cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
Jurnal Riset Pendidikan Kimia (JRPK)
Published by Universitas Negeri Jakarta
ISSN : 22525378     EISSN : 25978772     DOI : https://doi.org/10.21009/JRPK
Core Subject : Science, Education,
Chemistry Education
Jurnal Riset Pendidikan Kimia (JRPK) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published electronically two times a year.
Arjuna Subject : -
Articles 138 Documents
 1   2   3   4   5 
ANALISIS KEBUTUHAN DALAM PEMBELAJARAN IPA KIMIA UNTUK PENGEMBANGAN BAHAN AJAR KIMIA SMP DI DKI JAKARTA Sondang N Sihombing; Marheni Marheni
Jurnal Riset Pendidikan Kimia (JRPK) Vol 2 No 1 (2012): Jurnal Riset Pendidikan Kimia (JRPK), Volume 2 Nomor 1 (2012)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.071 KB) | DOI: 10.21009/JRPK.021.04

Abstract

Tujuan penelitian ini adlah untuk mengetahui kebutuhan guru dalam pembelajaran IPA khususnya kimia steleah diberlakukannya kurikulum tingkat satuan pendidikan atau kurikulum 2006 yang kemudian akan dijadikan sebagai acuan untuk pengembangan bahan ajar kimia di SMP. Data dikumpulkan dengan menggunakan angket melalui teknik purposive sampling. Dari hasil analisis data dapat dibuat kesimpulan sebagai berikut 1) kebutuhan pembelajaran IPA-kimia di SMP cukup bervariasi tetapi pada umumnya perlu bahan ajar yang kontekstual 2)isu-isu penting yang sedang marak seperti zat warna makanan, pengawet, pemanis yang ada dalam jajanan siswa perlu dijadikan bahan kajian diskusi di kelas, 3) kendala yang dihadapi guru dalam pembelajaran antara lain terbatasnya waktu, latar belakang pendidikan guru yang tidak menunjang dan terbatasnya bahan ajar yang sesuai dengan karakteristik siswa serta kurangnya sarana prasarana untuk menunjang praktikum Kata kunci : analisis kebutuhan, bahan ajar, Kimia
UPAYA MENINGKTKAN KETERAMPILAN PROSES SISWA MELALUI PENDEKATAN SAVIPADAMATERI REDOKSKELAS X A.D. Susilo; R. Slamet; Dan Marheni
Jurnal Riset Pendidikan Kimia (JRPK) Vol 2 No 1 (2012): Jurnal Riset Pendidikan Kimia (JRPK), Volume 2 Nomor 1 (2012)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.862 KB) | DOI: 10.21009/JRPK.021.05

Abstract

Tujuan penelitian ini adalah menerapakan Pendekatan SAVI untuk meningkatkan keterampilan proses siswa. Penelitian ini dilakukan melalui penelitian tindakan kelas yang terdiri dari perencanaan, tindakan, pengamatan, evaluasi dan refleksi.Subjek penelitian adalah siswa kelas X SMAN 52 Jakarta. Indikator keberhasilan pada penelitian ini adalah ≥ 70% untuk setiap indikator keterampilan proses sains. Berdasarkan hasil penelitian dan pembahasan rata-rata persentase hasil tes keterampilan proses sains siswa pada siklus pertama adalah 55,73 dan hanya 1 indikator tercapai. Pada siklus kedua, semua indikator sudah tercapai dengan rata-rata persentase keterampilan proses sains 74,36, sedangkan rata-rata persentase peningkatan aktivitas siswa melalui observasi yaitu dari 61,55 pada siklus I menjadi 76,24 pada siklus II. Peningkatan ini diperoleh dengan cara melibatkan siswa secara aktif dalam kegiatan diskusi, presentasi secara berkelompok dan memfasilitasi semua gaya belajar siswa. Kata Kunci: Keterampilan Proses, Pendekatan SAVI, Penelitian Tindakan Kelas. Abstract Curriculum had been stressed that learning on chemistry should be attaintmen of competency achievement through scientific process. The process learning on chemistry is promised can take developing of process skill, understanding of concept, application of concept, scientific attitude, and the activities of chemistry base on the issues is developing in society. In fact, learning on chemistry less more developt science process skill. This study aims to improve science process skill through SAVI Approaching. Research method is used classroom action research. Test and observation form is used to instrument. The subject of research are secondary students’ grade X in SMAN 52 Jakarta. The intended success indicator was that at ≥ 70% of each indicator science proces skills. The result shown average of the percentage results of science proces skills test in the first cycle was 55,73and only one indicator has been achieved. In the second cycle, all the indicators have been achieved with average of percentage science proces skills74,36. Whereas average of the percentage enhanching student activity through observation is 61,55 at first cycle become 76,24 at second cycle. Enhanching the student activity acquired by engage of student to active in discussion, presentation and facilitation of student learning style. Keywords: Science Process Skill, SAVI Approaching, Classroom Action Research.
PENINGKATAN KUALITAS PEMBELAJARAN KIMIAORGANIK MELALUI PENILAIANPRTOFOLIOSEBAGAI BENTUK EVALUASIFORMATIF DI JURUSAN KIMIA FMIPAUNIVERSITAS NEGERI JAKARTA Zulmanelis Darwis; Ine Mustikasari
Jurnal Riset Pendidikan Kimia (JRPK) Vol 2 No 1 (2012): Jurnal Riset Pendidikan Kimia (JRPK), Volume 2 Nomor 1 (2012)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (132.525 KB) | DOI: 10.21009/JRPK.021.06

