Reaction Rate Material Research Articles

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Problem Based Learning (PBL) Pada Materi Laju Reaksi

Reaction rate material is facts, concepts, calculations and practicum. Learning requires teaching materials to help students find their own concepts starting with contextual problems, one of which is PBL-based LKPD, because it can help students understand concepts through problems so that students are required to think more actively. The research aims at producing alternative teaching materials (helping active students in understanding the material) and determining the validity category. The type of research is R and D with a 4-D model, define, design, develop, and disseminate (not done). The study was limited to the validity test with the research instrument, namely the validity questionnaire. The data collection technique was carried out by distributing questionnaires. The research data by five expert validators were analysed using the Cohen kappa formula. Based on the analysis, the resulting LKPD with a very high validity category is 0,83.

Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing pada Materi Laju Reaksi Berbasis Pembelajaran Daring

This study aims to analyze students' metacognitive skills using guided Inquiry models of reaction rate material based on online learning. The research subjects were students of 2 nd grade IPA 2 SMAN 1 Driyorejo in the academic year 2020/2021 totaling 33 students. The study used a quantitative descriptive method with One-Group Pretest-Posttest Design and techniques of data collections used test and questionnaire. The data analysis techniques used in this research was descriptive statistical analysis and inferential analysis. The results of this study showed an increase in the metacognitive skills of students using the guided Inquiry model on the reaction rate material based on online learning which could be seen from the results of the posttest scores being better than the pretest with the n-gain value of planning skills of 0.63 in medium category; n-gain of monitoring skills of 0.92 in high category; n-gain of evaluating skills of 0.65 in medium category. Based on inferential analysis using the Wilcoxon signed ranks test, it showed the significance of the indicators planning skill , monitoring skills , and evaluating skills with a value of 0,000 which 0,000 <0.05, means that the hypothesis is accepted. This indicated that learning using guided inquiry model had a significant effect on students’s metacognitive skills in the reaction rate material based on online learning.

Development of Structured Assignment Sheet on Reaction Rate Materials To Train Problem-Solving Skills

This study aims to determine the feasibility of a Structured Assignment Sheet (SAS) on the reaction rate material to practice student Problem-Solving Skills (PSS) in terms of validity, practicality, and effectiveness criteria. The method used in this research is Research and Development (R&D). The instruments used were validation sheets, student response questionnaires, and problem-solving skills test sheets. SAS that developed was tested on 15 students of XI grade who had received material on reaction rates at SMAN 1 Manyar and SMA Assa'adah Bungah. The SAS's validity was obtained based on the assessment of two Chemistry lecturers of Universitas Negeri Surabaya and two chemistry teachers at SMAN 1 Manyar and SMA Assa'adah Bungah. The validity has obtained a percentage of content validity of 92% and constructs validity of 90%, both of them were included in the very valid category. The practicality of the SAS was obtained through student responses. It obtained a positive response of 100% in the very practical category. The effectiveness of SAS was obtained through an N-Gain score of 0.8 with high criteria. That shows that the SAS-PSS developed is suitable for use in the learning process.

Development of PBL-STEM-based E-LKPD to improve students' science literacy skills on reaction rate materials

The development model used is Research & Development which adopts the Lee & Owens development model. The product to be developed is E-LKPD using 3D Pageflip Professional software. 1. The procedure for developing E-LKPD with the PBL-STEM approach in improving scientific literacy skills on the reaction rate material for students. The research procedure consists of five stages, namely analysis, design, development, implementation, evaluation. Research results (1) The analysis includes media analysis, student characteristics analysis, technology analysis, situation analysis, and data analysis. (2) Design includes determining the development team, compiling a development schedule, making flowcharts and making storyboards. (3) Development includes making a product which is then validated by a team of experts until it is validated. (4) Implementation, at this stage a product assessment is carried out by 2 chemistry teachers to see the agreement between the two teachers on the product developed through the kappa test, one-on-one trial with 2 groups of respondents consisting of 3 students in each group, small group trial with two groups of respondents carried out at MAN 2 Jambi City. This trial is not conducted face-to-face, but online (5) Evaluation, which is carried out at each stage is ongoing. The conclusion in this study is that the E-LKPD development procedure is in accordance with the 5 stages of the Lee & Owens development model. Keywords: E-LKPD, PBL-STEM, Science literacy skills

