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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 4, No 1 (2021): Arfak Chem" : 6 Documents clear
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA MATERI HIDROKARBON DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK Yuliana Mariana; Siti Maesyaroh
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.575 KB) | DOI: 10.30862/accej.v4i1.313

Abstract

AbstractThe education had important role in efforts to progress in the future. The purpose of this study was to improve student learning outcomes through the application of the Problem Based Learning learning model on the colligative nature of the solution in class XII IPA SMA YPK Immanuel Manokwari and to see the large increase in student learning outcomes on the subject matter of the colligative nature of the solution. This study used a classroom action research model (PTK) with Kurt Lewis's CAR model which consisted of two cycles with each cycle having four stages, namely planning, action, observation and reflection. The increase in student learning result can be seen from the pre-test and post-test results that have been given to students. The data obtained were then analyzed using descriptive analysis techniques with the help of Microsoft Excel 2010 to describe the improvement in each cycle. After being analyzed, it is seen that the application of the Problem Based Learning learning model can improve the learning outcomes of students in class XII IPA SMA YPK Immanuel Manokwari on the colligative nature of the solution. This can be seen from the increase in learning outcomes of students who have reached KKM ≥ 70 in cycle I by 40%, increasing by  to 80% at the end of cycle 2 with high classical completeness. In addition, there is an increase in the average learning outcomes of cycle 1 by 56.33 to cycle 2  by 72.68. Keywords: Problem Based Learning, learning outcomes, colligative solution, Classroom Action Research
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL)SECARA DARING TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATERI HIDROKARBON DAN MINYAK BUMI KELAS XI MIA 2 SMA NEGERI 1 PRAFI Zulfa Aulia
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (154.858 KB) | DOI: 10.30862/accej.v4i1.315

Abstract

AbstractThis study aims to determine the effect (experimental class) of the Problem Based Learning learning model on the cognitive learning outcomes of students on hydrocarbons and petroleum in class XI MIA 2 SMA Negeri 1 Prafi. The sampling technique used purposive sampling and the samples obtained were class XI MIA 2 as the experimental class and class XI MIA 1 as the control class. The data collection tool is a learning outcome test. Based on the processed data obtained, the average pretest score of the experimental class was 84.23 and the average posttest of the control class was 76.37. Based on the results of the t-test hypothesis test, it was found that there was a significant effect on students' cognitive learning outcomes between the experimental class taught with the PBL learning model and the control class taught using the conventional learning model where the use of the learning model using the PBL learning model had an effect of 42%. Keywords: Learning Models, Problem Based Learning, Learning Outcomes, and Hydrocarbons 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TPS SECARA DARING TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATERI LARUTAN PENYANGGA Manuella Tandi Toding; Dian Oktavia Pandi
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.283 KB) | DOI: 10.30862/accej.v4i1.316

Abstract

Abstract Chemistry learning in class requires a learning model that evokes the activeness of students, one of which is the Think Pair Share (TPS) cooperative learning model which is a learning model that gives students time to think and respond and help each other. This study aims to determine the difference in the effect of using the online Think Pair Share (TPS) learning model on the cognitive learning outcomes of students in class XI IPA 2 SMA YPK Oikoumene Manokwari on the material of the buffer solution. The research method used a pretest-posttest control groub design. The sampling technique used purposive sampling. Data collection tools in the form of observation, interviews, learning outcomes tests, and documentation. The data analysis used is descriptive analysis and inferential analysis with the help of SPSS 26 software. Based on the results of data analysis, it can be concluded that the Sig (2-tailed) value is 0,000 <0,025, then Ha is accepted and H0 is rejected so that there is a significant difference in cognitive learning outcomes. students from the use of the Think Pair Share (TPS) learning model of class XI IPA 2 and the conventional model of class XI IPA 1 with the percentage of the effect of 57%. Keywords: Learning,  Students, Think Pair Share (TPS), Learning Outcomes 
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF Lhony Laisnima; Zulfiani Zulfiani
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.629 KB) | DOI: 10.30862/accej.v4i1.318

