Non-electrolyte Solution Material Research Articles

The Development of Interactive Multimedia using Adobe Animate to Increase Student’s Learning Interest in Electrolyte and Non-Electrolyte Solution Material

Education is a process of developing a person's strengths and abilities, in a conscious and planned way to create a learning process and atmosphere that allows students to actively develop their potential. Education provides everyone with the knowledge, abilities, and values they need to face difficulties and challenges in life. In the modern technological era, education and technology are two elements that are increasingly integrated and have an extraordinary impact on human life. The purpose of this study is to find out how effective the use of interactive multimedia using Adobe Animate is to increase students' interest in learning electrolyte and non-electrolyte solution materials. The method used in this study is Literature Review to compare data from several journals relevant to the research topic. This research relies on literacy data search websites, such as Jurnal Sinta, Google Scholar, and Mendeley. The results of the study show that using interactive multimedia using Adobe Animate as a fun learning medium can increase students' interest in learning.

Evaluation of Learning Media Creation Based on Results of Computational Chemistry Calculations Visualised

The objective of this study is to determine the outcomes of the requirements analysis and learning materials for electrolyte and non-electrolyte solution materials. Additionally, learning materials will be developed utilising computational chemical calculations and visualisation of the results to create learning media based on the National Education Standards Agency (BSNP) requirements. This kind of study uses the ADDIE development model and is referred to as development research. There are five steps in the current ADDIE model: analysis, design, development, implementation, and evaluation. The entire student body of one of the senior high schools in Padangsidempuan City, North Sumatera, Indonesia, served as the study's population. The participants in this research were senior high school students from Padangsidempuan City, North Sumatera, Indonesia. The use of a purposive sampling technique yields grade X as the research sample. An inquiry form derived from the National Education Standards Agency was used as the research tool. Utilising a significance level of 5%, the data analysis was conducted using the SPSS 22 for Windows software. The investigation's findings demonstrate the need for educational materials to help pupils struggling with learning. Based on 95% validation findings, the learning materials for both electrolyte and non-electrolyte solutions visualise the outcomes of computational chemical calculations.

Development of E-Worksheet Oriented Guided Inquiry using Liveworksheet on Electrolyte and Non-Electrolyte Solution Materials

Development of E-Worksheet Oriented Guided Inquiry using Liveworksheet on Electrolyte and Non-Electrolyte Solution Materials

Using Predict-Observe-Explain (POE) Online Learning Systems During the COVID-19 Pandemic

Online learning during the COVID-19 pandemic caused students’ learning activities to be less visible. This study aimed to analyze students’ learning activities through the application of the Predict-Observe-Explain (POE) learning system during classes about electrolyte and nonelectrolyte solution materials. Implementation of online learning was conducted through Zoom Meetings and WhatsApp Groups, as well as using videos. This study used a descriptive method with research subjects, 31 students of grade X, IPA MA Al-Badriyah Sukabumi. Data was collected through observation sheets and student worksheets (LKS). Based on the analysis of the data, the average percentage of student activity during online learning was 97.9%, with a very good criterion. Thus, the application of POE learning online can show students learning activities very well.
 Keywords: application, online learning, electrolyte, nonelectrolyte

Validity of Student Worksheets Based on Multiple Representations of Electrolyte and Non-Electrolyte Solution Materials

Multiple representations can facilitate the understanding of abstract chemical concepts. Multiple representations can be incorporated into teaching materials, such as Student Worksheets, to create Multiple Representation-based Student Worksheets. This study aims to analyze the validity of Student Worksheets based on multiple representations of electrolyte and non-electrolyte solutions. The research utilized the Research and Development (R&D) model with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development stages, reaching the development stage in this study. Data were obtained from material expert and media expert validators. Descriptive statistical analysis was used to analyze the validity results. The Student Worksheets based on multiple representations of electrolyte and non-electrolyte solution materials achieved an average validity percentage of 84.37% from material experts and 95% from media experts, categorizing them as very valid. These worksheets, focusing on the validity aspect, are effective in assisting students in understanding chemical concepts.

