Reaction Rate Material Research Articles

Analysis of Student Misconception Using Three-Tier Multiple-Choice Diagnostic Test on Reaction Rate Material

Misconception or conceptual errors in learning are errors in understanding a meaning. This descriptive research aims to analyze the level of students' misconceptions on the reaction rate material and analyzing misconceptions on each concept in the reaction rate material. The reseach method used is descriptive research with a quantitative approach. The sample in this research are 30 students of Grade XI students of SMAN 2 Percut Sei Tuan. The instrument used in this research is three-tier multiple-choice diagnostic test, with total 20 questions.. The results showed that the average of students’ misconception of SMAN 2 Percut Sei Tuan who experience misconception is 61,6%. Students’ misconception occurs in each concepts of reaction rate material. Percentages of students' misconceptions on reaction rate and reaction rate expressions have percentage 54.25%, in concept reaction order have percentage 62.87%, in concept factors affecting reaction rate have percentage 60.58%, in concept collision theory have percentage 73.70%, and in concept reaction rate equation have percentage 52.58%.

Validity of Problem Based Learning Oriented E-LAPD for Practicing Creative Thinking Skills Reaction Rate Material

The era of education that occurs in the 21st century places demands on students to ensure the ability to think creatively to solve various problems. Apart from that, the development of the industrial revolution 4.0 plays a role in the current generation in terms of technology and the internet. The aim of this research is to determine the validity of E-LAPD oriented Problem Based Learning (PBL) to train creative thinking skills on reaction rate material. This research uses an R&D model, one of which is ADDIE. The ADDIE development research model consists of 5 stages, namely Analyze, Design, Develop, Implement, and Evaluate, but without carrying out the Implementation stage. This validation was carried out by 3 validators, namely 2 chemistry lecturers and 1 chemistry teacher at SMA Labschool Unesa 1 Surabaya. The results of the analysis of aspect of content validity get a mode value of 4 with a valid category, while for aspect construct validity it gets a mode value of 5 with a very valid category, the results of the content and construct validity values get a mode score of ≥ 3, so E- LPAD can be declared valid. So that E-LAPD media can be used in learning.

The Effect of the iSpring - Assisted PBL Model on Students' Literacy HOTS on Reaction Rate

Every student is enforced to master scientific literacy in everyday life because this literacy is relevant to students' ability to related issues about science and their ideas as citizens. This research aims to analyze students' HOTS literacy scores using the PBL model with the assistance of iSpring Presenter media on reaction rate material to the hypothesized value of 70 and to present the aspects of HOTS literacy that are experiencing the most progress. This research used a One-Group Pretest-Posttest design. Based on test validation, 20 questions out of 22 valid questions were used (12 questions on the C4 aspect of reasoning, 6 questions on the C5 aspect of reasoning, and 2 questions on the C6 aspect of reasoning). Data analysis shows that the N-Gain value meets the high criteria, namely 70.03%. Hypothesis test analysis shows that ha is accepted or exceeds what was hypothesized (70), the tvalue is 6.96, and the ttable is 2.03 which is outside the ho acceptance area with a two-party test. As well as the results of the analysis of the HOTS aspect of literacy that was most developed in this research was the C5 aspect of reasoning with a percentage of 73.44%.

Development of an Electronic Worksheet Oriented to Problem-Based Learning to Improve Metacognitive Skills on Reaction Rate Material

Metacognitive skills are cognitive controls directly related to higher-order thinking processes, which are the demands of the Merdeka Curriculum. One of the efforts that can be used to improve metacognitive skills is to use learning media, namely Electronic Worksheets (E-Worksheets), oriented to Problem-Based Learning (PBL). This study aims to develop a feasible PBL-oriented E-Worksheet with valid, practical, and effective criteria to improve metacognitive skills on reaction rate material. This research model is guided by a 4D model (Define, Design, Develop, and Disseminate), which is limited to the development stage (Develop) with a limited trial to 30 SMA Negeri 21 Surabaya students. The research data showed that the validity of the E-Worksheet was declared valid in terms of the construct validity mode score of 4 with a suitable category, content validity of 4 with a good category, and graphics of 4 with a good category. The practicality of the E-Worksheet is stated to be practical based on the results of the students' response questionnaire, which obtained an average percentage of 96.17% in the very good. The effectiveness of the E-Worksheet is reviewed from the Pretest-Posttest N-gain value of metacognitive skills in the planning skills component, monitoring which successively gets a value of 0.84, 0.76, and 0.74 with high criteria. Based on this, it can be concluded that the developed E-Worksheet is feasible based on valid, practical, and effective criteria for improving metacognitive skills on reaction rate material.