Development Of Guided Inquiry-Based Flipped Classroom Learning System On Reaction Rate For 11th Grade Senior High School Students

The Covid-19 pandemic has caused many life changes, including education. Learning that was previously done face-to-face must be done online. The guided inquiry was a student-centered learning model, in which the students can build their own concepts so that learning can be more meaningful. In order to support this, a flipped classroom was needed that allowed teachers and students to optimize study time. This study aimed to develop and reveal the validity and practicality of the guided inquiry-based flipped classroom learning system on the reaction rate material for 11th-grade high school students. This research used a Research and Development (RnD) with the Plomp development model. The subjects of this study were students of class XI SMA, chemistry teachers, and chemistry lecturers at Padang State University. The instruments used were validity sheets for validity test and practicality sheets for practicality test.

The Correlation Of A Scientific Approach Using The Probing Prompting Technique And A Problem-Based Learning Model On Learning Outcomes On Reaction Rate Material

Abstract─This study began with the learning results on the subject of the still-low reaction rate. The purpose of this study is to discover the relationship between the scientific method and learning outcomes in the reaction rate material by using the probing prompting technique and the issue based learning model alone or combination. Quantitative research using correlational methodologies and a one-shot case study design is the approach of choice. Class XI MIPA SMAN 1 Padang and XI MIPA SMAN 14 Padang were the subjects of this research. A total of 144 persons were selected for the study using a simple random sampling technique. Questionnaires and learning outcomes assessments in the form of 22 objective questions that had been verified for validity and reliability were used in this study. The results found a positive and significant correlation between: 1) the scientific approach to learning outcomes using the probing prompting technique, with a correlation coefficient of 0.903 suggesting a very strong correlation. This suggests that by using the probing prompting technique, the scientific approach module can improve learning results by 81.5 percent. 2) A scientific approach to learning outcomes using a problem-based learning model with a correlation coefficient of 0.770, suggesting a strong link. This suggests that the scientific approach module, when combined with a problem-based learning model, has an effective contribution of 59.3 percent in improving learning outcomes. 3) Using the probing prompting technique and the issue based learning model together on the reaction rate learning outcomes yielded a correlation coefficient of 0.958, indicating a very strong correlation. The contribution of the two independent variables to the dependent variable in this study is 91.8 percent, with the remainder impacted by other variables.Keywords─Scientific Approach; Probing Prompting; Problem-Based Learning; Learning Outcomes; Reaction Rate

Development of Project Based Learning on Reaction Rate Material Using the Flipped Classroom With Moodle for Senior High School in Indonesia

The development of information technology, the need for IT-based teaching, and learning concepts and mechanisms cannot be avoided. Therefore, a form of information is needed, in the form of a learning system facility called e-learning that can support the learning activities. This study aims to develop of e-learning based on project based learning on reaction rate material using the flipped classroom approach in Senior High School. This research is classified as Research and Development (R&D) using a 4-D development model. Populations in this research are students from Senior High School in West Sumatera, Indonesia. There are 20 Students of SMA N 8 Padang, in XI class level as respondents for developing this product. Research instruments used were interview sheet and validity and practicality questionnaires. Data showed that e-learning based on project based learning on reaction rate material through the flipped classroom was needed. The result of the validity sheet analysis with Aikens’s V showed the average score is 0,91 (for content validity) and 0,92 (for construct validity). The result of the practicality sheet analysis the average score is 0,83 (for practicality from students). Therefore, it can be concluded that e-learning based on project based learning on reaction rate material using the flipped classroom is valid and practical.

The influence of the learning approach of Science Technology Engineering and Mathematics (STEM) on attitudes and learning outcomes in class XI students of SMA Negeri 5 Halmahera Utara for material reaction rate

The purpose of the study was to determine the effect of the Science Technology Engineering and mathematics (STEM) learning approach on attitudes and learning outcomes on the reaction rate material. This research was conducted at SMA Negeri 5 North Halmahera in the 2019/2020 school year. The research method used is descriptive research design with a pre-test and post-test control design. 30 students of Class XI MIA 1 were randomly selected to be assigned as research sample. Data on student attitudes towards learning chemistry were obtained through a questionnaire of initial test and final test of 20 items and data learning outcomes were obtained through the pre-test and post-test of 15 objective items. The results of the study obtained an average score of student attitudes towards chemistry after using the STEM learning approach of 93, 73 higher than before using the STEM approach 49.73 while the average score of learning outcomes after using the STEM learning approach was 78.33 higher than learning outcomes before using the STEM approach of 37.83. Based on the research findings, this show that there is an effect of the STEM learning approach on students’ attitudes and learning outcomes on the reaction rate material.