Abstract

The research was conducted in FMIPA (Mathematics and Science Faculty) from UNJ on Chemistry Education Program with the objective to increase the quality of Organic Chemistry Learning, Research being done is Class Action Research.. Test result of initial capability on Organic Chemistry shows that the students understanding on basic organic chemistry is low. On first cycle with stereochemistry subject, the understanding test have yet shown optimum result with average score of 55.6% and with high percentage of students receiving score under 60 (40.6%). By improving the learning process based on the first cycle I, in cycle II with subject on Halida Alkil, there were score increase to 64.31 in average with percentage of students with above 60 score reaching 65%. Questioner result and observation during learning process tells us that students were not feeling burdened with summarizing tasks given at the end of each discussion. They even acknowledge that summarizing task followed by another discussion on the next meeting are very beneficial in increasing theirunderstanding since any conceptual misunderstanding can be immediately corrected in “tasks discussion” activity. Abstrak Penelitian ini dilaksanakandi Program Studi Pendidikan Kimia FMIPA UNJ dengan Tujuan meningkatkan kualitas Pembelajaran Kimia Organik , melalui penerapan PenilaianPportofolio terhadap tugas rangkuman, serta mendapatkan strategi penerapan penilaian Portofolio yang.dapat meningkatkan kualitas pembelajaran Kimia Organik. Penelitian yang dilakukan adalah Penelitian Tindakan Kelas (Action Research).. Hasil Tes kemampuan awal Kimia Organik menunjukkan rendahnya pemahaman mahasiswa mengenai konsep-konsep dasar Kimia Organik. Pada Siklus I dengan Materi kajian Stereokimia, hasil tes pemahaman belum menunjukkan hasil yang optimal yaitu skor rata-rata 55,6% dengan masih tingginya prosentase mahasiswa yang mendapat skor di bawah 60 (40,6 %). Dengan memperbaiki proses pembelajaran berdasarkan refleksi siklus I, pada siklus II dengan materi kajian alkil halida terjadi peningkatan skor menjadi rata-rata 64,31 dengan prosentase yang mendapat nilai di atas 60 mencapai 65 %. Hasil Angket dan pengamatan selama proses pembelajaran memberi informasi bahwa mahasiswa tidak merasa terbebani dengan pemberian tugas rangkuman pada setiap akhir pembahasan , bahkan mereka mengaku tugas rangkuman yang diikuti pembahasan pada pertemuan berikutnya sangat bermanfaat dalam meningkatkan pemahaman karena kesalahan konsep segera dapat dikoreksi pada kegiatan pembahasan tugas.
CRITICAL REFLECTIONS OF A CHEMISTRY TEACHER EDUCATOR IN REVEALING TEACHING IDENTITY: A CRITICAL AUTOETHNOGRAPHY RESEARCH Yuli Rahmawati; Peter C Taylor; Rekha K Koul
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.919 KB) | DOI: 10.21009/JRPK.031.01