Analisis Pemahaman Siswa SMA Pada Materi Larutan Elektrolit Dan Non Elektrolit

It’s very important for students to be able to understand the basic concepts of chemistry and how they relate to one concept to another. The purpose of this study is to evaluate and examine the nderstanding of grade XI MA Al Rohmah students in Tasikmalaya for understanding the concept of electrolyte and non electrolyte solutions. Descriptive research methodology with a quantitative approach is used. The study involved 22 students who were taken as samples by researchers. Data collection was conducted through an online questionnaire-based test consisting of 7 multiple-choice questions with Yes/No options. The results showed that 18 students (81.81%) had the ability to understand the concept of electrolyte and non-electrolyte solutions very well. But there are still 4 students (18.19%) who still do not understand the basic concepts of electrolyte and non-electrolyte solution materials. This shows that a more interactive and in-depth learning approach is needed to increase students' understanding of electrolyte and non electrolyte solution materials which include phases and chemical bonds in a compound that can affect its electrolyte properties, lamp flame tests on electrolyte and non electrolyte compounds, and the ionization process of electrolyte and non-electrolyte solutions to strengthen the basic concepts of student chemistry.

Effect of STEM Integrated Problem-Based Learning Model on Students' Critical Thinking Skills on Electrolyte and Non-Electrolyte Solution Materials

This study aims to study the effect of problem-based learning integrated STEM and non-STEM learning models in improving critical thinking skills and their differences of learning process. The method used is a quasi-experimental design with a pretest-posttest non-equivalent control design. The population of all students in class X science with non-probability sampling was 36 students each. The instruments used were observation sheets, description questions, and questionnaires. The results showed that the average percentage of STEM-integrated problem-based learning implementation was 96.00% and 93.00% without STEM, both of which showed very good results. The average critical thinking ability of students in the STEM integrated problem-based learning class is 71% and 59% without STEM, this is shown by the average value of the STEM integrated problem-based learning classes is greater than without STEM. The linear regression test using STEM integrated problem-based learning has a positive effect on critical thinking skills 2.251, t-count > t-table (3.756 > 2.032), Ho is rejected Ha is accepted, and without STEM there is no effect on critical thinking skills, with a t-count <t-table (2.016 < 2.032). The results showed that the STEM-integrated problem-based learning model had a positive effect on students' critical thinking skills on electrolyte and non-electrolyte solution materials.

Development of Student Worksheets with Creative Values Through Project-Based Learning Model on Electrolyte and Non-Electrolyte Solution Material

Student worksheets give students the opportunity to participate in hands-on learning, discover strengths and learn from their mistakes. This research aims to produce student worksheets with creative values through the Project Based Learning model on electrolyte and non-electrolyte solution materials. This research is a development research, the method used in this research is the R&D (Research and Development) method with the ADDIE model modified into ADD, namely Analysis, Design and Development. The instrument in this research is a needs questionnaire, media and material expert feasibility questionnaire, teacher response questionnaire and student response questionnaire. The results showed that chemistry teachers need student worksheets with creative values through the Project Based Learning model on the material of electrolyte and non-electrolyte solutions. The feasibility of student worksheets was obtained at 77.08% with a feasible category, the practicality was in the very practical category with an average score of 89.50% and the attractiveness of student worksheets in the very attractive category with an average score of 89.97%. So it can be concluded that the developed creative value-loaded student worksheets is feasible to use in learning.

Efektivitas Penggunaan Modul Pembelajaran Kimia Berbasis POE Materi Larutan Elektrolit dan Non Elektrolit terhadap Hasil Belajar

This study is motivated by problems related to low student learning outcomes caused by the use of learning resources that are still ineffective and the learning process is still focused on the teacher as the main learning resource. This study aimed to determine the effectiveness of a POE (predict, observe, explain) based chemistry learning module in electrolyte and non-electrolyte solution material on students’ learning outcomes. This was experimental research in the form of pre-experimental with a one-group pretest-posttest design model. The sample in this study was students of class X IPA at one of the public high schools in the Ogan Komering Ilir District, and the sampling in this study used a simple random sampling technique. The data collection technique used in this study was in the form of tests where the instruments were pre-test and post-test questions in the form of multiple choice questions. The effectiveness of the module is seen from the results of data analysis of student learning outcomes using n-gain score and t-test data analysis. Based on the analysis of the n-gain score data, an average score of 0,58 was obtained which was included in the medium category, and the hypothesis test results obtained a sig (ρ) value of 0,000 ˂ 0,05, which means H0 is rejected and H1 is accepted. Based on the analysis results, it was concluded that POE (predict, observe, explain) based chemistry learning module is effective for students’ learning outcomes and can be used as an alternative teaching material.

