Educenter: Jurnal Ilmiah Pendidikan
Educenter: Jurnal Ilmiah Pendidikan, mencakup bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan.
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<![CDATA[Pengaruh Penggunaan Video Pembelajaran Berbasis Problem Based Learning (PBI) terhadap Hasil Belajar Siswa Kelas XI SMA pada Materi Termokimia ]]>
<![CDATA[Melly Sintia]]>;
<![CDATA[Jasmidi Jasmidi]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.70
<![CDATA[Problem Based Learning (PBL) learning model is a set of learning activitiesthat emphasize the process of solving problems faced scientifically. The use ofvideo media can help students' learning process and will have a big impact onthe learning outcomes of thermochemical material because almost everyone,from children to the elderly, now has a smartphone. In addition to learningvideos, powerpoint is one of the learning media that can help students who havelearning difficulties. The purpose of this study was to determine whether thethermochemistry learning outcomes taught using PBL-based learning videoswere higher than the thermochemistry learning outcomes taught using PBLbased PPT. This study involved the experimental class I and the experimentalclass II. From the results of the study, the average pre-test for the experimentalclass I was 41,95 and the experimental class II was 41.44. After being treatedwith learning in both experimental classes, post-test was then recommended todetermine learning outcomes, the post-test average of experimental class I was83.14 and experimental class II was 78.44. The results showed that theexperimental class I which was taught by learning video media and the PBLmodel was higher than the learning outcomes of the experimental class II whichwas taught by the powerpoint media and the PBL model. It can be concludedthat the use of instructional video media, learning outcomes are higher than theuse of powerpoint media.]]>
<![CDATA[Pengembangan Bahan Ajar Modul Terintegrasi Problem Based Learning pada Materi Laju Reaksi ]]>
<![CDATA[Risdayati Simorangkir]]>;
<![CDATA[Marudut Sinaga]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.71
<![CDATA[This study aims to (1) determine the results of the analysis of chemistry teachingmaterials on the reaction rate material used in schools according to the BSNPstandard, (2) describe the feasibility (validity) of the integrated problem basedlearning module teaching materials on the reaction rate material based on theBSNP criteria (3 ) knowing student learning outcomes have increased after beinggiven teaching materials Integrated Problem Based Learning Module on thereaction rate material, (4) knowing students about teaching materials forintegrated problem based learning module on reaction rate materials that havebeen developed. This research uses the method (R&D) with the ADDIE modelcovering the stages (analysis, design, development, implementation andevaluation). The product developed was validated by 4 expert validatorsconsisting of 2 chemistry lecturers and 2 chemistry teachers. From the results ofhypothesis testing carried out produces tcount > ttable, which is 6.567 >1.0705618. The assessment of the presentation of the level of student interest inthe module that has been developed is 88.33 (very high).]]>
<![CDATA[Pengembangan bahan ajar modul berbasis discovery learning pada materi laju reaksi ]]>
<![CDATA[Leady Tresia Silaban]]>;
<![CDATA[Marudut Sinaga]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.78
<![CDATA[This research aims to (1) knowing the results of a chemical study on the action based reaction materials used at school by BSNP standards,(2) knowing that the modules on discovery learning on the action-based reaction rate matter are appropriate for media experts and materials experts,(3) knowing the results of student learning after being given the discovery learning module on reaction rate materials. (4) know students' responses to the discovery learning based modules on reaction rate materials. Research results from an average of 81% of those produced from teaching materials analysis have both the strenghts and deformityof content, language worthiness, presentation and feasibility of expertise. Average pretest class experiment in 57,25%. Whereas the average score of 83,5% experimental posttest class. N-gain values a normalized chemical student experiment class based on the percentage of that is 83,82%. Student response or satisfaction percentages of deveoloped modules are acquired on an averaged of 93%, which could be concluded that the developedment of the taught materials the discovery learning based modules on a action-based reaction rare matter is higher than the minimum criteria (KKM) set. T_count more that t_table (8,747 more that 1,685) and H0 is therefore denied and Ha received. Thus it may be concluded that the there is an impact on the development of taught materials the discovery learning based modules on action on reaction materials.]]>
<![CDATA[Metode dakwah da’i perbatasan dalam mengatasi kenakalan remaja ]]>
