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Pengaruh Keterampilan Komunikasi terhadap Hasil Belajar Menggunakan Metode Diskusi pada Materi Asam Basa Ahmad Abidin; Rinaningsih
PendIPA Journal of Science Education Vol 10 No 2 (2026): April - June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.2.439-444

This study aims to examine the effect of communication skills on students’ learning outcomes through the use of the discussion method in acid–base material. This study is a pre-experimental research using a one-group pretest–posttest design. The results revealed that: (1) the quantity of students’ questioning across three consecutive meetings reached 20.69%, 20.69%, and 37.93%, which were categorized as fairly good. In contrast, the quantity of expressing opinions was 17.24%, 24.14%, and 20.69%, falling into the low category. In terms of quality, students’ questioning skills were classified as good, with percentages of 10.34%, 3.45%, and 3.45%. Likewise, the quality of expressing opinions was also categorized as good, with percentages of 17.24%, 20.69%, and 10.34%. (2) Students’ learning outcomes achieved a classical mastery level of 82.75%. The improvement in learning outcomes was indicated by an average N-gain score of 0.68, which falls into the moderate category. These results indicate that communication skills have an effect on learning outcomes through the implementation of the discussion method in acid–base learning.

Development of Diagnostic Test Instruments as Placement Tests to Determine Students’ Cognitive Learning Levels on Acid-Base Material Fida Saifatun Nur Hafidzah Z; Rinaningsih
PendIPA Journal of Science Education Vol 9 No 2 (2025): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.9.2.488-496

This study aims to determine the validity and discriminatory power of diagnostic test instruments as placement tests on acid-base material and to determine the level of students' cognitive learning. This study was conducted in June - May of the 2024/2025 Academic Year. This diagnostic test instrument development research refers to the Research & Development (R&D) development method. Data collection in this study used tests, interviews, and questionnaires. The research stage begins with potential problems, data collection, product design stage, development of diagnostic test instruments and validation by experts, validity tests, difficulty level tests, and discriminatory power tests on small-scale tests and interpretation of students' cognitive levels on large-scale trials. The results of the assessment by expert validators showed that the criteria for the developed instrument were valid. The results of the analysis of the validity of the test items obtained 25 valid question items. The results of the test of the level of difficulty of the questions obtained 11 easy criteria questions and 14 medium criteria questions. The results of the discriminatory power test obtained 25 question items with very good discriminatory power. The results of the large-scale trial showed that the average interpretation of the results of the diagnostic test instrument was 78.81%. The percentage of students who passed the test was 70.3% while the percentage of students who failed was 30%. This shows that the diagnostic test instrument is effective in that it can improve students' understanding of acid-base chemistry material.

Implementasi Model Sorogan-Bandongan untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Asam Basa Mar’atus Revana Sakti; Rinaningsih
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.745-750

Critical thinking skills are an essential competency that needs to be developed in chemistry learning; however, conventional methods are considered suboptimal in facilitating the achievement of this competency. The Sorogan-Bandongan learning model, rooted in the pesantren tradition, emerges as an innovative alternative that synergistically integrates individual and classical approaches. This study aims to analyze the effectiveness of the Sorogan-Bandongan model in improving students' critical thinking skills on acid-base material compared to conventional learning. The study employed a quantitative approach with a quasi-experimental design, in which critical thinking skills were measured through four indicators: interpretation, analysis, inference, and explanation. The implementation of the model was assessed through observations across all meetings, yielding an average mode of ≥ 4, indicating that the model was carried out very well. The improvement of critical thinking skills in the class using the Sorogan-Bandongan model was higher than in the class using conventional methods, supported by the N-Gain Scores of the experimental class: interpretation indicator at 0.90, analysis indicator at 0.94, inference indicator at 0.89, and explanation indicator at 0.73. Meanwhile, the control class N-Gain Scores were: interpretation indicator at 0.69, analysis indicator at 0.60, inference indicator at 0.62, and explanation indicator at 0.72. The application of the Sorogan-Bandongan model is considered to facilitate students' understanding of acid-base material and enhance their active participation in learning. Therefore, it can be concluded that the Sorogan-Bandongan model is more effective as an innovative alternative compared to conventional methods for improving critical thinking skills in chemistry learning, particularly on the topic of acid-base.

Implementasi Model Pembelajaran Sorogan-Bandongan pada Materi Asam Basa untuk Meningkatkan Pemahaman Konsep Peserta Didik Nur Khofifah; Rinaningsih
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.782-788

This study examines the implementation of the Sorogan-Bandongan learning model, which integrates individual learning with traditional teaching methods in the context of acid-base subject matter. This research was conducted to examine and measure the extent to which students' conceptual understanding improved following the implementation of this learning model. This study employs a pre-experimental method with a One Group Pretest-Posttest design, involving 36 eleventh-grade students of SMA Negeri 1 Menganti as research subjects. Research data were collected through instruments in the form of test sheets consisting of a pretest and posttest. The Sorogan-Bandongan learning stages applied included: independently reading material and completing tasks on a handout (Sorogan), administering a diagnostic test, teacher-led delivery of subject matter, completing Student Worksheets in groups (Bandongan), class discussion for content reinforcement (Bandongan), and administering a final test. The research findings indicate a fairly significant improvement in students' conceptual understanding, as reflected in the rise of the average pretest score from 52.57 to 88.09 on the posttest. This achievement is further supported by an N-Gain score of 0.75, which falls within the high category, indicating that the implementation of the Sorogan-Bandongan learning model was successful and effective in promoting the improvement of students' conceptual understanding, making it a potential alternative teaching approach in chemistry education.

Pengembangan Tes Diagnostik pada Materi Redoks sebagai Tes Penempatan dengan Model Pembelajaran Sorogan-Bandongan Maslahatul Ummah; Rinaningsih
PendIPA Journal of Science Education Vol 10 No 3 (2026): July - September
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.3.930-935

This study aimed to develop a diagnostic test instrument on redox reactions to serve as a placement test for the Sorogan-Bandongan learning model. The study employed the Research and Development (R&D) method, following procedures that included a needs assessment, instrument development, expert validation, revision, and testing. The instrument, consisting of 25 multiple-choice questions, demonstrated a content validity of 0.91 and a construct validity of 0.92. Trial results involving 30 students indicated that all test items were valid, with a Cronbach’s Alpha reliability coefficient of 0.933. The instrument also exhibited good to excellent discrimination power and a moderate difficulty level. Based on these results, the instrument is deemed valid, reliable, and suitable for use as a placement test to identify students' prior knowledge within the Sorogan-Bandongan learning model.

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