Abstract

Abstract The used of the jigsaw-type cooperative learning model can improve the cognitive learning outcomes of students, especially on ionic equilibrium material in salt solution. This study aims to improve students' cognitive chemistry learning outcomes on ion equilibrium in salt solution by applying the jigsaw-type cooperative learning model. This research is a classroom action research with the Kemmis and MC models. Taggart, which included the stages of planning, implementing, observing / collecting data and reflecting, which were carried out in 2 (two) cycles. This research was conducted in class XI IPA at public high school Christian YABT Manokwari with a sample of 17 students. The data collection techniques used were tests and observation sheets. The results showed that the increase in the average value of learning outcomes chemistry from cycle I was 56.18 with classical completeness of 29% to 85.29 with classical completeness of 82% in cycle II. The results of observations on learning using the jigsaw type cooperative model have good responses from students. This proves that the type of jigsaw cooperative learning has a positive impact on students in the teaching and learning process. Keywords : Jigsaw Model, learning outcomes cognitive, Ion Balance,  Salt Solution  
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA MATERI HIDROKARBON DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK Sugito Sugito; Uli Maharani Suyadi
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.773 KB) | DOI: 10.30862/accej.v4i1.310

Abstract

Abstract Education is a process of changing attitudes and behavior of a person or group in an effort to mature humans through teaching and training efforts; process, method, act of educating. This study aims to improve student learning outcomes through the application of the Problem Based Learning learning model on the Hydrocarbon class XI MIA 3 SMA Negeri 1 Prafi and to see the magnitude of the increase in student learning outcomes on the Hydrocarbon subject matter. This research uses Classroom Action Research (CAR) with Kurt Lewin's CAR model. The increase in student learning outcomes can be seen from the results of the pre-test and post-test that have been given to students. The data obtained were then analyzed using descriptive analysis techniques with the help of Microsoft Excel 2013 to describe the increase in each cycle. The application of the Problem Based Learning learning model, cognitive learning outcomes have increased from cycle 1 with an average value of 68.18 with the number of students achieving a KKM score of 45% and in cycle 2 with an average value of 79.40 with the number of students who achieve the KKM value of 82% so that there is an increase in the percent increase in classical learning outcomes of students 37% Keywords: Learning Model’s, Problem Based Learning, learning outcomes, Classroom Action Research
PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS X MIA SMA SANTO PAULUS MANOKWARI PADA MATERI SISTEM PERIODIK UNSUR Irdawati Irdawati
Arfak Chem: Chemistry Education Journal Vol 4, No 1 (2021): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.47 KB) | DOI: 10.30862/accej.v4i1.312

Abstract

 AbstactThe implementation of 2013 curriculum for Senior High Schools (SMA) in Manokwari has not been fully implemented in schools. This is due to a lack of understanding in the implementation process both in planning, implementation and assessment. The 2013 curriculum emphasizes the activeness of students and teachers as facilitators. One of the efforts that can be made so that in the process of learning activities students become the center and play an active role in learning activities is to implement a learning model based on the 2013 curriculum, namely Discovery Learning. This study aims to determine the significant difference from the use of the model Discovery Learning to the cognitive learning outcomes of class X MIA students of SMA Santo Paulus Manokwari on the elemental periodic system material. The research method used is Pre-Experimental Designs with the form of One-Group Pretest-Posttest Design. The sampling technique used saturated sampling with a sample size of 15 people. The instrument used in measuring the test of students' cognitive learning outcomes is a multiple choice test. Based on the results of data processing obtained, the averagescore pretest was 41.33 and the averagescore was posttest 78.67, the standard results obtained were Gain which showed an increase in the learning ability of students before being given treatment and after being given treatment of 0.77. Based on the Paired Sample T-test, it was found that there was an effect of the use of the learning model Discovery Learning on the cognitive learning outcomes of students in class X MIA SMA Santo Paulus Manokwari on the element periodic system material with a large influence of 64% Keywords: learning model, discovery learning, cognitive learning outcomes, elemental periodic system material, SMA Santo Paulus Manokwari

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