<![CDATA[Adi Saleh]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.79
<![CDATA[Remaja dengan masalah-masalah yang dihadapinya perlu mendapatkan perhatian yang serius dari berbagai pihak, sebab remaja merupakan bagian dari tahapan masa kehidupan yang khas. Tahapan ini pula yang menjadikan remaja menempati posisi yang cenderung dilematis dan labil dalam menyikapi setiap persoalan kehidupan yang dihadapinya. Salah satunya adalah kenakalan remaja yang ditampilkan para remaja yang ada di Kabupaten Simeulue. Oleh karena itu peran dakwah da’i perbatasan yang ditugaskan oleh Dinas Syariat Islam Aceh ke daerah Kabupaten Simeulue untuk mengatasi kenakalan remaja sangat diperlukan. Penggalian data dalam penelitian ini menggunakan metode pengamatan, wawancara mendalam dan dokumentasi. Setelah melakukan penelitian maka temuan terpenting dari kajian ini dapat dirumuskan sebagai berikut: Secara garis besar bentuk kenakalan remaja yang ada di Kabupaten Simeulue meliputi; pergaulan bebas, narkoba, pencurian, geng motor. Adapun faktor yang menyebabkan kenakalan remaja di Kabupaten Simeulue meliputi; faktor keluarga, faktor lingkungan, faktor teman sebaya, faktor ikut-ikutan serta kurangnya pengawasan dari pemerintah. Sedangkan metode dakwah da’i perbatasan dalam mengatasi kenakalan remaja di Kabupaten Simeulue terbagi atas tiga; Pertama metode dakwah Al-Hikmah disampaikan dalam model dakwah ceramah, keteladanan, bil hal serta tadabbur alam. Kedua metode dakwah Al-Mujadalah Bi-al-Lati Hiya Ahsan disampaikan dalam model dakwah diskusi. Ketiga metode dakwah Al-Mau’idza Al-Hasanah.Kata Kunci: Dakwah, Da’i Perbatasa, Kenakalan Remaja]]>
<![CDATA[Pengaruh Penerapan Remedial terhadap Hasil Belajar Siswa Kelas XI pada Mata Pelajaran Kimia ]]>
<![CDATA[Putri Rizkika Ramadani Hsb]]>;
<![CDATA[Asep Wahyu Nugraha]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.80
<![CDATA[Abstrak: Telah dilakukan penelitian untuk menganalisis pengaruh penerapan remedial terhadap hasil belajar siswa kelas XI SMA pada materi Hidrokarbon dengan tujuan untuk mengetahui: (1) hasil belajar siswa yang tidak menerapkan remedial, (2) hasil belajar siswa setelah pembelajaran remedial. perlakuan remedial, (3) pengaruh penerapan remedial terhadap hasil belajar, dan (4) persepsi siswa terhadap pembelajaran hidrokarbon. Hasil penelitian menunjukkan bahwa: (1) nilai rata-rata pretest adalah 62,22. (2) Setelah dilakukan remedial sebanyak 4 kali (5 kali posttest) diperoleh hasil: posttest 1 dengan rata-rata 75,28, posttest 2 dengan rata-rata 72,22, posttest 3 dengan nilai rata-rata 78,18, posttest 4 dengan rata-rata 90, dan posttest 5 dengan nilai 70. (3) pengaruh remedial terhadap hasil belajar siswa terlihat dari penurunan siswa yang mengikuti kelas remedial dan juga nilai rata-rata yang meningkat secara bertahap untuk setiap remedial yang dilakukan. (4) Berdasarkan hasil angket yang diberikan, dapat disimpulkan bahwa siswa pada kedua kelas eksperimen menyukai pembelajaran kimia. Hal ini menunjukkan bahwa motivasi siswa terhadap pembelajaran kimia cukup baik.]]>
<![CDATA[Optimalisasi pembelajaran menggunakan media berbasis TIK ]]>
<![CDATA[Mohamad Miftah]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.81
<![CDATA[Media for teachers is an important tool in delivering teaching materials. The ability to design and develop integrated media in learning is the capital of successful learning. The purpose of the research is to share ideas that teacher learning activities are required to reduce the use of the lecture method and can be enriched by the use of learning media, the role of learning media is becoming increasingly important. The research method is literature review. The results of the research that ICT is a program, for tools, manipulation and conveying information. The presence of media in the learning process really helps make it easier for students to better understand the subject. In addition, teachers or learners need to do careful planning when designing learning in the classroom.]]>
<![CDATA[Manajemen pengelolaan pembelajaran berbasis TIK ]]>
<![CDATA[Mohamad Miftah]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.82
<![CDATA[The contribution of ICT to the world of learning is considered very beneficial. Moreover, integrating ICT into teaching and learning practices. The use of ICT in education is suitable for managing more student-centered learning. This can create a more passionate learning activity. However, institutions are still lacking in providing proper ICT training for instructors to develop their technical ICT skills. The article was written with the aim of analyzing the literature review from various sources, both books and research results. The results showed that the participants, both instructors and students, had a positive attitude towards ICT and sufficient knowledge and positive understanding of ICT and its potential in teaching and learning. However, there are no examples of the model, the instructor provides opportunities for students to use ICT in a meaningful context. It is hoped that this article will be useful for teachers and school administrators on how to manage ICT-based learning, so that learning outcomes are maximized.]]>
