar, ekperimen semu
Module Development on Basic Laws of Chemistry Based on the 5E Instructional Model to Improve Science Process Skills in Senior High School Fitrah Mey Harmi Siregar; Rahadian Zainul; Andromeda; Budhi Oktavia; Amalia Putri Lubis
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4343

Abstract

The module is one of the teaching materials that is arranged as a whole and systematically. Modules based on learning models can change learning patterns from teacher center to student center. One of the learning models developed specifically for subject matter in the field of science is 5E instructional. The 5E Instructional Model consists of 5 stages namely engagement, exploration, explanation, elaboration and evaluation. The purpose of this study was to develop an instructional module based on 5E chemical laws to improve the process skills of science students. The type of research conducted is research & development (R&D) with the ADDIE development model. The results obtained for the validity of the construct and content were 0.89 and 0.91 with the valid category. Based on the results of the teacher and student response questionnaires, an average practicality score of 86.96% and 86.10% was obtained in the very practical category. The results of the effectiveness test conducted in the experimental and control classes showed that the N-gain value for the experimental class was higher than the control class, namely 0.84 and 0.79. Based on the results of the t-test on student learning outcomes, it was found that tt < th means that the learning outcomes of classes using the 5E instructional module were significantly higher compared to classes that did not use the 5E instructional module. Therefore, it can be said that the 5E-based basic chemistry law module is valid, practical, and effective. The effectiveness of the developed module is seen from the learning outcomes of students and science process skills, so that this module can already be used in the learning process.
Development of Buffer Solution Students’ Worksheet Based on Problem Based Learning with Ethnochemistry to Improve Students’ Science Literacy Ability Viola Dwicha Asda; Andromeda; Yerimadesi; Hardeli
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4369

Abstract

Merdeka curriculum emphasizes the ability of students to understand and apply their concepts to solve contextual problems. This research aimed to determine the validity, practicality, and effectivity of buffer solution students’ worksheet based on problem based learning with etnochemistry on students’ science literacy ability. The development model used in this research is 4-D. buffer solution students’ worksheet was validated by 3 chemistry lectures and 2 chemistry teachers. Practicality tests were carried out by 3 chemistry teachers and 32 students. Then, the level of effectiveness of buffer solution students' worksheet is known through the N-gain test. The validity test was analyzed by using aiken's v derived formula consisting the validity of the content and construct which was 0.91 and 0.90 with category valid. The results of the practicality of teachers and students was 88.80 and 87.75 with higher category. Analysis of the n-gain value obtained the results of the value of g = 0.86 in the high category. Then the date analyzed with quantitative method by using hypotheses testing, determined that the research hypothesis was accepted. This result confirmed that buffer solution students’ worksheet based on problem based learning with ethnochemistry was valid, practical, and effective to improving students’ science literacy ability significantly.
Development of the Acid-Base Module Based on Problem Based Learning with Ethnochemisty to Improve Students Science Literacy Ability Puji Pebrianti; Andromeda; Yerimadesi; Hardeli; Okta Suryani
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.8582

Abstract

This study aims to produce an acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills, analyze the validity and practicality of the module and analyze the effectiveness of the acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills. The type of research used is Research and Development (R&D) with a 4-D development model. The 4-D development model consists of 4 stages of development, namely define, design, develop and disseminate. The research instruments used are interview sheets, questionnaires, validation instruments, practicality instruments and effectiveness instruments. The validity test uses the Aiken's V formula. The results of the construct and content validity tests were 0.88 and 0.89 with a valid category. The results of the module practicality test carried out by teachers and students were 91.25% and 90.65% with a very practical category. The effectiveness test of the module was carried out using the N-Gain test and obtained a result of 0.71 in the high category. The results of the study indicate that a valid, practical and effective acid-base module based on ethnochemical problem-based learning has been obtained in improving students' scientific literacy skills.
Co-Authors Amalia Putri Lubis Budhi Oktavia Dita Yumarni Lase Fitrah Mey Harmi Siregar Hardeli Okta Suryani Puji Pebrianti Rahadian Zainul Siti Rahma Hasibuan Viola Dwicha Asda Yerimadesi