Meningkatkan Hasil Belajar Siswa Konsep Laju Reaksi dengan Model Discovery PjBL Berbasis STEM di SMAN 1 Lemahabang Cirebon

This research is a classroom action research which aims to improve the chemistry learning outcomes of the reaction rate concept by using the Discovery Project Based Learning (PjBL) model based on Science, Technology, Engineering, and Mathematics (STEM) at SMAN 1 Lemahabang, Cirebon Regency. This research was conducted in two cycles, each cycle consisted of 1-2 meetings. The subjects of this study were 34 students of class XI-MIPA 3 at SMAN 1 Lemahabang. The data collection instruments used in this research were a test method for students, monitoring the conditions of the teaching and learning process and questionnaires to find out students' responses to the learning carried out. Based on the research analysis showed that in the first cycle there was an increase in student learning outcomes in the concept of reaction rate, namely the value before being given action with good and very good criteria of 11,76% and after being given action the value was 44,11%, then in the second cycle it increased to 79, 41%, while students who scored below the Minimum Completeness Criteria experienced a decline. Therefore, the use of the STEM-based Discovery PjBL model could improve the chemistry learning outcomes of students on the reaction rate material.

Analisis Keterampilan Berpikir Kritis Peserta Didik Melalui Model Inkuiri Terbimbing Pada Materi Laju Reaksi

This research aimed to analyse students’ critical thinking skills on reaction rate material. The learning process was done online using the guided inquiry model. This research applied quantitative descriptive method designed with one group pretest-posttest pattern. Subjects involved in this research was 32 students of class XI MIPA 1 SMA Negeri 1 Taman. Research data was collected from observation and test results through observation sheets of learning model workability and critical thinking question sheets. The data analysis technique used in this research is quantitative analysis with statistical test. The result shows that student’s critical thinking skills increased which seen from n-gain score as follows: interpretation indicator as of 0.74; inference as of 0.76; and explanatory as of 0.86 with high category and analysis indicator as of 0.63 which was middle category. The result of paired sample t-test examination showed the number of sig. (2-tailed) 0.000 that stated whenever found big and significant difference between posttest and pretest scores which indicated the application of guided inquiry model during learning took effect on increasing students’ critical thinking skills.

Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Inkuiri Terbimbing Pada Materi Laju Reaksi Di SMA Indonesia Muda

This study aims to determine the feasibility of student worksheet media based on guided inquiry on the reaction rate material and to describe the chemistry teacher's response to the developed student worksheets. This research is a research and development (R&D) using the 4-D model which is limited to the develop stage. The subject of this research is the response to 3 teachers who teach chemistry lessons in SMA. The instruments in this study were the feasibility assessment sheet and the teacher response assessment sheet. The results of data processing showed that the student worksheets media obtained material feasibility of 91.67%, language feasibility of 90.62%, and graphic feasibility of 93.75% with very feasible categories. the results of the calculation of the percentage of teacher response questionnaires of 89.39% with the high category. This shows that the teacher's response to the student worksheets media is very high. so that the LKPD media can be used as a complementary teaching material on the reaction rate material.

Implementation of Guided Inquiry Based on Blended Learning to Improve Students’ Metacognitive Skills in Reaction Rate

The development of the educational paradigm in the 21st century emphasizes learning oriented to higher-order thinking skills, one of them is metacognitive skills. This study aims to improve the metacognitive skills of students through a guided inquiry learning model based on blended learning in reaction rate material. The research design used is One-Group Pretest-Posttest Design. The research was conducted in class XI MIPA 5 SMAN 2 Pamekasan. The data were obtained using the observation sheet instrument for the implementation of the learning model, the activities of the students, and the metacognitive skills test sheet. Data analysis was performed using the percentage, mean, n-gain, and paired t-test techniques. The results showed that 1) Guided inquiry learning model based on blended learning is carried out well with an average percentage of phase 1 of 94.88%, phase 2 of 100%, phase 3 of 97.92%, phase 4 of 98.44% and phase 5 of 96.88%, 2) The percentage of students' activities who are actively involved and relevant to guided inquiry learning model based on blended learning is 87.41%, 3) The metacognitive skills of students have increased in terms of the n-gain range, namely 0.53 - 0.62 with the medium category, dan 4) there is a significant difference in the results of metacognitive skills between before and after being given a guided inquiry learning model based on blended learning. The results showed that the guided inquiry learning model based on blended learning was effective in improving students' metacognitive skills