Abstract

This article focuses on critical reflections on my teaching identity when I engaged as a co-teacher with three science teachers and their students from different social and cultural backgrounds. I am a university based chemistry teacher educator from Indonesia who worked in a 3-year longitudinal co-teaching project in lower secondary schools in Western Australia. As the research involved critical reflection on my own professional praxis, I adopted a multi-paradigmatic research approach with critical auto/ethnography as the research methodology. Over time, critical reflection enabled me to develop difference awareness, empathy and rapport, sharing of control and power, mutual understanding and negotiation. However, I found myself struggling to engage deeply with the science teachers and their students, due in part to socio-cultural factors. In this article, I investigate my autobiographical self as a science teacher educator facing the dilemma of aspiring to become increasingly empowered whilst simultaneously being controlled by external socio-cultural forces. As I worked with the 3 science teachers I found within their characters a mirror of my own history as a science teacher. I came to realise the power of meaning making for students’ learning and also that in my own teaching history I had ignored it when the power of the technical interest strongly controlled the science classroom. The journey of working closely with the three science teachers invoked in me continuous reflection on my own evolving teaching identity as a science educator who is committed to transformative learning theory, who has faith in constructivism as a pedagogical referent, who envisions better teacher-student relationships, and who is trying to establish the wisdom of dialectical thinking; a set of beliefs that I hope will help me to stay on the pathway of increasing empowerment for better education. Key Words: Co-teaching, teaching identity, auto/ethnography, transformative learning
PENINGKATAN EFEKTIVITAS PEMBELAJARAN LARUTAN PENYANGGA MELALUI PENDEKATAN SAVI (Somatis, Auditori, Visual, dan Intelektual) PADA SISWA KELAS XI SMAN 21 JAKARTA Arieztania Rahmadhani; Irma Ratna Kartika; Muktiningsih Nurjayadi
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.724 KB) | DOI: 10.21009/JRPK.031.02

Abstract

The purpose of this research was to increase learning effectiveness of buffer solution through SAVI (Somatic, Auditory, Visual, and Intellectual) approach using experiment guide and CD in class XI SMAN 21 Jakarta. It started from December 2011 until April 2012. The method was classroom action research in two rounds. This research started with preliminary analysis by teacher interview and student questionnaire to make the lesson plan. The results showed that the learning effectiveness had enhancement from first cycle to second cycle. It could be seen from the average of learning outcomes that increased from 73,89 in first round to 81,28 in second round. To increase learning effectiveness of buffer solution through SAVI approach, first we could know the dominant learning style of student in that class and the characteristic of subject that learnt. After that, teacher could determine learning method and media that suited with them. Application of experiment guide and CD as implememtation of SAVI approach could optimized visual and auditory learning style of student. Besides that, experiment in the laboratory could optimized somatic learning style of student. Keywords : effectiveness, SAVI approach, buffer solution
PENGEMBANGAN MODUL PEMBELAJARAN KIMIA PADA MATERI LAJU REAKSI BERDASARKAN MODEL PEMBELAJARAN Discovery-Problem Base Learning Ucu Cahyana
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.437 KB) | DOI: 10.21009/JRPK.031.03

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran kimia berdasarkan model pembelajaran Discovery-Problem Base Learning pada materi laju reaksi. Penelitian ini dilakukan pada semester ganjil tahun ajaran 2010/2011. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (research and development). Penelitian ini terdiri dari tiga tahap yaitu tahap analisis kebutuhan, tahap perencanaan dan pengembangan model, serta tahap uji coba modul pembelajaran yang dihasilkan. Modul pembelajaran kimia pada materi laju reaksi diujikan kepada ahli materi dan ahli proses belajar mengajar, persentase hasil uji coba tersebut berturut-turut 80,3% dan 88,67%. Pada hasil uji coba siswa kelompok besar diperoleh presentase dari keempat kegiatan masing-masing 78,8%, 80,9%, 80,2%, dan 79,4%. Indikator keberhasilan pada penelitian pengembangan modul pembelajaran ini adalah indikator kesesuaian materi dengan kurikulum, penulisan bahasa, isi, dan keseluruhan. Presentase tiap indikator yang lebih dari 60% menandakan bahwa indikator tersebut tercapai dengan baik. Kata kunci: modul pembelajaran, discovery-problem base learning
PENGEMBANGAN MEDIA LECTUREMAKER DALAM PEMBELAJARAN KIMIA SMA POKOK BAHASAN IKATAN KIMIA MELALUI PENERAPAN PROFESSIONAL LEARNING COMMUNITY Ajeng Gentry Pangastuty; Ucu Cahyana; Agung Purwanto
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (99.439 KB) | DOI: 10.21009/JRPK.031.04

Abstract

This study aims to provide an alternative media learning chemistry more interesting by generating LectureMAKER through the implementation of Professional Learning Community on the subject of class X Chemical Bonding semester in high school. The method used is the method of research and development (research and development). LectureMAKER development phase of this research include: needs analysis, instructional media development done in collaboration with teachers, due diligence products and product revisions. LectureMAKER development outcomes assessed by the assessment of materials and media, and also by students and teachers. The results of the analysis of test LectureMAKER obtain adequate assessment of the team of experts, teachers, and students. The results of this study indicate that LectureMAKER through the implementation of Professional Learning Community at the Institute of Chemistry, developed the material is good and worthy to serve as an alternative medium of learning in learning CHEMICAL SMA and equal to the class X. Keywords: LectureMAKER, Chemical Bonding, Professional Learning Community, Research and Development
PENGEMBANGAN BAHAN AJAR PENDUKUNG DALAM BENTUK KOMIK UNTUK SISWA SMP KELAS VII PADA MATERI UNSUR, SENYAWA, DAN CAMPURAN Neli Nilawati; Maria Paristiowati; Darsef Darwis
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (107.864 KB) | DOI: 10.21009/JRPK.031.05

