Acid-base Material Research Articles

Pengembangan Google Sites Berbasis Inkuiri Terbimbing pada Materi Asam Basa sebagai Media Belajar Mandiri Siswa SMA/MA Kelas XI

Technology-based learning media is currently relevant for implementing the "Merdeka" Curriculum because it offers many advantages. Google sites are one of the alternative technology-based media that can be used by students for independent, interactive, accessible, and not limited by space and time learning. This study aims to develop, determine the quality and responses of students to google sites acid-base material which is made referring to the guided inquiry model. Thiagarajan, Semmel Semmel’s 4-D (define, design, develop and desiminate) development model—which is limited to the develop stage—is used as a google sites development procedure. Seven respondents (one media expert, one material expert and five chemistry teachers) were involved to assess the quality of google sites through the expert judgment method with a four-scale questionnaire instrument and 10 students were asked to be willing to respond to google sites with a Guttman scale questionnaire sheet. The results of the quality assessment of google sites show that this media has an excellent category with a percentage of ideal quality of 95.83% according to the material expert; 92.5% by the media expert, and 95.68% by chemistry teachers. The response of students to google sites is also positive with the acquisition of an ideal percentage of 91%. The results of expert assessments and student responses indicate that google sites have a potential effect to be used as a chemistry learning medium, helping students understand concepts as well as interactive learning media

Assessment of High School Students’ Ability to Solve Structured Problems with Ideal Model on Acid-Base

Problem-solving is one of the abilities that a student must-have in the 21st century. This is because students' ability to solve problems is expected to increase their competence of higher-order thinking skills (HOTS). Problem-solving ability can be improved in several ways for example, the use of a certain instructional model, worksheets, and assessment or assessment based on problem-solving. This study aimed to develop and implement structured problem-solving assessment with the IDEAL model on acid-base materials, salt hydrolysis, buffer solutions, and acid-base titrations to examine students' problem-solving abilities. The instrument development model used adapts the ADDIE model with four steps, namely analysis, planning, development, and implementation. The research sample were 34 high school students in grade 11 in Sidoarjo, East Java. The result is that the problem-solving ability with the lowest percentage are in the acid-base titration material for the Act on strategy indicator at 27.21%, while the highest percentage of skills are found in the buffer solution material for the Explore solution indicator at 89.5%. This study implies that the test instrument for further research is to measure students' ability to solve structured problems with the IDEAL model on acid and base. This study implies that the test instrument for further research measures students' ability to solve structured problems with the IDEAL model on acid-base, salt hydrolysis, buffer solution, and acid titration. So that the problem solving process with the integration of problem solving problems can improve students' critical thinking.

Development of Guided Inquiry-Oriented Worksheets to Train Students' Metacognitive Skills on Acid-Base Material

Development of Guided Inquiry-Oriented Worksheets to Train Students' Metacognitive Skills on Acid-Base Material

Analysis of Student’s Conceptual Understanding Using Two-Tier Multiple Choice Diagnostic Test on Acid-Base Topic

This study aims to determine students’ understanding of concepts using a two-tier multiple-choice diagnostic test on acid-base material. The number of samples is 31 respondents. This type of research is descriptive qualitative. The instrument used is a Two-Tier Multiple-Choice Diagnostic Test. The first level consists of 5 answer choices, and the second level consists of 5 reason choices. The number of questions is 15 items. The results showed that students in the category of understanding concepts were 78.552%, misconceptions were 13.704%, and students in the category of not understanding concepts were 7.74%. Students understand the concept is in the high category of the three categories.

