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Jurnal Redox
Published by Universitas Muhammadiyah Cirebon
ISSN : 23032251     EISSN : 26856239     DOI : -
Core Subject : Science, Education,
Chemistry Education Other
Jurnal Redox (p-issna: 2303-2251, e-issn: 2685-6239) adalah jurnal ilmiah yang diterbitkan Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon sejak April 2013. Jurnal redox terbit dua kali dalam setahun yaitu pada bulan Juni dan Desember. Jurnal redox memuat artikel ilmiah hasil penelitian di bidang inovasi pembelajaran kimia, media pembelajaran kimia, kurikulum, asesmen dan evaluasi pembelajaran kimia serta ilmu kimia secara umum.
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Articles 5 Documents
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Search results for , issue "Vol 7 No 2 (2019): Jurnal Redox" : 5 Documents clear
PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK Empat Patonah
Jurnal Redox Vol 7 No 2 (2019): Jurnal Redox
Publisher : Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jre.v7i2.1359

Abstract

This research was conducted due to the lack of development of students 'science process skills in chemistry lessons, which was due to the Teacher Centered learning process which resulted in students' scientific process skills not developing properly. The Process Oriented Guided Inquiry Learning (POGIL) learning model is used as an alternative to problem solving which aims to determine whether or not there is an increase in students' science process skills through the application of the POGIL learning model. The research method used is a quasi-experimental method with a non-equivalent type of control group design. The sample was taken by purposive sampling and divided into two groups, namely the control class and the experimental class. Data collection techniques were obtained through test instruments and science process skills observation sheets. The data analysis technique used was the n-gain test, independent t-test and correlation. The results of the n-gain test were 0.78 with high criteria, for the independent t-test the sig value was obtained. (2-tailed) = 0.000 and the results of the correlation test obtained a correlation coefficient = 0.942 which is included in the very good category. These data results indicate that there is a high increase in students' science process skills with the application of the POGIL learning model, and the results of the independent t-test show that there is a significant difference in results between the experimental and control classes. As well as improving science process skills, it has a very good and meaningful relationship with the knowledge of students through the application of the POGIL learning model. Keywords: Process Oriented Guided Inquiry Learning (POGIL) learning model, Science Process Skills, Hydrocarbons
IMPLEMENTASI MODEL PEMBELAJARAN PBI (PROBLEM BASED INSTRUCTION) BERBASIS KPS (KETERAMPILAN PROSES SAINS) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI LAJU REAKSI Nur A’zizi
Jurnal Redox Vol 7 No 2 (2019): Jurnal Redox
Publisher : Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jre.v7i2.1360

Abstract

This research was conducted at SMA NEGERI 1 Jamblang which aims to find out how the implementation of the PBI (Problem Based Intruction) learning model based on KPS (Science Process Skills) on the critical thinking skills of students on the subject matter of the sub-material reaction rate the factors that influence the reaction rate Obtain more optimal learning outcomes and know the differences and increase in students' critical thinking skills by implementing the KPS-based PBI (Problem Based Instruction) learning model (Science Process Skills) on the reaction rate material, especially the factors that influence the reaction rate. The research design used in this study was the Pre-Test Post-Test Control Group Design. The research samples used in this study were class XI IPA 4 as an experimental class and class XI IPA 5 as a control class which was taken using purposive sampling technique. Data collection techniques for testing the implementation of the problem-based instruction model based on science process skills were obtained from the results of observations made by observers of researchers and students which were then processed into a percentage of implementation. While the data collection techniques for testing the differences in critical thinking skills of students were obtained from the Pre-Test and Post-Test which were then analyzed by the T test. by 96%. Keywords: Problem Based Instruction. Science Process Skills, Reaction Rate, and Critical Thinking Ability.
ANALISIS MISKONSEPSI PESERTA DIDIK KELAS XII MENGGUNAKAN TES DIAGNOSTIK THREE-TIER MULTIPLE CHOICE PADA MATERI HIDROKARBON Shofiana Shofiana
Jurnal Redox Vol 7 No 2 (2019): Jurnal Redox
Publisher : Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jre.v7i2.1361