Abstract

This study aims to generate and test the feasibility of supporting teaching materials in the form of comics for junior high school students on elements, compounds and mixture subject. The study was conducted in September 2011 - May 2012 at Junior High School 47 and 148 Jakarta. It used a method of research and development which consists of three phases, namely requirements analysis phase, the stage of product development and product testing phase. Based on the analysis of the needs of students as much as 97.14% of respondents support the development of supporting materials in the form of comics, and 82.86% of respondents expressed interest in learning science students with the comic. The results of product trials to matter experts, linguists, media experts and pilot testing of products to students and teachers in small and large scale show that the interpretation for the comic value of learning that has made presentations range 72.9% - 90% so that these materials have been both viable and can be used as support materials for teaching science to the material elements, compounds and mixtures. Keywords: Teaching Material Support, Comics Learning, Methods of Research and Development
ANALISIS BERFIKIR TINGKAT TINGGI (Higher Order Thinking) DENGAN MENGGUNAKAN PETA KONSEP PADA POKOK BAHASAN LARUTAN ELEKTROLIT DAN NON ELEKTROLIT Rahmi Hidayati; Imam Santoso; Erdawati Erdawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.45 KB) | DOI: 10.21009/JRPK.031.06

Abstract

This research aims to determine the use of concept maps to develop higher order thinking skills of students. Assignment concept map performed in groups and using the software C-Map Tools. Therefore, the assessment of students 'concept maps and students' performance during the process of making a concept map. The research method used is descriptive research. Quantitative data generated from the manufacture of students' concept maps are described and analyzed to determine changes in thought processes of students in higher-order thinking. The results of this study indicate a change students' thinking processes marked with the percentage change scores on each concept map assessment kriteria, that is the determination of the relevant concepts, propositions, hierarchy, and the cross-links, so that higher-order thinking skills can be developed by assigning students create a concept map. Based on the assessment of student performance during the process of mapping concept is known that most students already have a self-management skills, teamwork, time management, respect for opinions, solving problems, and expressed the opinion that good. However, students 'skills in analyzing questions and a positive attitude toward the task is still not good. Key words: higher order thinking, concept maps, electrolyte and nonelectrolyte solutions
THE STUDY OFMOTIVATION TO BE SCIENCE TEACHER Yuli Rahmawati
Jurnal Riset Pendidikan Kimia (JRPK) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.158 KB) | DOI: 10.21009/JRPK.031.07

Abstract

This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers. Keywords: Motivation, science teacher, descriptive study

Page 2 of 14 | Total Record : 138

 1   2   3   4   5 

Filter by Year

2011 2023


Reset
Filter By Issues
All Issue Vol 13 No 1 (2023): Jurnal Riset Pendidikan Kimia (JRPK), Volume 13 Nomor 1 (2023) Vol 12 No 2 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 2 (2022) Vol 12 No 1 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 1 (2022) Vol 11 No 2 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 2 (2021) Vol 11 No 1 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 1 (2021) Vol 10 No 2 (2020): Jurnal Riset Pendidikan Kimia (JRPK), Volume 10 Nomor 2 (2020) Vol 10 No 1 (2020): Jurnal Riset Pendidikan Kimia (JRPK), Volume 10 Nomor 1 (2020) Vol 9 No 2 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 2 (2019) Vol 9 No 1 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 1 (2019) Vol 8 No 2 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 2 (2018) Vol 8 No 1 (2018): Jurnal Riset Pendidikan Kimia (JRPK), Volume 8 Nomor 1 (2018) Vol 7 No 2 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 2 (2017) Vol 7 No 1 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 1 (2017) Vol 4 No 1 (2014): Jurnal Riset Pendidikan Kimia (JRPK), Volume 4 Nomor 1 (2014) Vol 3 No 1 (2013): Jurnal Riset Pendidikan Kimia (JRPK), Volume 3 Nomor 1 (2013) Vol 2 No 1 (2012): Jurnal Riset Pendidikan Kimia (JRPK), Volume 2 Nomor 1 (2012) Vol 1 No 1 (2011): Jurnal Riset Pendidikan Kimia (JRPK), Volume 1 Nomor 1 (2011) More Issue