APPLICATION OF QUIPPER SCHOOL-BASED BLENDED LEARNING TO IMPROVE STUDENTS' MOTIVATION AND LEARNING OUTCOMES IN ACID-BASED MATERIALS AT SMAN 5 BANDA ACEH

This research aims to investigate the increase in learning motivation, learning outcomes, learning activities, and student responses to blended learning on acid-base material through Quipper School. The research subjects of class XI MIA 1 students of SMAN 5 Banda Aceh for the 2021/2022 academic year are even semesters involving 32 students. The data collection technique uses a simple random sampling technique. The instruments used in this study were learning outcomes test questions, motivational questionnaire sheets, activity observation sheets, and student response questionnaire sheets. Analysis of learning motivation data using motivational questionnaires adapted from MSLQ using a likert scale, learning outcomes data using LKPD and tests (pretest-postest), activity data using activity sheets and response data collected through questionnaire sheets. The results showed that there was a change in the previous 63.67%, learning motivation after the blended learning process, the students’ learning motivation became 68,15%, this happened in Quipper School-based blended learning. The average completeness of student learning is 80, including the very high category. The positive response of student to blended learning was 72.2%. The activities of students during blended learning get an average score of 95%. Based on the results of the study, it can be concluded that the application of blended learning can change learning motivation and exceed the KKM of student learning outcomes at SMAN 5 Banda Aceh.

Improvement of student’s creative thinking skills by guided inquiry-based student worksheet in acid-base materials

This study aims to create students’ worksheets based on guided inquiry which are valid, practical and effective to gain students' skill in creative thinking in acid-base materials. This study was a Research & Development (R&D) using the 4-D method (Define, Design, Develop, Disseminate). The subjects implemented to this research were 29 students of class XI MIA MAN 4 Kediri. A design of one-group pretest-posttest without any comparison was used to conduct this research. Regarding the outcomes of the research, this can be summed up that 1). The validity of guided inquiry-based students’ worksheet obtained score of 89.60% with very valid criteria on content validation and 85.23% with very valid criteria in construct validation. 2). The practicality of guided inquiry-based students’ worksheet obtained values in the range of 70.96%-96.77% and on practical and very practical criteria. 3). The effectiveness of guided inquiry-based students’ worksheet obtained an increase in N-gain in four indicators of creative thinking skills of more than 0.7 with high criteria. It can be concluded that the students that used guided inquiry based worksheet enhanced student’s academic achievment in acid base materials.

INSTRUMEN TES THREE TIER MULTIPLE CHOICE SEBAGAI DETEKSI MISKONSEPSI PADA MATERI ASAM BASA

Misconception is defined as a result of someone's mistake in understanding a concept. This research was conducted with the aim of proving students' misconceptions on acid-base material using a three-tier multiple choice test instrument, and determine the factors that influence the occurrence of misconceptions in students. The type of research.used is qualitative research with a descriptive approach. The research was carried out in high schools in Palembang for the academic year 2021/2022 with 35 people. Data collection used a misconception test instrument, teacher and student interviews. The results showed misconceptions on acid-base material with an overall average of 54.33%. The results expected that the three-level multiple choice test instrument can be used by teachers to identify misconceptions that occur in other students.

Effectiveness of Cognitive Conflict-Based Chemistry Learning in Reducing Students' Misconceptions of Acid-Base Materials

A misconception is a problem that is often encountered in the world of education caused by several things, including students' initial prejudices, incompetent teachers, unclear textbooks, different contexts of the student experience, and teaching methods that only contain lectures. This study is intended to answer the problem regarding the effectiveness of cognitive conflict-based chemistry learning in reducing students' misconceptions about acid-base material. This research is quasi-experimental research with One group Pre-test and Post-test Design. The population in this study was all class XI IPA. The sample in this study was class XI IPA I. The instrument used in this study was a student's concept understanding test. The data collection method used is a multiple-choice reasoned test method. Changes in misconceptions were analyzed descriptively and statistically. A descriptive analysis was conducted to see changes in students' concepts. Statistical analysis using the T-test. Based on the research, it was found that the indicators of questions that experienced misconceptions were: Arrhenius acid-base theory (32.05%), Arrhenius acid-base classification (56.40%), Bronsted Lowry theory (43.59%), writing down the acid-base reaction equation according to Bronsted Lowry and Lewis acid-base theory (59.00%), distinguish between Arrhenius, Bronsted Lowry and Lewis acid-base theories (49.00%), the nature of acidic and basic solutions (47.00), degree of acidity/pH (79.00%), determination of strong acid (79.00%), determination of strong base (46.00%), degree of ionization in acid and base determination (46.00%) and application of the concept of pH in pollution (66.00%). Understanding of students' initial conceptions, namely students who are classified as knowing the concept of 23.18%, misconceptions of 53.95%, and not knowing the concept of 22.87%, while the understanding of the final conception of students is students who are classified as knowing concepts of 76, 20%, a misconception of 15.49% and not knowing the concept of 8.31%. Based on these data, it can be concluded that the cognitive conflict learning method is effective in reducing students' misconceptions

