Non-electrolyte Material Research Articles

PENGEMBANGAN LKS BERBASIS PROJECT BASED LEARNING PADA MATERI ELEKTROLIT DAN NON ELEKTROLIT KELAS X SMA

This study aims to determine the development procedure and feasibility level of project based learning worksheets on Electrolyte and Non-Electrolyte Materials for the Tenth Grade High School Students. The study was conducted at SMAS St. Gabriel Maumere and SMAK St. Petrus Kewapante. This type of research was in the form of research and development by following the Borg and Gall model. The instruments used in this study were validation sheets and feasibility questionnaires. The subjects in this study who involved in the first phase of the trial were 10 students of class X MIA with one chemistry teacher. The second phase of the trial were 30 students of class X MIA with two chemistry teacher, and the trial were 60 students of class X MIA and involved two chemistry teacher. The results showed that project based learning Worksheets development was feasible to be used in chemistry learning.

Development of Project Based Learning Type Practicum Guide with Zoom Cloud Meeting on Electrolyte and Non-Electrolyte Materials in SMA

This research is a research development practicum guide in the field of chemistry education. The aims of this research are 1) to getpractical guide based on type syntax Project Based Learning 2) Get the type practicum guide Project Based Learning. 3) Significant increase in learning outcomes that are taught using Zoom Cloud Meetingand a practical guide developed with the type Project Based Learning. 4) The effectiveness of the learning process that is taught by using Zoom Cloud Meeting by usingtype practicum guide Project Based Learning. The stages in this research are (1) Syntax analysis of the Project Based Learning learning model to determine the components of the chemistry practicum guide according to the Project Based Learning type, (2) Compile and develop a chemistry practicum guide for electrolyte and non-electrolyte materials in accordance with the Project Based type syntax. Learning, (3) Standardization or or feasibility test of practicum guides to teacher validators, (4) Implementation of practicum guides for class X students of SMA Negeri Unggul Sigli, (5) Analyzing the effectiveness of Project Based Learning type practicum guides in electrolyte and non-electrolyte learning by using Zoom Cloud Meetingwhich has been tested. The results of the feasibility test for the Project Based Learning type practicum guide 3.50. While the effectiveness of the use of Project Based Learning type practicum guides seen from student learning outcomes, it is known that the experimental class I that does not use Project Based Learning type practicum guides usesZoom Cloud Meeting an average of 56.00 with an increase in learning outcomes of 51.4% while the experimental class II which uses a Project Based Learning type practicum guide by using Zoom Cloud Meetingan average of 81.75 with an increase in learning outcomes of 58.8%. So it can be concluded that the Project Based Learning type practicum guide is feasible to be used as a practicum guide in schools, with an increase in learning outcomes using a Project Based Learning type practicum guide that usesZoom Cloud Meeting higher value compared to student learning outcomes without using a practicum guide

IMPROVEMENT OF SELF EFFICACY AND STUDENT LEARNING OUTCOMES USING ARGUMENT DRIVEN INQUIRY LEARNING MODEL

This research aimed to to improve self efficacy and student learning outcomes on electrolyte and non electrolyte and non-electrolyte material using Argument Driven Inquiry (ADI) learning model. The test was applied to the 34 students of grade X-6 in Senior high school 7 of Surabaya. Development model of this teaching method used the three stages 4D model from Thiagarajan (define, design, develop). The application stage in the class used pre-experimental, pretest – posttest design. The evaluation used the self efficacy questionnaire, motivation questionnaire and pretest –posttest problems. The result found that the increase of average students’ self efficacy was 0.6 and the average increase of motivation was 0.6. In other way, the average increase of learning result was 0.7 in high category. Based on the data analysis using ADI learning model can improve self efficacy and student learning outcomes.

Can the guided inquiry with environment learning resources increase conceptual understanding and scientific literacy?

This study was aimed to improve the quality of chemistry learning process, learning outcomes and scientific literacy in electrolyte and nonelectrolyte material by application of guided inquiry with environment learning resources. This classroom action research was conducted at tenth grade of class IPA 2 SMA Negeri 1 Banjarmasin by involving 35 students, a teacher and three observers. Scientific literacy and conceptual understanding data were collected using multiple choice test. Meanwhile, teacher and student activities data were collected using observation sheets. This classroom action had increased quality of teacher activity from moderate to good, students’ activity from less active to active, students’ scientific literacy from moderate to high and chemistry conceptual understanding from 51.42% to 91.42% of completeness level. It was concluded that the guided inquiry with environment learning resource was effective to increase quality of chemistry learning process, students’ learning outcome and scientific literacy. To make the meaningful chemistry learning, it’s importance to use environment learning resources which are close to the students.

Modul Pembelajaran Inkuiri Terbimbing Pada Materi Larutan Elektrolit dan Non Elektrolit

This study discusses the learning of guided inquiry learning models on the learning outcomes of chemicals in electrolyte and non-electrolyte solutions; (2) Improving learning outcomes of students after learning to use a guided inquiry learning model. The design of this study was quasi-experimental with the design of the One-Group-Pretest-Postest. The results showed: (1) there was a significant effect between guided incuition learning models on chemicals in electrolyte and non-electrolyte solutions with a significant value of 0.00 <0.05 (2) related to the results of chemical studies on electrolyte and non-electrolyte materials with n-Gain values averaging 0.72 high categories.

Validitas Modul Kimia Berbasis Problem Based Research PBR pada Materi Larutan Elektrolit dan Nonelektrolit

The purpose of this study was to determine the validity of the module based on Problem Based Research (PBR) on electrolyte and non-electrolyte solution material. This research is a descriptive qualitative research to assess and obtain chemical modules on electrolyte solution and non-electrolyte material based on Problem Based Research (PBR). Module development in this study follows the three stages of the ADDIE model, namely, the analysis stage (Analyze), the design stage (Design), and the development stage (Development). Data obtained using questionnaires. The results of the expert lecturer validation showed that the module is valid with a percentage of 81.5%. The results of the expert validity test showed a validity percentage of 92.5%. Furthermore, the group trial was limited to 10 students, the responses were obtained that the aspects of language, readability, and appearance of the module were very good. These results indicate that the Problem Based Research (PBR) -based module on electrolyte and non-electrolyte solution material is developed valid to be continued at the implementation stage, and evaluation.