Abstract
The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.
Highlights
Abstrak Tujuan penelitian ini adalah untuk mengevaluasi pengaruh context rich problems berbentuk multimedia interaktif terhadap keterampilan proses sains, sikap ilmiah, dan pemahaman konsep mahasiswa kimia pada kegiatan praktikum
The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding
Analisa pemahaman konsep mahasiswa SMA kelas X pada materi persamaan kimia dan stoikiometri melalui penggunaan diagram submikroskopik serta hubungannya dengan kemampuan pemecahan masalah
Summary
K : Kelas kontrol X1 : Penerapan context-rich problems dalam bentuk multimedia interaktif X2 : Penerapan context-rich problems Y : Praktikum tanpa penerapan CRP O1 : Observasi kelas eksperimen 1 O2 : Observasi kelas eksperimen 2 O3 : Observasi kelas control. Beberapa instrumen yang digunakan dalam penelitian ini yaitu lembar observasi keterampilan proses sains diadaptasi dari Subali (2009), tes kemampuan proses sains, lembar penilaian portofolio proses sains, lembar observasi sikap ilmiah terdiri dari item-item deskriptor karakter sikap ilmiah yang dikembangkan dengan mengacu pada Sardinah (2012) dengan deskripsi komponen sikap terdistribusi ke dalam 11 item dengan skala 2 yakni terlaksana, dan tidak terlaksana, angket penilaian sikap oleh teman sejawat, dan (3) tes pemahaman konsep
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