Argumentation Practices to Increase Knowledge and Competence of Acid-Base Materials for Prospective Chemistry Teacher Students

Penelitian ini bertujuan mengetahui praktik argumentasi untuk meningkatkan pengetahuan dan kompetensi materi asam basa pada mahasiswa calon guru kimia. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen. Adapun desain penelitian ini ialah pre-test post-test control group. Sampel dalam penelitian ini adalah 54 mahasiswa pendidikan kimia UIN Sunan Kalijaga Yogyakarta yang sedang menempuh kuliah kimia dasar. Sementara itu, instrumen pengetahuan berupa tes dengan bentuk pilihan ganda, sedangkan instrumen kompetensi berupa tes dengan bentuk uraian. Teknik analisis data dalam penelitian ini dilakukan secara statistik inverensial (analisis independent sample t-test). Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pre-test dan post-test pada domain pengetahuan dengan nilai t = -5.508 dan nilai probabilitas/p value uji t paired = 0.00 (nilai p value < 0.05). Selain itu, nilai mean (rerata) = -4.167 (bernilai negatif) menunjukkan bahwa terjadi kecenderungan peningkatan pengetahuan secara signifikan. Ada pula perbedaan yang signifikan antara nilai pre-test dan post-test domain kompetensi dengan nilai t = -8.686 dan nilai probabilitas/p value uji t paired = 0.00 (nilai p value < 0.05). Selain itu, nilai mean (rerata) = -3.796 (bernilai negatif) menunjukkan bahwa terjadi kecenderungan peningkatan nilai dimensi kompetensi secara signifikan.

Implementation of Electronic Worksheets Based on Problem-based Learning on Acid-Base Materials to Develop Students’ Problem-solving Ability

Pembelajaran di masa pandemi menuntut guru untuk berinovasi mengembangkan bahan ajar yang dapat digunakan dalam pembelajaran online. Penggunaan LKPD-elektronik berbasis problem-based learning dapat menjadi solusi inovasi bahan ajar yang terintegrasikan dengan perkembangan teknologi yang dapat membantu proses pembejaran secara online. Penelitian ini bertujuan untuk menganalisis perbedaan kemampuan pemecahan masalah peserta didik antara kelas yang menggunakan LKPD-elektronik berbasis problem-based learning dengan kelas yang tidak menggunakan LKPD-elektronik berbasis problem-based learning pada materi asam basa dan menganalisis sumbangan efektif penerapan LKPD-elektronik berbasis problem-based learning terhadap kemampuan pemecahan masalah peserta didik pada materi asam basa.
 Penelitian ini merupakan jenis penelitian Quasi Experiment dengan jenis post-test only control-group. Instrumen penelitian yang digunakan yaitu silabus, RPP, LKPD-elektronik berbasis problem-based learning dan soal kemampuan pemecahan masalah. Teknik analisis data dalam penelitian kali terdiri atas 2 analisis yaitu uji independent sample t-test dan analisis effect size. Hasil penelitian pengembangan menunjukkan bahwa: (1) terdapat perbedaan kemampuan pemecahan masalah peserta didik antara kelas yang menggunakan LKPD-elektronik berbasis problem-based learning dengan kelas yang tidak menggunakan LKPD-elektronik berbasis problem-based learning pada materi asam basa kelas XI MIPA, (2) LKPD-elektronik berbasis problem-based learning memberikan sumbangan efektif terhadap kemampuan pemecahan masalah peserta didik pada materi asam basa dengan persentase sebesar 2,5%

Comparison of Learning Outcomes for Acid-Base Materials Using Guided Discovery Models and Guided Inquiry Learning With Buzz Group Discussion Techniques