Development of Motion Graphic Video for Electrolyte and Non-Electrolyte Solutions to Increase Senior High School Students' Interest in Learning

Electrolyte and non-electrolyte solution material is an abstract chemical material. Therefore, learning media is needed so that the material becomes concrete to increase students' interest in learning and understanding and avoid misconceptions. This research aims to develop a motion graphic video on the material of electrolyte solution and non-electrolyte solution and determine the quality of the resulting product. This research is development research (R&D) with a 4D model (Define, Design, Development, and Disseminate), but this research is only up to the development stage. One material expert, one media expert, and four reviewers (senior high school chemistry teachers) assessed the product. Material experts' results of the product quality assessment get 95% in the Very Good category, media experts get 90% in the Very Good category, and reviewers get 91.25% in the Very Good category. In addition, the results of student responses obtained 98%. Based on the assessment results, it can be concluded that motion graphic video can be used as an alternative learning media on electrolyte and non-electrolyte solutions to increase student interest in learning.

Analysis of Students' Chemical Literacy on Class X Electrolyte and Non-Electrolyte Solutions at SMAN 2 Batang Anai

The evaluation results on electrolyte and non-electrolyte solution materials at SMAN 2 Batang Anai still have not reached the Minimum Completeness Criteria (KKM). As many as 50% of the 130 students are still incomplete in the evaluation of learning on electrolyte and non-electrolyte solutions, so it is necessary to evaluate students so that the teacher knows the causes of students' scores being below the KKM. This study aims to analyze the chemical literacy level of class X students of SMAN 2 Batang Anai in electrolyte and non-electrolyte solution materials using the Rasch model with the Ministep application according to the level of scientific literacy developed by Bybee. This research is a descriptive research with a quantitative approach with a sample of 75 students. The results showed that students in class X SMAN 2 Batang Anai dominated at 2 levels of chemical literacy, namely nominal scientific literacy (52%) and functional scientific literacy (44%). Rasch analysis shows that 96% of students have a negative measurement value with an average student measurement value of -2.63 logit. This shows that the ability of students' chemical literacy in electrolyte and non-electrolyte solution materials is relatively low.

Development of E-Module for Electrolyte and Nonelectrolyte Solution Based on Problem Based Learning Integrated with STEAM for SMA/MA

Students have difficulty understanding electrolyte and nonelectrolyte solution materials, because they are required to understand three representations including symbolic, macroscopic, and submicroscopic. With e-module, it can increase students' interest in learning and e-module is designed so that students can study material independently and actively. This study aims to produce e-modules of electrolyte and nonelectrolyte solutions based on steam integrated problem-based learning for SMA / MA to analyze the validity and practicality of the e-module. This study is 4D development model. E-module validity test was carried out by 3 lecturers of FMIPA an FT UNP, and 2 chemistry teachers. Practicality test was carried out by 2 chemistry teachers and 30 students of class XI of SMAN 1 Payakumbuh. Validity questionnaires were analyzed using the Aikens'V formula and practicality questionnaires were analyzed using descriptive statistical percentages. From results of the study, average score of Aikens'V was obtained at 0.97 with a valid category. Practicality value of e-modules obtained is 98%, 96% respectively with practical category. Based on results, can be concluded e-module is valid and practical. Therefore, this research can be continued to stage of effectiveness testing, so that this e-module can be used in the learning process.

Development E-Assessment Using Kahoot! in Learning Chemistry of Electrolyte And Non-Electrolyte Solution Materials for SMA/MA

This research aims to develop an e-assessment using Kahoot! Valid, reliable, also practical in learning the chemistry of electrolyte and non-electrolyte solution materials. The research subjects consisted of validators in their fields, subject teachers, and class XI students of SMA Negeri 13 Padang. This development research uses the Borg & Gall development model. The instrument in conducting this study used validation sheets and practicality questionnaires. The average result from the expert validation questionnaire was obtained at 0.91, meaning the product is valid and can be used. Analysis of question items received an average validity and reliability of questions of 0.50 and 0.88, respectively, indicating that the product is valid and reliable. The difficulty level is 20 "moderate" and 5 "easy" questions, the average differentiating power is 0.42 with good categories, and all deception works well. Based on the results of the practicality questionnaire, an average field trial of 89% of student responses and 91% of teacher responses was obtained, which means that the e-assessment tool uses Kahoot! Easy to use by teachers and learners.

