Oxygenius Journal Of Chemistry Education
Oxygenius Journal Of Chemistry Education is an Indonesian Journal of Chemistry Education presented by the Educational Chemistry Department, Universitas Negeri Manado. The Articles journal published in Oxygenius Journal Of Chemistry Education is free of plagiarism and has never been published by other journals. The focus and scope of this journal are as follows: 1. Development of Chemical Material Learning Methods 2. Development of Chemistry Material Learning Media 3. Development of Chemical Material Teaching Materials 4. Blended Learning Chemistry 5. Chemical E-Learning
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<![CDATA[Penerapan Model Pembelajaran Perubahan Konseptual Terhadap Pemahaman Siswa Pada Materi Larutan Penyangga ]]>
<![CDATA[Sindi Hana Simbar]]>;
<![CDATA[Tiene Turangan]]>;
<![CDATA[Sofia Krisen]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.216
<![CDATA[Of research on application of Case Based Learning Model on Material of Buffer Solution to Student Result of Class XI IPA of SMA Negeri 1 Kawangkoan. The purpose of this research is to know the difference of student learning resultusing conventional case-based learning model on buffer material. The research method used is experimental research method with the research design used is Posttest Only Control Group Design. Data collection technique is posttest. The research population is all students of SMA Negeri 1 Kawangkoan, while the samples taken are two randomly selected classes, that is class XI IPA 4 as experiment class with 25 students and class XI IPA 5 as control class with 25 students. Based on the results of research analyzed by t-test at the real level (α) = 0.05 obtained data that tcount = 2.494 and ttable = 1.677 according to the study criteria, if tcount> ttable then reject H0, so it can be concluded that there are differences in results student learning is taught by case-based learning model with student learning outcomes using conventionallearning method.]]>
<![CDATA[Analisis Miskonsepsi Siswa Pada Materi Hukum Dasar Kimia Menggunakan Two-Tier Diagnostic Test Di SMA Negeri 1 Tatapaan ]]>
<![CDATA[Claudya Gabby Lahinda]]>;
<![CDATA[Jeanne M Tuerah]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.268
<![CDATA[Misconception is a concept that is not in accordance with the scientific understanding or concepts recognized by experts. Student misconceptions are found while at school when learning in class, from experience, and their observations in society or in everyday life. Students' misconceptions are also obtained through their knowledge at the previous school level. This research aims to analyzing students' misconceptions on basic chemical law material at SMA Negeri 1 Tatapaan. Data collection was in the form of two-tier diagnostic test questions, which were tested on 13 students. The data analysis used in this study is the Rasch model. From the results of the study it was concluded that 62% of students who understood the concept, and 23% of students who experienced misconceptions, while 15% of students who did not understand the concept of basic chemistry law material.]]>
<![CDATA[Pengaruh Model Pembelajaran Group Investigation Terhadap Hasil Belajar Siswa Pada Materi Ikatan Kimia di SMA Negeri 1 Tondano ]]>
<![CDATA[Kristiyani Teke]]>;
<![CDATA[Anderson Aloanis]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.265
<![CDATA[This study aims to determine whether there is an effect of the Group Investigation learning model on student learning outcomes in understanding chemical bonding material. The research method used is the experimental method. The sample in this study were students of class X IPA 2 as the experimental class and students of class X IPA 4 as the control class. Each sample consists of 24 respondents, and the total number of respondents is 48. The data collection technique is the post-test. The post-test data analysis of the two groups used the t test. The results showed that the value of tcount was 4,399> ttable 1,717, so it could be concluded that there was a variable effect (X / group investigation) on the variable (Y / learning outcomes) so Ha was accepted and H0 was rejected. So it can be concluded that there is an effect of the Group Investigation learning model on student learning outcomes on chemical bonding material at SMA Negeri 1 Tondano.]]>
<![CDATA[Pengaruh Model Pembelajaran Problem Based Learning Pada Materi Sistem Koloid Terhadap Hasil Belajar Kimia Siswa Kelas XI MIA di SMA Negeri 1 Lirung ]]>
<![CDATA[Yeni Gerice Awawangi]]>;
<![CDATA[I Dewe Ketut Anom]]>;
<![CDATA[Meyti Jeanne Rampe]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.221