The learning process using a scientific approach was not carried out effectively during Covid-19, due to time constraints that affected learning outcomes. Therefore, the learning process was carried out using guided discovery and guided inquiry models with buzz group discussion techniques. This study aims to compare student learning outcomes using guided discovery and guided inquiry models with buzz group discussion techniques for acid-base material. This type of research is an experimental study with a randomized posttest-only comparison group design. Samples were taken by random sampling technique, selected class XI IPA 3 as experimental class 1 (guided inquiry) and XI IPA 4 as experimental class 2 (guided discovery). Learning outcomes were obtained from posttest results and data analysis techniques using a t-test. The results of data processing obtained that the learning outcomes in the experimental class 1 (78.38) were higher than the experimental class 2 (74.82) and the t-test analysis was 0.039. Based on the results of data analysis, it was concluded that learning outcomes using guided inquiry and guided discovery models with buzz group discussion techniques for acid-base class XI IPA MAN 1 Bukittinggi were significantly different.

PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN MEDIA SMALL-SCALE CHEMISTRY UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA KELAS XI IPA SMAN 1 TALUN

The concept of learning will be successful if students are actively involved in the learning process so that students not only accept ideas from the teacher but also participate in finding concepts. One of the efforts to find these concepts is the Discovery learning method carried out in the laboratory with Small Scale Chemistry media. This study aimed to determine whether the application of learning with the Discovery learning model with Small Scale Chemistry media on acid-base materials could increase the activity and learning outcomes of chemistry class XI science. This research is a classroom action research with two cycles. The subjects of this study were students of class XI IPA-3 even semester with a total of 36 students. This study found an increase in learning activities and student learning outcomes in learning chemistry on acid-base material by applying the Discovery learning model using Small Scale Chemistry media. This is evidenced by the average student learning outcomes completed: the first cycle is 69.4%, and the second cycle is 86%. While the moderate student activity in the first cycle reached 77% and the second cycle was 86.0%. And the average teacher activity in the first cycle is 77.7%, while the second cycle is 88.15%.

The effectiveness of Powerpoint-iSpring integrated multiple chemical representation learning media on acid-base materials to improve students learning outcomes for Senior High School

We have previously produced a PowerPoint-iSpring Integrated Learning Media Multiple Chemical Representations on Acid-Base Materials. It is valid and practical but has not been tested for its effectiveness on student learning outcomes in Senior High School. The research is experimental with a quasi-experimental design with a Non-equivalent Control Group Design. The research population is all class XI Senior High School students for the 2021/2022 academic years. Purposive sampling was used as a sampling technique with homogeneous sampling criteria. The classes selected as samples were class XI MIPA 1 as the experimental class and class XI MIPA 2 as the control class. The instruments used were questionnaires and student learning outcomes tests in the form of 20 multiple choice questions. The N-Gain and hypothesis testing were carried out for data analysis with an independent sample t-test. Based on the data analysis, the N-Gain of the experimental class was higher than the control class with the medium category. PowerPoint-iSpring Integrated Learning Media with Multiple Chemical Representations on Acid-Base Materials is Effective for Improving Learning Outcomes of Class XI Senior High School Students.

Pengembangan Lembar Kerja Peserta Didik Elektronik (e-LKPD) Berbasis Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Peserta Didik Kelas XI MIA SMAN 2 Parepare

This study is a development research, which aims at developing an electronic students worksheet based on guided inquiry on Acid-Base material which is valid, practical, and effective to be used to improve the learning outcomes. The research procedure employed ADDIE development model, which consisted of stages of analysis, design, devleopment, implementation, and evaluation. The electronic students worksheet was validated by two experts. Then, it was tested to grade XI MIA at SMAN 2 Parepare. The results of the study reveal that the electronic students worksheet developed is valid with the validity average 3.60. The practicality test covered: (1) learning implementation of electronic students worksheet based on guided inquiry is in the average M = 1.82 with fully implemented category, (2) the teacher gave positive response with the total average 91%, which means the electronic students worksheet is in very practical category, and (3) the students gave positive response with the total average 88.98, which is in very practical category. The electronic students worksheet based on guided inquiry developed has met the effective criteria as well with class completeness percentage 90.62%, meaning that it has over the class completeness percentage of 80% minimum. The electronic students worksheet developed consists of the cover, the title of material, electronic students worksheet manual, basic competence, competence achievement indicator, learning objective, and evaluation.