PENGARUH STRATEGI STRENGTHENING, ORIENTATION, INVESTIGATION, EVALUATION (SOIE) TERHADAP LITERASI KIMIA PESERTA DIDIK

This research aims to determine the influence of the Strengthening, Orientation, Investigation, Evaluation (SOIE) strategy on students' chemical literacy at SMA Negeri 1 Lhokseumawe. This research was carried out in the odd semester of the 2023/2024 academic year in classes XI-1 and XI-4. The type of research used is quasi-experiment (quasi-experiment) with a quantitative approach. The sampling technique in this research is purposive sampling. The sample in this study was class X1-I as an experimental class with a total of 36 students and class XI-4 as a control class with a total of 33 students. The research sample has been tested for normality and homogeneity requirements. The data collection technique uses essay questions. The test was carried out at the end (posttest) in the experimental class and control class. Hypothesis testing using the Mann-Whitney test, obtained a sig value. (2-tailed) 0.001 < 0.05 on posttest results. Based on the test results, it can be concluded that there is an influence of the SOIE strategy on students' chemical literacy at SMA Negeri 1 Lhokseumawe and the SOIE strategy can contribute positively to students' chemical literacy on reaction rate material according to the sig value. (2-tailed) 0.000 < 0.05 and strengthens understanding of concepts and encourages active involvement of students in the chemistry learning process.

Development of Integrated Smart Apps Creator Media with Guided Inquiry Learning Model on Reaction Rate Material

This research is about developing Smart Apps Creator media integrated with a guided inquiry learning model on reaction rate material. The type of research carried out is Research and Development or what is known as Research and Development (R&D). The aim of this research is to develop learning media using Smart Apps Creator which is integrated with a guided inquiry learning model on reaction rate material, as well as getting validation from experts regarding this media and knowing the responses of teachers and students to its use. The development model used in this research is the 4-D model. The stages of 4-D development are the stages of definition, design, development and dissemination. This research produces smart apps Creator learning media that is integrated with the guided inquiry learning model on reaction rate material. The results of the media expert validation assessment obtained an average of 89.6% (very valid). The results of the teacher response assessment obtained an average of 89.5% (very practical) and the results of the student response assessment obtained an average of 82.2% (very practical).

Development of Electronic Student Worksheet Inquiry-Based with Multiple Representations of Chemistry on Reaction Rate Material to Practice Students Critical Thinking Skills

Development of Electronic Student Worksheet Inquiry-Based with Multiple Representations of Chemistry on Reaction Rate Material to Practice Students Critical Thinking Skills

Analisis Keterampilan Berpikir Kreatif Siswa SMA Negeri 4 Gorontalo Dalam Menyelesaikan Soal Hots Pada Materi Laju Reaksi

This research aims to determine the achievement of aspects of students' creative thinking skills and the data collection technique for this research uses an essay test with 4 questions, this research is qualitative research, the sample in this research is 100 students of class XI-IPA. The results of the research show that students' creative thinking skills as a whole fall into the quite creative category with an average total percentage of 60%. With the level of students' creative thinking skills in solving High Order Thinking Skills (HOTS) questions on the reaction rate material in the fluency aspect of 58% in the quite creative category, in the flexibility aspect it was 53% in the quite creative category, in the originality aspect it was 70% in the quite good category, and the level of students' creative thinking skills in the elaboration aspect was 59% in the quite creative category.