<![CDATA[Problem based lerning is a learning model that involves students to solve a problem through the stages of the scientific method so that students can learn knowledge related to the problem and at the same time have the skills to solve the problem. This research aims to determine the effect of the Problem based lerning learning model. on student learning outcomes. The research was conducted at SMA Negeri 1 Lirung in the 2018/2019 academic year. The population was all classes in SMA Negeri 1 Lirung with a sample of class XI MIA 2 and class XI MIA 3 as an experimental class of 20 students. With the research design Posttest Only Control Design with the True Experimental method. The results of the calculation of the test (t) the mean similarity of the two parties obtained tcount (4.406) and ttable 2.002 at the level of α = 5%. This shows that the value of t is greater than t table, so the hypothesis Ho is rejected and Ha is accepted, so it can be concluded that there is a significant influence on the problem-based lerning learning model on student learning outcomes of Chemistry at SMA Negeri 1 Lirung.]]>
<![CDATA[Pengaruh Model Pembelajaran Problem Based Learning (PBL) Pada Hasil Belajar Hukum-Hykum Dasar Kimia di Kelas X IPA SMA Negeri 1 Buko ]]>
<![CDATA[Stevlin Kapuung]]>;
<![CDATA[Freetje Waworuntu]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.269
<![CDATA[The aim of this study was to determine the effect of the problem-based learning model (PBL) on the learning outcomes of the fundamental laws of chemistry and magnitude of the effect size. This research was conducted at SMA Negeri 1 Buko using the experimental design method, namely the nonequivalent control group design. The population of this study consisted of class X IPA SMA Negeri 1 Buko students. The sample consisted of two classes which were selected using the random intact class technique with 25 people each. Data collection techniques using pretest and posttest. The test results of the hypothesis t test with a significant level of α = 0.05, the value of tcount = 24.8 is greater than ttable = 2.010. Therefore, H0 is rejected and H1 is accepted. This study concluded that there was an increase in learning outcomes between the PBL class and the conventional class with an effect size of 92.79%.]]>
<![CDATA[Korelasi Model Pembelajaran Student Team Achievement Division (STAD) Terhadap Hasil Belajar Siswa Pada Materi Konsep Asam Basa ]]>
<![CDATA[Fladi Rivera Kalubota]]>;
<![CDATA[Dokri Gumolung]]>;
<![CDATA[Joice D. S. Caroles]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.267
<![CDATA[This study aims to determine how much the correlation value in the use of the learning model Studen Team Achievement Division (STAD) on student learning outcomes. The steps of the STAD learning model, namely: 1) convey learning objectives and motivate students, 2) organize students into study group consisting of 4-6 people, 3) convey information, 4) guide groups to work and study, 5) elevate students learning outcomes, 6) to give appreciation. This research wash conducted at SMA Negeri 5 Halmahera Utara in the even semester of the 2019-2020 school year. The sample used was 20 students of class XI-MIPA 1. Data collection technique using students attitude questionnaires and posttest questions. The results of the study a correlation coefficient value of 0.731, the value of the determinant coefficient of 53.44%. Score tcount > ttable (4.537 > 1.73406) so that there is a significant influence between the STAD learning model and student learning outcomes on the acid-base concept material.]]>
<![CDATA[Pengaruh Penggunaan Peta Konsep Terhadap Hasil Belajar Siswa Kelas X IPA SMA Negeri 2 Tondano Pada Materi Ikatan Kimia ]]>
<![CDATA[Adrian Dungir]]>;
<![CDATA[Sanusi Gugule]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.224
<![CDATA[This study was conducted to see the effect of using concept maps on student learning outcomes at SMA Negeri 2 Tondano on chemical bonding material by comparing the average student learning outcomes of the experimental group using concept maps with the control group using conventional methods. The method used in this research is the experimental method in the form of Posttest Only Control Design. The population of this study were all students of class X SMAN 2 Tondano. The sample consisted of a class of 22 students, which were then divided into two groups as the experimental group and the control group, each with 11 students. Data for hypothesis testing is data obtained from the final test. Based on the hypothesis test, the result of significance (2-tailed) was 0.001. Based on the test conditions, if the significance (2-tailed) < 0.05 then Ho is rejected and Ha is accepted. These results indicate that there are significant differences in student learning outcomes from the experimental group and the control group, which means that the use of concept maps has a significant effect on student learning outcomes.]]>
<![CDATA[Pengembangan Media Mobile Learning Berbasis Android Untuk Siswa SMA Kelas X Pada Materi Ikatan Kimia ]]>
<![CDATA[Fence Artemas Ambalau]]>;
<![CDATA[Ni Wayan Suriani]]>;
<![CDATA[Septiani Ch Palilingan]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.274