IMPROVEMENT OF METACOGNITIVE SKILLS THROUGH WEB-BASED SCHOOLOGY BLENDED LEARNING WITH SCIENTIFIC APPROACH IN RATE REACTION

This research aims to describe the feasibility of blended learning, improvement of metacognitive skills, learning outcomes, as well as students' responses to Web-based Schoology blended learning with a scientific approach to the reaction rate material. The research used a pre-experimental design, namely One Group Pretest-Postest Design. The research was conducted in class XI IPA 3 SMAN 1 Gurah with 36 students without control’s class. The data collection techniques are used observation, test, and questionnaire. The data analysis methods used percentage, mean, paired t-test, and N-Gain test. The results showed that 1) Web-based Schoology blended learning was carried out very well criteria of 99.25%, 2) Metacognitive skills with Web-based Schoology blended learning got 0,534 improvement skills with good category. 3) Student learning outcomes also experienced completeness of 61,11% which states that the use of Web-based Schoology blended learning was good to improve learning outcomes 4) The response of students to the use of Web-based Schoology blended learning as a learning innovation using technology is considered good with 75% of students' responses. Generally, the Web-based Schoology blended learning was effective in improving students's metacognitive skills.

Pengembangan Website Berbasis Masalah Sebagai Media Pembelajaran untuk Mendukung Pembelajaran Online Pada Materi Laju Reaksi

This study aims to determine the feasibility aspect of a problem learning-based website as a learning medium to support online learning on the reaction rate material developed based on BSNP standards. This research consists of three stages, namely the stage of needs analysis based on interviews, observation through goole forms, analysis of learning media and literature study. The development stage begins with compiling a media design, developing, assessing the feasibility of website graphics with the BSNP instrument by one Computer Science lecturer who gets an average score of 3.77 which means very feasible, and assessing the reaction rate material integrated into the website by 3 people Physical Chemistry lecturers and 1 Chemistry teacher get an average content feasibility score of 3.44 which means very feasible, language feasibility of 3.63 means very feasible, and presentation feasibility of 3.66 means very feasible.

DESAIN DAN UJI COBA GAME EDUKASI KIMIA BERBASIS ROLE PLAYING GAME (RPG) PADA MATERI LAJU REAKSI

This research aimed at developing chemistry education game of role playing game (RPG) based on the reaction rate material and to know product quality based on assessment of media, material experts and chemistry teacher subject. This research used the research and development method which refers to development models from Borg and Gall. The conclusion of this research was the chemistry education game of role playing game (RPG) on reaction rate based that was developed fulfills the criteria both of as a media learning chemistry independence. The media expert gave good scores (75.00%), the material expert gave good scores (80.00%), the teachers gave very good scores (92.00%). In the first filed try out, the students gave very good responses (92.10%). The qualitative assessment was suggestions from validators, teachers and students who said that chemistry education game of role playing game (RPG) based on the material of the factors influencing reaction rate have been said good.

The effect of inquiry based learning models on students’ critical thinking ability and self-efficacy in reaction rate material

This research aims to distinguish students’ critical thinking and self-efficacy when learning with the inquiry based model and direct instruction model. The samples of this research were two classes of the eleventh grade and selected by random sampling technique. Two classes were selected as the samples, one class as the experimental class where the inquiry-based model was implemented and the other class as the control class where the learning was facilitated with the direct instruction model. The data of the students’ self-efficacy were collected through a questionnaire while the data of the critical thinking were obtained through a test on reaction rate. The researcher used MANOVA to analyze the differences of the students’ critical thinking and self-efficacy. The results reveal that there are significant differences in the critical thinking skills and self-efficacy and the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills and self-efficacy is 20.6%, the effective contribution of inquiry-based learning and direct instruction to students’ critical thinking skills is 13.6%, the effective contribution of inquiry-based learning and direct instruction to students’ self-efficacy is 8.9% where experimental class was better than control class.