Development of SAC Media Integrated with Project Based Learning Model on Reaction Rate Material

This research aims to determine the analysis of the feasibility level and response of students to SAC (Smart Apps Creator) media integrated with project based learning on reaction rate material. The research method used is Research and Development with a 4D development model approach (define, design, development and disseminate). Research data collection is carried out by interviews and questionnaires or questionnaires that are distributed to teachers and students. This research was conducted at SMAS PAB 8 Saentis. The population and samples in this study are chemistry lecturers, teachers and students of grade XI 2 for the 2023/2024 academic year taken by purposive sampling of 30 people. Based on validity, it shows that the SAC learning media developed was declared valid by validators with the criteria of "Very Feasible" with an average validation score of 89.86%, then based on the results of student responses, it was obtained that the SAC learning media developed as a whole received an average percentage result of 83.81% with the criteria of "Strongly Agree". Therefore, SAC learning media integrated with the project-based learning model on the reaction rate material is suitable for use as a learning medium.

The Influence of the Problem Based Learning Model on Student Interest and Learning Outcomes

This research aims to (1) determine the effect of using the Problem Based Learning model on student learning outcomes in reaction rate material (2) knowing the effect of using models Problem Based Learning on students' learning interest in reaction rate material. The population of this study were all students of class XI MIPA SMAN 14 Medan. The sampling technique was carried out random sampling, namely class XI MIPA 3 as an experimental class with 34 students. The results obtained are the average value of the experimental data class pretest and posttest is 37.50 and 79.85, which means it is higher than the minimum completeness criteria (KKM) value, namely 75. Data from the normality and homogeneity tests obtained normal distribution and homogeneous data. The results of the hypothesis test were carried out using one sample t-test at the significance level α = 0.05, earned value tcount 2.403 > ttable 1.692 with sig. (2 tailed) 0.022 < α = 0.05 so Ha is accepted and H0 is rejected. Students' interest in learning in the experimental class obtained an average score of 77.02 with high criteria of 47.1% and medium criteria of 52.9%.

Development of Media Smart Apps Creator Integrated Problem-Based Learning Model Learning on Reaction Rate Material

This research aims to produce an Integrated learning media product using Problem-Based Learning smart apps creator application with models Thiagarajan's 4D development. Based on research carried out, media expert opinion, educator response, participant response students towards integrated learning media Problem-Based Learning using the smart apps creator application gets criteria very worthy with an average media expert assessment score of 96.08%, educator response assessment 95.05%, and Student response assessment was 80.2%. The results of this research show that interactive learning media is based on Problem-Based Learning useing the smart apps creator application on the speed material point reactions can be used as a learning medium.

Ability to Interpret Graphs in Reaction Rate Material Based on Mathematical Understanding and Learning Style of Class XI High School Students

One aspect of process science skills that learners need to have is the ability to interpret. The ability to interpret graphs in students is currently considered difficult and still belongs to the very low category. This study aims to analyze the relationship between mathematical understanding and the learning styles of students in terms of their ability to interpret graphs. This type of research is descriptive-quantitative. The research sample consisted of class XI students at SMA Negeri 4 Takengon, which amounted to 67 students. The research data was collected using learning style-type questionnaires, multiple-choice questions on linear program material, and reaction rate material. The ability to interpret the graphs of students at SMA Negeri 4 Takengon is on the "medium" criterion, while the students' mathematical understanding is on the "very high" criterion. Students with visual learning style types are more dominant and have an average score of mathematical understanding and the ability to interpret graphs higher than students with auditorial and kinesthetic learning styles. The result of the correlation coefficient r = 0.912 shows a significant positive relationship between mathematical understanding and the ability to interpret graphs with a "high" and unidirectional interpretation

Application of POE Based Module in Reaction Rate Material to Improve Students' Critical Thinking Abilities

The use of teaching materials in schools is one of the supports in the learning process. Modules are teaching materials that students can use in learning. This research aims to 1) Determine the level of validity of the module being developed; 2) Knowing the increase in students' critical thinking abilities taught with the modules developed; 3) Knowing students' responses to the modules being developed. The research method is R&D with the 4D development model. Data collection techniques through BSNP questionnaires, student response questionnaires and N-Gain tests to improve critical thinking. The population was Holy Kids Bersinar Medan High School. Based on material and media expert validators, it shows that 84.7% of material experts, 83.75% of media experts, the modules developed have a validity level of "Very valid". The module was also successful in improving students' thinking abilities through pretest and posttest scores that were carried out and the n-gain was searched for and obtained a score of 0.83% in the "High" category. Student responses to the development of this module received score of 93.05 in the "Very Good" category. Thus, it can be concluded that the use of POE-based chemistry modules has been successful in improving students' critical thinking abilities.