Using Discovery Learning to Improve Students’ Chemical Problem-Solving Skills

This study aims to describe the effectiveness of discovery learning on electrolyte and non-electrolyte solution materials to improve problem-solving skills. This research was conducted at YP Unila Bandar Lampung High School by using the Pretest-Posttest Control Group design. The results showed that the average n-gain in the experimental and control classes were 0.68 (medium category) and 0.45 (medium category), respectively. Based on statistical test results there are differences in the average n-gain, so it can be said that discovery learning on electrolyte and nonelectrolyte solution material is effective in improving problem-solving skills

Improving Students’ Learning Outcomes Using The Team Based Learning Model With Multi-representation Approach On Electrolyte and Non Electrolyte Solutions

This study aims to improve student learning outcomes on electrolyte and non-electrolyte solution materials of class X IPA 2 SMA Negeri 1 Suwawa using a Team-Based learning model with Multi-representation approach. This class action research by Kemmis and Taggart model which is carried out in the stages of planning, acting, observing, and reflecting. The research is conducted in two cycles by applying the Team-Based Learning model with a Multi-representation approach in each cycle. The finding shows that the Team-Based learning model with a multi-representation approach can improve students’ learning outcomes in electrolyte and non-electrolyte solution materials. The improvement can be seen during the learning of cycle I and cycle II. Students’ completeness is 62.9% in cycle I and 100% in cycle II. As well as having met ≥ 80% of success indicators. In addition, there is also an improvement in student activity and learning participation in electrolyte and non-electrolyte solution materials using a Team-Based learning model with a multi-representation approach. Student learning activity also improves with the average percentage of student activity at 90% in cycle I and 92.5% in cycle II with very good categories.

Development Of A Flipped Classroom Learning System Based On Guided Inquiry On Electrolyte And Non-Electrolyte Solution Materials

The era of education influenced by the industrial revolution 4.0 is called Education 4.0. Education 4.0 is an education that is characterized by the use of digital technology in the learning Therefore, research is needed that aims to develop a guided inquiry-based flipped classroom learning system using Moodle on electrolyte and non-electrolyte solutions, as well as to determine the level of validity and practicality of the products developed. This type of research is Educational Design Research (EDR) using the Plomp model. The subjects of this study were 3 chemistry lecturers at FMIPA UNP, 3 chemistry teachers, and 15 students in class XI IPA SMAN 8 Padang. This research was conducted to test the validity using the Aiken's V formula and the practicality test using the percentage formula. Five validators carried out the validity test and one-to-one evaluation by three students. The results of processing the validity test data are 0.88, indicating the valid category. For the data processing results, the practicality test for students is 88%, and the practicality test for teachers is 94% which shows the very practical category.

Pengaruh model pembelajaran pencapaian konsep ( concept attainment) terhadap hasil belajar siswa pada materi larutan elektrolit dan non elektrolit

This study aims to determine the learning outcomes of students of class X MIPA SMA N 1 Lintongnihuta who were taught using the concept attainment learning model and who were taught using conventional learning on electrolyte and non-electrolyte solution materials and to find out the significant influence of the application of the learning model concept attainment to improve student learning outcomes on electrolyte and non-electrolyte solutions. The population in this study were students of class X MIPA SMA N 1 Lintongnihuta, totaling 6 classes. The research sample was class X MIPA 3 as an experimental class which was taught using a concept attainment learning model and class X MIPA 5 as a control class which was taught using conventional learning. This study used a test instrument of 17 multiple choice questions. The results showed that the average experimental class student learning outcomes before and after the application of the concept attainment learning model were 44,58 and 78,83 respectively, and increased by 61%. The average learning outcomes of control class students before and after conventional learning were carried out were 42,33 and 70,52 respectively, and increased by 48%. Hypothesis testing was carried out with a one-party t test with the results of research on the concept attainment learning model, the results obtained were tcount(3.542) > ttable(1.996), then H0 was rejected and Ha was accepted, which means there is a significant effect on the use of the learning model on concept attainment on student learning outcomes on electrolyte and non-electrolyte solutions.