Analisis Miskonsepsi Siswa Kelas XI IPA 1 SMA Negeri 1 Ma’rang Pada Materi Pokok Laju Reaksi

This descriptive research aims to analyze level and cause of student’s misconceptions on reaction rate topic. The subjects in research are 27 students of Grade XI IPA 1 students of SMAN 1 Ma'rang. The instruments are used in this experiment are essay test, observation sheet and semi-guided interviews. The data was analyzed by descriptive statistic method to obtain percentage of the misconception. The results showed that students’ misconception occurs in some of the sub concepts of reaction rate material. Percentages and categories of students’misconceptions on understanding the reaction rate, the factors that affect the rate of reaction , and the reaction order , are respectively 15 % is included in the low category , 18.7 % , including in the low category , and 15 % are included in the low category . Overall average student misconceptions on the material that is the reaction rate of 16.2 %. This shows that the misconception on the material reaction rate is low. The results also show that the misconception is caused by: 1) Students, the student preconceptions wrong, 2) Master, which does not provide an explanation in detail to the concept.

Content Needs Analysis and Development of the E-Module Reaction Rate in School Chemistry

In today's era of technological development, it demands the availability of teaching materials that are the simplest to use and easily accessible so that users can easily study learning materials wherever and whenever. Therefore, this research was conducted to analyze the need for IT-based teaching materials and the development of teaching materials in the form of e-modules on the reaction rate material. This research was conducted concerning the Plomp development model which consists of three development phases, namely, the preliminary research phase, the development phase or prototype, and the assessment phase. The results of the needs analysis show that students and teachers need an IT-based teaching material that can be used to overcome the problems experienced in learning reaction rate material. And the results of the feasibility test for material and media experts showed that the e-module reaction rate developed was suitable for use in chemistry learning.

IMPLEMENTASI MODEL PEMBELAJARAN PBI (PROBLEM BASED INSTRUCTION) BERBASIS KPS (KETERAMPILAN PROSES SAINS) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI LAJU REAKSI

This research was conducted at SMA NEGERI 1 Jamblang which aims to find out how the implementation of the PBI (Problem Based Intruction) learning model based on KPS (Science Process Skills) on the critical thinking skills of students on the subject matter of the sub-material reaction rate the factors that influence the reaction rate Obtain more optimal learning outcomes and know the differences and increase in students' critical thinking skills by implementing the KPS-based PBI (Problem Based Instruction) learning model (Science Process Skills) on the reaction rate material, especially the factors that influence the reaction rate. The research design used in this study was the Pre-Test Post-Test Control Group Design. The research samples used in this study were class XI IPA 4 as an experimental class and class XI IPA 5 as a control class which was taken using purposive sampling technique. Data collection techniques for testing the implementation of the problem-based instruction model based on science process skills were obtained from the results of observations made by observers of researchers and students which were then processed into a percentage of implementation. While the data collection techniques for testing the differences in critical thinking skills of students were obtained from the Pre-Test and Post-Test which were then analyzed by the T test. by 96%. Keywords: Problem Based Instruction. Science Process Skills, Reaction Rate, and Critical Thinking Ability.

The effect of the flipped classroom approach and self-efficacy on a guided inquiry on students' creative thinking skills

This study aims to look at the effect of the flipped classroom approach on the guided inquiry model and student's self-efficacy on creative thinking skills on the reaction rate material. The study was conducted in class XI MIA SMA N 3 Jambi City with a 2 x 2 factorial design and the sample consisted of 2 classes chosen randomly. Data collection using test techniques, namely essay tests, includes indicators of creative thinking and non-tests, namely self-efficacy questionnaire data and field notes during the study. Analysis of the data used is 2-way ANOVA. The results showed that guided inquiry learning with the flipped classroom approach and high self-efficacy categories had high creative thinking abilities, but there is no interaction between learning models with self-efficacy towards creative thinking abilities on the reaction rate material because learning models and self-efficacy affect the results of students' creative thinking abilities independently. Based on the results of the study it can be concluded: (1) There is an influence of the flipped classroom approach on the guided inquiry model of students 'creative thinking abilities on the reaction rate material (2) There is an effect of students' self-efficacy on the ability to think creatively on the material reaction rate (3) There was no interaction between the learning model and students' self-efficacy. Keywords: Creative thinking skills, Flipped classroom, Guided inquiry, Reaction rate, Self-efficacy