Influence of STEM Student Worksheets to Improve Learning Outcomes and Student interest in Reaction Rate

This study aims to determine the effect of LKPD STEM using Problem Based Learning (PBL) model on reaction rate material. This research was conducted at SMAN 8 Medan in the 2022/2023 school year. This type of research is a quasi experiment with pretest posttest control group design. The population in this study were all XI MIPA classes at SMAN 8 Medan. The research sample was XI MIPA 4 class as an experimental class taught with STEM LKPD using Problem Based Learning (PBL) model and XI MIPA 1 class as a control taught using Problem Based Learning (PBL) model without STEM LKPD. The instruments used in this study were 20 multiple choice questions that had been tested for validity, reliability, difficulty level and differentiation, and 25 items of questionnaire statements of learning interest. The results of this study indicate that there is an effect of STEM LKPD using the Problem Based Learning (PBL) model on learning outcomes with hypothesis testing sig. 0,001 < α (0,05). In addition, there is an effect of STEM LKPD using the Problem Based Learning (PBL) model on learning interest with a hypothesis test sig. 0,000 < α (0,05).

Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models

This research aims to find out whether the Guided Inquiry learning model is better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material. The research method used is quasi experimental. The sample from this research consisted of two classes, namely experimental class I which was taught using the guided inquiry learning model, totaling 29 students and experimental class II, which was taught using the Discovery Learning model, totaling 27 students. The results of data analysis show that the average learning outcomes of students using Guided Inquiry (80.69) are higher than the average learning outcomes of students taught using the Discovery Learning model (74.63) and the average scientific literacy activities of students using Guided Inquiry (79.15 ) higher than the average using the Discovery Learning model (73.72). Hypothesis results using the right-hand t-test and α = 0.05 obtained tcount > ttable (2.34 > 1.675) for students' scientific literacy activities and tcount > ttable (2.49 > 1.675) for student learning outcomes so that in this study the null hypothesis (Ho) is rejected and the alternative hypothesis (H₂) is accepted. Thus, it was found that the Guided Inquiry learning model was better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material.

Application of STEM-based LKPD on Reaction Rate Material to Improve Students' Critical Thinking Ability

The use of STEM-based LKPD can improve students' critical thinking skills. In this study, non-test instruments such as validation questionnaires and test instruments with 5 aspects of critical thinking were used. This study aims to 1) measure the validity of the developed LKPD; 2) determine students' responses to the developed LKPD; 3) determine the improvement of students' critical thinking skills; 4) determine whether students' critical thinking skills on the use of STEM-based LKPD developed better than without using STEM-based LKPD. Data collection techniques through BSNP questionnaire, student response questionnaire and N-Gain test for critical thinking improvement and right-sided t test. The samples were 70 students of class XI F1B and XI F2D who were randomly selected. Based on the material and media expert validators, it shows that 94.34% of the material experts and 87.5% of the developed LKPD media experts have a very high interpretation and the level of validity is "Very valid". While 87.27% of student responses were rated "Very good" for use in learning the topic of reaction rates. The N-Gain test results showed the gain of the experimental class taught using STEM-based LKPD was 0.81 while the control class gain without STEM-based LKPD was 0.71. The t-test showed tcount=3.276> table=1.667. Thus it can be concluded that the use of STEM-based LKPD is very good in lectures on the topic of reaction rate.

