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Arfak Chem: Chemistry Education Journal
Published by Universitas Papua
ISSN : 2615627X     EISSN : 26156288     DOI : https://doi.org/10.30862/accej.v5i1.368
Core Subject : Humanities, Science, Education, Social,
Humanities Chemistry Education Social Sciences
Arfak Chem: Chemistry Education Journal is a scientific journal, published by Chemistry Education Department, University of Papua. This journal is published 2 times in a year, June and December. This journal contains research results relating to the topic of education and chemistry teaching.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 2 (2019): Arfak Chem" : 6 Documents clear
PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KIMIA PADA PESERTA DIDIK DALAM MATERI IKATAN KIMIA DI KELAS X MIPA 5 SMA NEGERI 2 MALANG Rifngatun Hayati
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.32 KB) | DOI: 10.30862/accej.v2i2.290

Abstract

Abstract This research is a Classroom Action Research that aims to improve learning outcomes of chemistry in class X MIPA 5 students with chemical bonding material at SMA Negeri 2 Malang in the 2019/2020 academic year using the application of the Discovery Learning learning model.  In this study using 3 cycles.  The results showed that there was an increase in student learning outcomes after the application of the discovery learning model, namely in cycle 1 of 65.5;  in the second cycle 72 and the third cycle of 8. Keywords: Classroom Action Research, Chemical Bond, Discovery Learning, Learning outcomes 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH (MAM) TERHADAP HASIL BELAJAR KOGNITIF DAN MOTIVASI PESERTA DIDIK Saniatur Rohmah; Ni Made Dwi Widyastuti; Apriani Sulu Parubak; Christiana Niken Larasati
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.059 KB) | DOI: 10.30862/accej.v2i2.292

Abstract

AbstractThis study aims to determine whether there are differencas in cognitive dan motivation students’ learning out comes or to determine the percentage effect of using coooperative learing model Make A Match (MAM) X grade in SMK Negeri 2 Manokwari the study usen quasi exsperimental method. This study was conducted during three meetings, inckuding pretest before taeching the subject andthe postest after taching the subject. This research began on februari to may 2016. The sample of this study divided into two  gruops they are 15 students in eksperimental class by using Make A Match (MAM) inadel and 15 students as a control class usinf conventional method.The instrument was used instrumen test. Based on analysis data, in uji deskriptif, uji normalitas , uji homogenitas and uji hypothesis Non-parametric test (Mann-Withney U-test). From Mann-Withney U-test in pretest, with significance level sig 0,025 obtained Asymp.Sig 0,916  and in posttest obtained Asymp.Sig 0,001. Keywords: Make A Match (MAM), student learning outcomes cognitive, Motivation, Elektrokimia 
DAMPAK PERILAKU KETERGANTUNGAN MEDIA SOSIAL FACEBOOK TEHADAP PRESTASI BELAJAR KOGNITIF PADA MATERI SISTEM PERIODIK UNSUR Herniwati Herniwati; Kristianus Mite; Tamar Rumihin; Murtihapsari Murtihapsari; Christiana Niken Larasati
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.533 KB) | DOI: 10.30862/accej.v2i2.283

Abstract

Excessive use of Facebook social media among students is suspected to affect interest in learning and will have an impact on student learning achievement, especially on the material of the periodic system of elements. The purpose of this study includes the influence of Facebook social media addiction behavior on students' cognitive chemistry learning achievement. This study uses a quantitative method with an expost facto approach. The sampling technique used was purposive sampling using thirty respondents and data were collected using interviews, documentation and questionnaires. The results of this study indicate that there is an influence of Facebook's social media addiction behavior on cognitive chemistry learning achievement, which is 72%, while the relationship between Facebook's social media addiction behavior and cognitive chemistry learning achievement is related or correlated 0.852 which is categorized as very strong. Keywords: Behavior, facebook, achievement, learning
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) BERBANTUAN MEDIA INTERNET TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS XI IPA SMA NEGERI 2 MANOKWARI PADA MATERI LARUTAN PENYANGGA Ade Rian; Yunita Pare Rombe; Apriani Sulu Parubak; Christiana Niken Larasati
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (149.522 KB) | DOI: 10.30862/accej.v2i2.284

Abstract

This study aims to determine: (i) the significant differences between the use of the STAD type cooperative learning model and the conventional learning model on students' cognitive achievement; (ii) measuring the percent effect of the two models carried out. This study uses a quasi-experimental design research method with a pretest posttest design. Mechanical sampling was done by purposive sampling. The instrument used to measure students' cognitive achievement is a multiple choice test. The data analysis used was descriptive and interferential analysis using SPSS 22 software. The results showed that there was no difference in cognitive learning outcomes in the Internet-Based Student Team Achievement Division (STAD) Cooperative Learning Model on Cognitive Learning Outcomes of students with this learning model. conventional.Keywords: STAD, Significant Difference, Cognitive, Percent Influence, Quasi Experiment 
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN MENGGUNAKAN LKPD UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS XII MIA 2 SMA NEGERI 1 TEWANG SANGALANG GARING TAHUN PELAJARAN 2019/2020 PADA MATERI SEL VOLTA Fiska Purwanita
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.665 KB) | DOI: 10.30862/accej.v2i2.286

Abstract

AbstractThis research is a Classroom Action Research that aims to improve cognitive learning outcomes for Class XII MIA 2 Students at SMA Negeri Tewang Sangalang Garing TP 2019/2020 Voltaic Cell Material. In this study using 3 cycles. The results showed that there was an increase in student learning outcomes after the application of the problem-based learning model using LKPD, an increase of 43.08%. classical completeness of cycle i reached 54.55%, cycle ii was 72.73%, and cycle iii was 100%. Keywords: Learning Outcomes, Problem Based Learning, Classroom Action Research, Voltaic Cells
PERBANDINGAN MODEL PEMELAJARAN DAN AKTIVITAS BELAJAR TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS X IPA SMA NEGERI 2 MANOKWARI PADA MATERI SISTEM PERIODIK UNSUR Aprilia Diah Astuti; Christiana Niken Larasati; Apriani Sulu Parubak
Arfak Chem: Chemistry Education Journal Vol 2, No 2 (2019): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.834 KB) | DOI: 10.30862/accej.v2i2.287

Abstract

Abstract This study aims to determine: (i) significant differences between the use of the Problem Based Learning (PBL) learning model and the cooperative learning type Team Assisted Individualization (TAI) model on cognitive learning outcomes in periodic elements of material systems; (ii) the presence or absence of the influence of learning activities on periodic system elements; (iii) the interaction between learning models for cognitive learning activities and outcomes in periodic system elements. This research is an experimental study with a 2x2 factorial design. The population in this study were class X students of SMA Negeri 2 Manokwari Science and research samples used were students of class X IPA 1 and consisted of 36 students and students of class X IPA 2 consisting of 25 students. Based on statistical test data using analysis of variance with the help of SPSS 23, the significant value obtained for the learning model was 0.582> = 0.05, for learning activities 0.027 <= 0.05 and the interaction between learning models with learning activities on learning outcomes 0.669> = 0.05. The conclusions of this study are (i) There is no significant difference in the periodic system learning outcomes using the Problem Based Learning (PBL) and Team Assisted Individualization (TAI) learning models; (ii) There are significant differences in the learning activities of students in the elemental periodic system material for students who have active learning activities with inactive learning activities; (iii) There is no interaction between the learning model and learning activities on the periodic learning outcomes of elements. Keywords: Problem Based Learning (PBL) learning model, Team Assisted Individualization (TAI) learning model, learning activities, learning outcomes

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