<![CDATA[Pengaruh model pembelajaran pencapaian konsep ( concept attainment) terhadap hasil belajar siswa pada materi larutan elektrolit dan non elektrolit ]]>
<![CDATA[Jenti Lumbantoruan]]>;
<![CDATA[Simson Tarigan]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.83
<![CDATA[This study aims to determine the learning outcomes of students of class X MIPA SMA N 1 Lintongnihuta who were taught using the concept attainment learning model and who were taught using conventional learning on electrolyte and non-electrolyte solution materials and to find out the significant influence of the application of the learning model concept attainment to improve student learning outcomes on electrolyte and non-electrolyte solutions. The population in this study were students of class X MIPA SMA N 1 Lintongnihuta, totaling 6 classes. The research sample was class X MIPA 3 as an experimental class which was taught using a concept attainment learning model and class X MIPA 5 as a control class which was taught using conventional learning. This study used a test instrument of 17 multiple choice questions. The results showed that the average experimental class student learning outcomes before and after the application of the concept attainment learning model were 44,58 and 78,83 respectively, and increased by 61%. The average learning outcomes of control class students before and after conventional learning were carried out were 42,33 and 70,52 respectively, and increased by 48%. Hypothesis testing was carried out with a one-party t test with the results of research on the concept attainment learning model, the results obtained were tcount(3.542) > ttable(1.996), then H0 was rejected and Ha was accepted, which means there is a significant effect on the use of the learning model on concept attainment on student learning outcomes on electrolyte and non-electrolyte solutions.]]>
<![CDATA[The Use Of Pictogram In Electronic Appliance ]]>
<![CDATA[Tiurmaya]]>;
<![CDATA[Fitriany]]>;
<![CDATA[Fauziah Nur]]>;
<![CDATA[Suryani Nadeak]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 1 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i1.40
<![CDATA[The research aim is to describe the types of pictogram use and the reason why pictograms are used. The type of this research is descriptive qualitative. There are two sources of data first, five of manual book, such as: mobile phone, laptop, rice cooker, microwave, and washing machine. Second, data transcription of interview. This research focused on types of pictogram use and the reason why pictograms are use. The data were obtained by documentation and the data were analyzed stating by collect the data, the data divided to types of the pictogram use and analysis the reason of the pictogram depend on the interview. In the end analyses the use of pictogram by the manual of electronic appliance also the reason of used it depend on davies theory. The result of the research is From the data analysis found 57 pictograms use in five electronic manual books which are: Oppo Reno6 mobile phone, Panasonic rice cooker, Panasonic microwave, Asus laptop, LG washing machine. Were 27 of the pictograms are representational, 21 arearbitrary symbol and 9 are abstract symbol. Moreover according to theinterview pictogram is more easy to understand than word by the user of theelectronic.]]>
<![CDATA[Pengembangan Modul Berbasis Discovery Learning Terintegrasi Sains Pada Materi Kesetimbangan Kimia ]]>
<![CDATA[Cut Safrida Riska]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 4 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i4.86
<![CDATA[Penelitian ini bertujuan untuk mengetahui kelayakan serta respon siswa, dari pengembangan Modul Berbasis Discovery Learning terinteegrasii literasi sains. Subjek dalam penelitian ini adalah Modul berbasis model pelajaran Discovery Learning terintegrasi literasi sains.Objek Penelitian ini adalah Materi kesetimbangan kimia. Jenis penelitan ini adalah pengembangan yang mengacu pada model ADDIE . Penelitian ini menggunakan instrument non tes, instrument non tes yang digunakan berupa Lembar Validasi yang telah memenuhi standar BSNP yaitu aspek kelayakan isi, penyajian, bahasa serta kegrafikan oleh validator dan Lembarangket respon siswa dengan skala lima kategori. Hasil kelayakan validasi menunjukkan bahwa pengembangan modul berbassis discovery learning terintegrasi literasi sains pada materi kesetimbangan kimia. Persentase rata-rata penilaian validator ahli media pada kelayakan isi yaitu 87,32%, kelayakan penyajian yaitu 88%, kelayakan bahasa yaitu 85,28%. Dan untuk persentase penilaian media rata-rata pada kelayakan kegrafikan 93,50% dn kelayakan bahasa yaitu 88.86%. Serta pada hasil presentase rata rata respon siswa pada aspek kemenarikan sebesar 89,6%, aspek materi yaitu 90,6%, aspek bahasa 92,6% .]]>