Pengembangan tes diagnostik berbasis web pada materi larutan elektrolit dan nonelektrolit

This study aims to determine: the feasibility of web-based diagnostic tests on electrolyte and nonelectrolyte solutions, profiles of students' conceptual understanding after using web-based diagnostic tests on electrolyte and non-electrolyte solutions, chemistry teacher responses to webbased diagnostic tests on electrolyte and non-electrolyte solutions. , student responses to web-based diagnostic tests on electrolyte and nonelectrolyte solutions. The method used in this development research is the ADDIE method which consists of 5 stages of treatment, namely analysis, design, development, implementation and evaluation. The results showed that (1) the developed web-based diagnostic test had very feasible criteria. The percentage of misconceptions on test 1 is 21.67% while test 2 is 33.33%. The percentage of not knowing the concept on test 1 is 61.33% while test 2 is 20%. The percentage of guessing on test 1 is 8% while on test 2 it is 7%. The teacher's response to a webbased diagnostic test on electrolyte and nonelectrolyte solution material obtained the percentage of presentation aspects 92%, language and content aspects 100% and benefits aspects 90%. Student responses to web-based diagnostic tests on electrolyte and nonelectrolyte solutions obtained an average percentage of 83,20% display aspect, 92,60% language and content aspect, and 87,365 benefit aspect.

PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK BERBANTUAN ARTIKEL TERHADAP MINAT MENULIS DAN HASIL BELAJAR SISWA

This study aims was determine the level of eligibility of Project Based Student Sheets (LKPD) on Electrolyte and Non-Electrolyte Solution Materials which are developed based on the results of expert assessments and students' responses based on the results of field trials. This form of research and development (R&D) adopts the Borg and Gall development model. The subjects of this study were project-based LKPD which were tested on 15 students in the initial field trials and 34 students in the main field trials, all of which were grade X students of SMA Muhammadiyah 1 Pontianak. Data collection instruments used were the questionnaire of eligibility and student questionnaire responses. The results of data processing showed that the LKPD that was developed was very feasible to use in learning in terms of the percentage of content, presentation, language and graphics worthiness of 94.4%; 97.8%; 86; and 83.9%. The results of the calculation of the percentage of questionnaire responses of students in the initial field trials was 81.7% and in the main field trials was 82.6%. This shows that the students' response to the Project Based LKPD on Electrolyte and Non-Electrolyte Solution Materials is included in the very high category.Keyword : LKPD, project based learning and Electrolyte and Non-Electrolyte Solution

THE EFFECT OF THE IMPLEMENTATION OF PROJECT BASED LEARNING LEARNING MODEL ON ELECTROLYTE AND NON ELECTROLYTE SOLUTION MATERIALS ON THE LEARNING OUTCOMES OF CLASS X MIPA SMA)

The learning outcomes of class X students at SMA Negeri 1 X Koto Diatas in learning chemistry are still low. One of the methods used to improve student learning outcomes is to apply the Project Based learning model. This study aims to determine the effect of implementing the Project Based Learning model on electrolyte and non-electrolyte solution material on the learning outcomes of students in class X MIPA SMA. This quasi-experimental study used a non-equivalent control group design. The population of this study were all students of class X MIPA even semester of SMAN 1 X Koto Diatas. The sample was taken using a saturated sampling technique, so that class X MIPA 1 was chosen as the experimental class and class X MIPA 2 was the control class. Research data comes from one domain, namely cognitive. The assessment instrument is in the form of a learning outcome test. The data obtained were analyzed using the N-Gain Test, Normality Test, Homogeneity Test and t Test.
 The results of the study in the cognitive domain obtained that the experimental class average was higher than the control class with the t statistical test, obtained tcount = 1.73 and ttable = 0.25. Thus, it can be concluded that the learning outcomes of students in class X MIPA SMA Negeri 1 X Koto Diatas are affected by the application of the Project Based Learning model on electrolyte and non-electrolyte solution materials.