Abstract

This study aims to identify misconceptions experienced by students in class XII in MAN A and SMAN B in Cirebon City on hydrocarbon material. The research method used is quantitative descriptive method. The sampling technique or subjects used cluster random sampling technique, where the subjects in this study were students of Class XII MIPA 2 in MAN A of the Cirebon City and XII Science 1 in SMAN B of the Cirebon City with the number of students from two schools as many as 45 people. The instrument used is the Three-Tier Multiple Choice Diagnostic Test by categorizing the understanding of concepts possessed by students. The category is divided into three, namely, understanding the concept, not understanding the concept and misconception. The results showed that students in MAN A of the Cirebon City and SMAN B of Cirebon City experienced the highest misconception in the sub-material types of carbon atoms and hydroxide compounds. While the lowest misconception is in the sub-material grouping of hydrocarbon compounds in both schools. The causes of misconceptions of students due to associative thinking, humanistic thinking, incomplete reasoning, students' interest and motivation to learn, abstract chemical concepts, teachers do not optimize learning strategies. Keywords: Misconceptions, Three-Tier Diagnostic Tests, Hydrocarbons
PENGARUH MODEL PEMBELAJARAN SIMAYANG UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF PESERTA DIDIK PADA MATERI STRUKTUR ATOM Yani Apriyani
Jurnal Redox Vol 7 No 2 (2019): Jurnal Redox
Publisher : Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jre.v7i2.1362

Abstract

This research was motivated by the low metacognitive skills of students and teacher-centered learning interactions. The Simayang learning model can trigger students to be more active and use their thinking skills when learning in class. The purpose of this study was to determine the improvement of students' metacognitive skills by using the Simayang learning model on atomic structure material. This research is a quasi experimental study with a quantitative approach with the design of "pretestposttest non-equivalent control group". This research was conducted at SMAN 1 Ciwaru in Kuningan Regency in the 2018/2019 academic year. The sample of this research is class X IPA 1 as the experimental class and class X IPA 2 as the control class. Data collection was carried out using test questions and observation sheets. The results showed that the experimental class had better metacognitive skills than the control class when viewed from the posttest results and the observation sheet of metacognitive skills. The average posttest result for the experimental class was 84.91 while the control class was 64.08. The increase value obtained from the N-Gain test was 0.72 and the anacova test obtained a significance value of 0.017, this value is smaller than the critical sig (0.05). This shows that the simulation learning model affects the improvement of students' metacognitive skills and learning outcomes. The magnitude of the influence of the Simayang learning model is 77.5%. These results can be concluded that the Simayang learning model can affect the improvement of students' metacognitive skills on the atomic structure material. Keywords: Simayang learning model, metacognitive skills, atomic structure
PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KIMIA PESERTA DIDIK KELAS XIIPA-1 SMA N 1 CIWARINGIN PADA MATERI LAJU REAKSI Yusuf Satori
Jurnal Redox Vol 7 No 2 (2019): Jurnal Redox
Publisher : Program Studi Pendidikan Kimia, FKIP, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jre.v7i2.1363

Abstract

The formulation of the problem in this study is,do the Problem Based Learning model improve teacher skills, activities, and student learning outcomes?. The purpose of this study was to improve skills, teachers, student activities, and learning outcomes of grade XI IPA-1 of students at Ciwaringin 1 High School in Chemistry learning through the Problem Based Learning model.The design of this study is classroom action research through the Problem Based Learning model using two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The research subjects were teachers and students of grade XI IPA-1 of Ciwaringin 1 High School. The technique of collecting data uses observation and tests.The results of the study show that: (1) the teacher's skills in the first cycle obtained a score of 22 with good criteria, Cycle II with a score of 27 with good criteria. (2) in the first cycle activity students got a score of 16 with good criteria, the second cycle obtained a score of 19 with good criteria. (3) Classical completeness of learning outcomes of students in the first cycle of meeting 1 was 19.44% and the first cycle of meeting II was 66.67%. In the second cycle of meeting I was 75.00% and the second cycle of meeting II was 91.67%.The conclusion of this study is that through the Problem Based Literacy model, it can improve teacher skills, student activities, and learning outcomes in Chemistry learning. Suggestions are that teachers can use the Problem Based Learning model to improve the quality of learning inother subjects and other classes. Keywords: Learning Model “Problem Based Learning” Activities and Learning Outcomes.

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