<![CDATA[This study aims to: (1) Produce android applications as a support source for learning chemistry in class X. (2) Determine the feasibility of android applications. The research and development design uses the Borg & Gall development design (R&D) model, there are 10 steps that must be taken in development research. The ten steps were simplified by Ghozi into four steps, namely: (1) preliminary research, (2) design stage, (3) development stage and (4) testing phase. Data collection techniques were carried out by observation, interviews and questionnaires. The testing phase is carried out by validating the product by media experts and material experts, testing on the first user (teacher) and testing on the end user (student). The data analysis technique used is descriptive analysis technique. The results of this study are: (1) an android application model for appropriate learning media on chemical bonding material which includes: preparation, material mapping, development, and validation; (2) the feasibility of an android application for appropriate learning media on chemical bonding material. Based on the converted average assessment with a percentage range of 0% -100%, it is obtained that the value of media experts is assessed from 32 points of assessment indicators, a score of 103 and a percentage of 78.33% is included in the "feasible" category, the assessment by material experts is assessed from 23 The assessment indicator items obtained a score of 73 and a percentage of 79.35% included in the "feasible" category, the assessment by the first user (teacher) which was assessed from 32 assessment indicator items obtained a score of 168 and a percentage of 97.02% was included in the category " feasible "and the results of the assessment by the end user (students) assessed from 22 points of assessment indicators obtained an average total score of 70.1 and a percentage of 79.7% included in the" feasible "category.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share Terhadap Hasil Belajar Siswa Materi Asam-Basa Menggunakan Alat dan Bahan di Lingkungan Sekitar di Kelas XI MIA SMA Negeri 1 Tombatu ]]>
<![CDATA[Brian Pontoh]]>;
<![CDATA[Ignatius R. S. Santoso]]>;
<![CDATA[Hardin F. Rares]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.225
<![CDATA[This study aims to determine the effect of the application of the think pair and share model learning on acid-base material using surrounding materials and tools on student learning outcomes in the experimental class and control class XI Mia SMA N 1 Tombatu. The research sample was students of class XI Mia 1 and XI Mia 2. The results showed that there were differences in student learning outcomes in the experimental class compared to students in the control class who used conventional learning models. Where the average student learning outcomes Experiment class is 81.6 and the average student learning outcomes Control class is 73.9. It can be concluded that the Think Pair and Share (TPS) model of cooperative learning has an influence on the learning outcomes of experimental and control students on acid-base material. Therefore, it can be suggested that the Think Pair and Share (TPS) model of active learning activates students in the learning process in order to improve student learning outcomes.]]>
<![CDATA[Pembelajaran Dalam Jaringan (Daring) Terhadap Hasil Belajar Siswa Pada Materi Larutan Elektrolit Dan Non Elektrolit Selama Masa Pandemi COVID-19 ]]>
<![CDATA[Lauren Cornelia Agatha]]>;
<![CDATA[Dokri Gumolung]]>;
<![CDATA[Abdon Saiya]]>
<![CDATA[ Oxygenius Journal Of Chemistry Education Vol 3 No 1 (2021): Oxygenius: Journal of Chemistry Education ]]>
Publisher : <![CDATA[Chemistry Department, Universitas Negeri Manado ]]>
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DOI: 10.37033/ojce.v3i1.275
<![CDATA[The purpose of this study was to determine the magnitude of the effect of online learning on student learning outcomes in during the COVID-19 pandemic. This research was conducted in class X IPA SMA N 1 Tondano in the 2020/2021 academic year. A total of 25 students of class X IPA 1 were assigned as research samples. This study uses an experimental method with a One-Shot Case Study design. The results of this study consist of two data, namely questionnaire data for assessing student attitudes and post-test as an assessment of student learning outcomes which are then analyzed using correlation regression, and the regression equation obtained was Y = 9.5565 + 0.9073 x. The regression equation shows that the higher the student's attitude score (variable X), the higher the student's (variable Y). From the Product moment correlation test, it is found that the correlation coefficient (rxy) is 0.6599, which proves that the X and Y variables have a strong relationship. To calculate the effect of student attitudes on online learning on learning outcomes, it is calculated through the determinant coefficient formula, and it is found that the magnitude of the influence of student attitudes on online learning on learning outcomes is 43.55%. While the remaining 56.45% is influenced by other variables in the form of distractions and obstacles during online learning.]]>
