Non-electrolyte Solution Material Research Articles

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

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.

Pengembangan E-Modul Kimia Berbasis Proyek pada Materi Larutan Elektrolit dan Non Elektrolit

This study aims to (1) to determine the results of the analysis of chemistry teaching materials on electrolyte and non-electrolyte solution materials used in schools according to BSNP standards, (2) to develop e-modules for electrolyte and non-electrolyte solution materials according to the BSNP eligibility criteria and have been based on projects, and (3) To determine student learning outcomes after being given project-based e-modules. The population in this study were all students of class X MIA SMA Negeri 1 Deli Tua, totaling 6 classes. The sample in this study was class X MIA 5 who was taught with a project-based chemistry e-module. The instrument used is an e-module feasibility questionnaire according to the BSNP standard, a learning outcome test of 20 questions that have been tested valid. This study uses the method and media development (R&D) with the ADDIE model. The ADDIE model has several stages, namely Analysis, Design, Develop, Implementation, and Evaluation. Where the results of the feasibility analysis of the content feasibility aspect of the e-module are 3.82; language eligibility is 3.83; The feasibility of presenting 3.81 and the feasibility of graphics 3.77 means that the teaching materials from the trial are very valid based on the BSNP. The average student learning outcomes who are taught project-based e-modules in one class are 78.8095. The results of the right-hand t-test with t count = 4.147> t table = 2.086. Thus the criteria for testing the hypothesis t count > t table are met. This means that Ho is rejected, Ha is accepted, so it can be concludedthat the project based chemistry learning e-module developed is better in improving students' chemistry learning outcomes in electrolyte and non-electrolyte solution materials.

Pengembangan LKPD Elektronik melalui Model Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik (Studi pada Materi Pokok Larutan Elektrolit dan Non Elektrolit)

This study is a development research that aims to develop electronic LKPD through adiscovery learning model assisted by the 3D PageFlip Professional application on electrolyte and non-electrolyte solution materials that are valid, practical, and effective to be used to improve students' critical thinking abilities. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The electronic LKPD was validated by two experts. Then it was tested to grade X Aljabar UPT SMAN 11 Pangkep through Google Meet. The results show that the developed electronic LKPD is valid with an average validity value of 3.42. The practicality test includes: (1) the implementation of LKPD learning through discovery learning model is at an average value of M = 1.96 in the value interval (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed are in fully implemented category, (2) the students gave a positive response with a total average percentage of 77.38%, which means the electronic LKPD is in practical category and (3) the teacher gave a positive response with an average total score of 86.18%, it is invery practical category. The electronic LKPD through the discovery learning developed also meets effective criteria with the test results of each indicator of students' critical thinking abilities is in the percentage of 60% - 80% in medium category.

DEVELOPMENT OF BULLETIN AS A LEARNING MEDIA ON ELECTROLYTE AND NON-ELECTROLYTE SOLUTION MATERIALS IN CLASS X MAS DARUL IHSAN ACEH BESAR

This study aims to develop, analyze the feasibility and describe the responses of students and teachers according to the newsletter learning media on electrolyte and non-electrolyte solution material. This type of this research is (Research and Development/ RD). The newsletter learning media developed in this study according to ADDIE model which has five stages: (1) analysis, (2) design,(3) Development (4) Implementation and (5) Evaluation. This research was conducted at the school of MAS Darul Ihsan Aceh Besar with 3 chemistry teachers and 31 students taken from class X. The appropriateness of the newsletter media was assessed by the research supervisor. The percentage of teacher and student responses to the newsletter media that was developed was 97.22% and 83.97% with the very good category. Based on the results of the study, it can be concluded that the developed newsletter media is very suitable for use in the learning process of electrolyte and non-electrolyte solution materials.

Pengembangan Modul Elektronik Terintegrasi Problem Based Learning (PBL) Pada Materi Larutan Elektrolit dan Non Elektrolit

This study uses Research and Development (R&D) research methods, namely developing problem-based chemistry teaching materials on electrolyte and non-electrolyte solutions. Aims to determine the feasibility standard of chemistry teaching materials in accordance with the eligibility criteria for content, language, presentation, and graphics and see student responses to the developed teaching materials. The stages that were passed in the research started from syllabus analysis with 13 revised curriculum, book analysis, design and development of teaching materials, validation of expert teaching materials, and student responses to teaching materials resulting from the development so that problem-based teaching materials were composed of electrolyte and non-electrolyte solution materials that appropriate and in accordance with BSNP criteria.Based on the validation results of teaching materials using a modified BSNP questionnaire, in this questionnaire the aspects assessed include aspects of content feasibility, language feasibility aspects, presentation feasibility aspects, and graphic feasibility aspects. Based on the results of standardization of problem-based modules on electrolyte and nonelectrolyte solution materials by Unimed chemistry lecturers and Chemistry Teachers, overall the average content feasibility obtained a result of 3.48 with valid criteria and no need for revision, for language eligibility the results obtained 3.59 with criteria valid and does not need revision, for the feasibility of the presentation, the result is 3.73 with valid criteria and does not need revision, and for the feasibility of the graphic, the result is 3.60 with valid criteria and does not need revision. This means that the average result is 3.60. Problem-based Modules on electrolyte and nonelectrolyte solutions are valid and do not need to be revised. After the teaching materials are valid, it is recommended to conduct an assessment of students with the aim of seeing the percentage of students' satisfaction level with problem-based teaching materials developed based on aspects of appearance, material aspects, and benefits aspects. The results obtained from 30 respondents, namely the display aspect of 92.67%, the material aspect of 90.5%, and the benefit aspect of 88.17%. So that the average percentage level of student satisfaction with problem-based teaching materials that have been developed is 90.44%. This proves that students like problem-based teaching materials so that teaching materials can be used in chemistry learning as well as reading references for students.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X IPA PADA MATERI POKOK LARUTAN ELEKTROLIT DAN NON ELEKTROLIT

This study aims to determine: (1) Description of students' chemistry learning outcomes on electrolyte and non-electrolyte solution materials taught using the Problem Based Learning (PBL) model and by using the direct learning model; and (2) increasing student learning outcomes (N-gain) on electrolyte and nonelectrolyte solution materials taught using the Problem Based Learning (PBL) model and by using the direct learning model. The method used in this study was a quasi-experimental design using a pretest-posttest control group design. The sample in this study were students of class X IPA1 as the experimental class who were treated using the Problem Based Learning learning model and class X IPA2 as the control class treated with the direct learning model. Based on the results of the analysis, it was found that the data were: (1) Description of Chemistry learning outcomes of students who were taught using the application of the Problem Based Learning (PBL) model obtained an average value of 63.64 for the pre-test and 76.46 for the post-test. Meanwhile, the learning outcomes of students who were taught with the direct learning model had an average pre-test of 54.43 and an average post-test score of 61.57; (2) The increase in student learning outcomes after learning using Problem Based Learning (PBL) of 0.35 (medium category) is greater than the increase in student learning outcomes in learning using the direct learning model of 0.15 (low category). This indicates that the Problem Based Learning (PBL) learning model is applied effectively to students' chemistry learning outcomes.