Development of Group Investigation (GI)-Orientated Interactive Worksheets to Improve Students’ Problem-Solving Skills on Reaction Rate Material

Development of Group Investigation (GI)-Orientated Interactive Worksheets to Improve Students’ Problem-Solving Skills on Reaction Rate Material

Pengembangan Modul Praktikum Laju Reaksi Berorientasi Discovery Learning untuk Melatih Keterampilan Proses Sains Peserta Didik

This research is a development research, which aims to develop and produce a practical module of reaction rate oriented to discovery learning to train students' science process skills. The development model used in research refers to the ADDIE development model (analysis, design, develop, implementation, and evaluation). The data sources used to measure validity were two validators who assessed the media and practical module material. The practicality data sources were two observers who assessed the learning implementation, 21 students, and two chemistry teachers. Measuring the effectiveness of the practical module employed a science process skills test for 21 students. The field trial of this practical module was conducted at MA DDI Lil Banat Parepare. The results of the research reveal that the practical module is valid, practical, and effective. The module validity, both in terms of the media and material received a very valid category. The results of learning implementation is 97.66% which is in very good category. The teachers’ and students responses using the practical module are in very high category as well, so the practical module is stated as practical. The field trials on 21 students in grade XI MIPA obtained an overall average result of students' science process skills of 83.34 after using the practical module. The practical module developed is stated as effective if the overall average score of the students is 80. Thus, the practical module developed is effective in chemistry practical activities, especially reaction rate material.

Development of Science Process Skills Assessment Instruments in Environment Based Practicum on Reaction Rate Material

This study aims to produce an Environmental-Based Chemistry Practicum Assessment Instrument for Reaction Rate Material for Class XI MA / SMA. The development model used in this research is the development model according to Borg and Gall (in Sugiyono, 2011) which consists of 4 stages: Potential and Problems, Gathering Information, Product Design, and Design Validation. The development in this study refers to the product produced in the form of an assessment instrument. which is measured until the validity of the expert where the validity aspects are based on the results of the experts' assessment validation questionnaire. The aspects assessed in the product of the environmental-based practicum performance instrument assessment instrument are the feasibility of instructions, content feasibility and language feasibility. The assessment instrument in this content aspect is arranged sequentially according to the practicum procedure. Based on the results of validation by validators, the linguistic aspect obtained a score with a percentage of 93%, then the linguistic aspect is divided into several assessment criteria, including the use of language in accordance with EYD, clarity of instructions and directions and the language used is straightforward and easy to understand Based on the results of validation by validators, the linguistic aspect obtained a score with a percentage of 91%. The validity level of the chemistry practicum performance assessment instrument measured practicum performance in the form of scores 1-4. Determination of the validity of the practicum performance assessment instrument is done by calculating the score given by the validator and analyzing the validator's suggestions and input on the instrument product assessment questionnaire sheet in the form of a check list. The results concluded that the student practicum performance assessment instrument was feasible to use.

Development of Simple Science Learning Media in the Form of Reaction Rate Tools for Effective Understanding of Teaching Materials

Chemistry is one of the study materials in Natural Sciences (IPA) subjects which aims to provide knowledge to students in understanding chemistry learning concepts. One of them is the material on reaction rates, which is one of the studies in chemistry that really demands macroscopic, microscopic and symbolic aspects. This research is a type of analysis and development research which was carried out from April 24 to April 27 2019. The population involved in this research were all Tadris Science class B students with a total of 31 respondents. Reaction rate material in junior high school is still taught through the lecture method and by memorizing concepts without involving the microscopic aspects which will cause difficulties in understanding the concept of reaction rate meaningfully. Therefore, this research aims to utilize learning media which is closely related to improving the quality of learning which is expected to create a more meaningful learning experience, facilitate the process of interaction between students and teachers and students who are relevant anywhere, and enrich the students' learning experience. The results of this research are all questions for each validity have valid status, because the value of Rcount > Rtable is 0.355 and the result of the reliability coefficient of the content instrument is Ralpha = 0.621, the construct instrument is Ralpha = 0.675, the prediction instrument is Ralpha = 0.676, the concurrent instrument is Ralpha = 0.707, and the efficiency instrument is Ralpha = 0.610, apparently it has a "Cronbach's Alpha" value greater than 0.600, which means that the five instruments are declared reliable or meet the requirements. From the results of this research, it can be concluded that simple science learning media in the form of "Reaction Rate Tools" is effectively used for students' understanding of reaction rate material in junior high school