CHEMY SHOOTER GAME BASED COMPUTER AS INSTRUCTIONAL MEDIA ON ACID BASE FOR IMPROVE SELF-EFFICACY

This study aims to obtain the game as an acid-based learning media that can improve the self-efficacy skills of students of high school studentsusing the Chemy Shooter game as a learning media on acid-base materials with research and development (R&D) methods.The validation assessment results obtained 90,79% had fulfilled the validity category. The results of questionnaire responses and observations of students activities gained 96,16% and 93,33% with the category of very practical. Student learning outcomes significant values in the Kolmogorov-Smirnov normality test obtained a pretest value of 0,200 and posttest 0,200 so that it is greater than 0,05 so that it is normally distributed and Paired Sample t-Test test obtained significant pretest and posttest 0,000 significant values are less than 0,05 so that there are differences in the average pretest and posttest scores and the results of students self-efficacy skills gained 89,20% in the very effective category.

Description of Student Chemistry Learning Difficulties in Acid Base Material Class XI IPA at SMAN 7 Padang

Acid base material is a material that is quiet difficult to understand, because 75,5% of class XI science students at SMAN 7 Padang hae not been able to achieve the learning KKM that has been set. This is an indicator that there are still many student who have learning difficulties. Learning difficulties are inability of students to learn to achieve learning objectives and are characterized by low learning outcomes. This research is a descriptive research that aims to describe the level of learning difficulties of students and the factors that influence it in each indicator learning of acid base matter. The subject of this research is class XI IPA 6 SMAN 7 Padang TA 2021/2022 students who number 38 people. The instruments used are two-tier multiple choice diagnostic tests, questionnaire sheets and interviews. Data processing uses descriptive statistical methods. From the results of this research it was obtained that students have difficulty learning in acid base matter. Students' highest learning difficulties lie in the first indicator of analyzing soluble properties based on acid-base theory according to Arrhenius, Bronsted-Lowry, and Lewis by 77.2% with a high category of learning difficulty levels. Based on the results of questionnaires and interviews with students, the factors that cause students' learning difficulties in acid-base materials are seen from the internal factors of students are due to the student's less effective way of learning, namely not concentrating, not making schedules and carrying them out, not repeating materials, not taking notes and reading, and not doing assignments.

Efektivitas Pembelajaran Kimia Berbasis Proyek Terhadap Pemahaman Konsep Dan Ketrampilan Berpikir Kreatif Peserta Didik Smk

Project-Based Learning (PjBL) is highly relevant learning with a 21st century paradigm and competency framework formulated in the Partnership for 21st Century Skills, where 21st century student outcomes include learning and innovation skills that include creativity and innovation skills, thinking critical, and problem solving skills. , communication and collaboration skills (Partnership for 21st Century Skills, 2008). Based on observations of student learning at SMKN 6 Mataram, it shows that student learning outcomes are low (60% of students have not yet completed studying chemistry), and based on a search for alumni in October 2021, the alumni unemployment rate reaches 59.72%, the Project-based learning model (PjBL) is one way to do this. to resolve the issue. The PjBL learning model has a positive influence in improving problem solving, critical thinking, and creativity (Selçuk et al., 2013). This is supported by Miftahurrohmah et al 2021 who said that project-based learning using Zoom Meetings can have a positive influence on creative thinking skills and mastery of concepts. Therefore, it is necessary to train on “The Effectiveness of Project-Based Chemistry Learning on Concept Understanding and Creative Thinking Skills for Vocational Students. The training was held at SMKN 6 Mataram in April 2022. The population in this study were all X grade students of SMKN 6 Mataram in the 2021/2022
 academic year. The sampling technique in this training uses the "purposive sampling" technique. The sample to be taken is class X DPIB which uses a project-based learning model. This sampling is based on the material to be tested, namely acid and base. There are two variables in this training, namely the independent variable and the dependent variable. The independent variable is a project-based learning model, where the project used is the identification of acids and bases on several building materials and materials that are often used in everyday life, while the dependent variable is mastery of concepts with six indicators, namely remembering, understanding, and understanding. apply (apply), analyze (analyze), evaluate (evaluate), create (create). and creative thinking skills with indicators of Fluency, flexibility, originality and elaboration. The type of data used in this training is quantitative data in the form of a Chemistry concept mastery test and a Creative Thinking Test. The effectiveness of the Project-based learning model for students of SMKN 6 Mataram on acid-base material can be determined by taking into account the pretest and posttest scores obtained by students. Based on the data obtained, it shows that project-based learning is effective in increasing students' understanding of concepts with a learning mastery percentage of 78%, and high effectiveness in improving students' creative thinking skills with an N gain of 81.79%.

The Development of e-UKBM of Acid-Bases in Chemistry Based on Problem Based Learning Integrated with Sikkanese Lokal Culture

This research is motivated by the problem of using learning resources that are less effective on pandemic time and the boredom of students to attend the chemistry learning process especially acid-base material. To overcome it, the researchers tried to research the development of Independent Learning Activity Unit (e-UKBM) to facilitate learning activity work from home period. The learning method in e-UKBM is adopting problem based learning model which is integrated by Sikkanese local cultural. The method used is research and development by using 4D development models (Define, Design, Develop, and Disseminate). The subject of research are the 4 teachers and 60 students of class XI of SMAN 1 Maumere, SMAN 2 Maumere and SMAK St. Gabriel Maumere. Based on the result calculation of the percentage of validity obtained a value of 81.52% (valid). Furthermore, e-UKBM of Chemistry is suitable used in chemistry learning process in accordance with initial field trial result and wide field trial. Initial field trial by students is 102.37 (good category) and teacher is 105.00 (good category). Wide field test by students is 129. 05 (very good category) and teachers is 144.00 (very good category).

Penuntun Praktikum Elektronik Berbasis Green Chemistry dengan Model Pembelajaran Learning Cycle-7e pada Materi Asam-Basa

The Covid-19 virus in Indonesia has caused face-to-face learning switching to online learning. In the 2013 curriculum there is skill competency, so that in learning chemistry to achieve that, practicum activities are carried out at home and environmentally friendly. This research is an R & D (Research and Development) aimed to knowing the level of validity and knowing response of students to an electronic practicum guide based on green chemistry with the learning cycle-7e learning model on acid-base material. The development and research procedure uses the ADDIE model, due to the limited time the stages carried out are ADD (Analysis, Design, and Developme). The study involved four validators, namely one media expert validator, one language validator, and two material expert validators. The trials carried out are one to one and small group. The subjects were students of SMA Muhammadiyah 1 Palembang. Data collection instruments used validation sheets and student response questionnaires. Data analysis used qualitative and quantitative analysis. The results of this study indicate that the green chemistry-based electronic practicum guide with the learning cycle-7e learning model on acid-base material is very valid based on the validation results of material, media, and language experts with an average percentage obtained of 83.5%. The students' responses were categorized as very good, where in the one-to-one trial percentage is 98.6% in the very good category, in the small group trial the percentage is 95.2% in the very good category.

Identification of Students' Misconceptions on Acid-Base using Four Tier Diagnostic Tests

Students often have difficulty understanding acid-base material, so it has the potential to cause misconceptions. If the students' misconceptions are left unattended and not immediately identified, there will be ongoing misconceptions. This study aimed to describe the misconceptions that occur in acid-base material and determine the large percentage of students who experience misconceptions. The method used in this research is descriptive quantitative. The subjects of this study consisted of 108 students of class XII MA Matholi'ul Anwar. The identification of misconceptions used a four-tier diagnostic test instrument with 20 items. The students' answers from the test were then analyzed and categorized into understanding concepts, not understanding concepts, and misconceptions. This study found that 50% of students hold misconceptions about acid-base theories, 59% in acid-base indicators, 55% in acid-base ionization constant, 58% in pH, 55% in the calculation of pH and 51.9% in pH concepts in the environment.