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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran TEACHER : Jurnal Inovasi Karya Ilmiah Guru Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Esnawi Esnawi
Iniversitas Halu Oleo
Education Energy Languange, Linguistic, Communication & Media Social Sciences Other

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PENGEMBANGAN LKPD BERBASIS CTL BERMUATAN KEARIFAN LOKAL SONGGI PADA MATERI KOLOID Nur Fadillah Putri; Esnawi Esnawi; Muh. Alim Marhadi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.11361

Abstract

This study aims to develop Student Worksheets (LKPD) based on Contextual Teaching and Learning (CTL) containing local wisdom of songgi on colloidal systems material and analyze its validity, practicality, and effectiveness in improving students' scientific literacy. The background of the study is based on the low scientific literacy of Indonesian students which is still below the international average based on PISA results, as well as chemistry learning which is still abstract and less contextual. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 1 chemistry teacher and 18 grade XI students of SMAN 10 Kendari. The research instruments included expert validation sheets, science literacy tests (pretest and posttest), and interviews. Data were analyzed descriptively quantitatively and qualitatively using the Aiken index for validity and N-Gain for effectiveness. The results showed that the developed LKPD had a validity level of 92.05% with a very feasible category and an Aiken index of 0.90 with a high category. Furthermore, there was an increase in students' scientific literacy, as indicated by an increase in the average score from pretest to posttest. Thus, the CTL-based student worksheet containing Songgi local wisdom was declared valid, practical, and effective for use in chemistry learning and capable of improving students' scientific literacy. ABSTRAKPenelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Contextual Teaching and Learning (CTL) bermuatan kearifan lokal songgi pada materi sistem koloid serta menganalisis validitas, kepraktisan, dan efektivitasnya dalam meningkatkan literasi sains siswa. Latar belakang penelitian didasarkan pada rendahnya literasi sains siswa Indonesia yang masih berada di bawah rata-rata internasional berdasarkan hasil PISA, serta pembelajaran kimia yang masih bersifat abstrak dan kurang kontekstual. Penelitian ini menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri dari 1 guru kimia dan 18 siswa kelas XI SMAN 10 Kendari. Instrumen penelitian meliputi lembar validasi ahli, tes literasi sains (pretest dan posttest), serta wawancara. Data dianalisis secara deskriptif kuantitatif dan kualitatif menggunakan indeks Aiken untuk validitas dan N-Gain untuk efektivitas. Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan memiliki tingkat validitas sebesar 92,05% dengan kategori sangat layak dan indeks Aiken sebesar 0,90 dengan kategori tinggi. Selain itu, terdapat peningkatan literasi sains siswa yang ditunjukkan oleh peningkatan nilai rata-rata dari pretest ke posttest. Dengan demikian, LKPD berbasis CTL bermuatan kearifan lokal songgi dinyatakan valid, praktis, dan efektif digunakan dalam pembelajaran kimia serta mampu meningkatkan literasi sains siswa.  
PENGEMBANGAN MODUL AJAR BERBASIS DEEP LEARNING DAN PROBLEM BASED LEARNING PADA KONFIGURASI ELEKTRON KELAS X-1 Radityo Romadi Mudjanto; La Rudi; Esnawi Esnawi
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.10815

Abstract

Research on the development of deep learning-based teaching modules  with the Problem Based Learning model  on electron configuration materials aims to determine the feasibility, response of students and teachers, and its effectiveness on student learning outcomes. The method used is Research and Development (R&D) with a 4-D development model which includes the define, design, develop, and disseminate stages. However, this research is only limited to  the development stage  which includes product development and trials limited to 12 students. Data was collected through expert validation sheets, teacher and student response questionnaires, and learning outcome tests, then analyzed descriptively quantitative and the effectiveness of the modules were analyzed using N-Gain. Based on the results of the limited trial, it was shown that the teaching modules developed were feasible and practical to use, and the N-Gain analysis  showed that 75% of students were in the high category, 25% in the medium category, and there was no low category, with an average N-Gain of 0.77 (high category). This shows that deep learning-based teaching modules  with the Problem Based Learning  model are effective in improving student learning outcomes in electron configuration materials. ABSTRAKPenelitian pengembangan modul ajar berbasis deep learning dengan model Problem Based Learning pada materi konfigurasi elektron bertujuan untuk mengetahui kelayakan, respons peserta didik dan guru, serta efektivitasnya terhadap hasil belajar peserta didik. Metode yang digunakan yaitu Research and Development (R&D) dengan model pengembangan 4-D yang meliputi tahap define, design, develop, dan disseminate. Namun, penelitian ini hanya dibatasi sampai tahap develop yang mencakup pengembangan produk dan uji coba terbatas pada 12 peserta didik. Data dikumpulkan melalui lembar validasi ahli, angket respons guru dan peserta didik, serta tes hasil belajar, lalu dianalisis secara deskriptif kuantitatif dan efektivitas modul dianalisis menggunakan N-Gain. Berdasarkan hasil uji coba terbatas menunjukkan bahwa modul ajar yang dikembangkan layak dan praktis digunakan, serta analisis N-Gain menunjukkan bahwa 75% peserta didik berada pada kategori tinggi, 25% kategori sedang, dan tidak terdapat kategori rendah, dengan rata-rata N-Gain sebesar 0,77 (kategori tinggi). Hal ini menunjukkan bahwa modul ajar berbasis deep learning dengan model Problem Based Learning efektif dalam meningkatkan hasil belajar peserta didik pada materi konfigurasi elektron.  
Analisis Literasi Sains Siswa Menggunakan Pendekatan Socio-Scientific Issues (SSI) pada Materi Larutan Penyangga Wa Ode Fikrawati; Muhammad Alim Marhadi; Esnawi
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 9 No. 3 (2024): Desember 2024
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v9i3.111

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan literasi sains dan mengetahui respon siswa setelah menggunakan pendekatan Socio-scientific Issues (SSI) pada larutan penyangga di kelas XI MIPA 1 SMAN 12 Kendari. Jenis penelitian adalah deskriptif kuantitatif. Teknik pengambilan sampel adalah purposive sampling dengan jumlah sampel sebanyak 44 siswa. Instrumen yang digunakan adalah tes esai, angket dan wawancara terstruktur. Hasil analisis data menunjukkan bahwa kemampuan literasi sains siswa menggunakan pendekatan Socio-Scientific Issue (SSI) pada materi larutan penyangga diperoleh rata-rata keseluruhan indikator literasi sains siswa pada aspek kompetensi sains yang diperoleh 74,49 (Baik). Hasil analisis data angket menunjukkan bahwa respon siswa setelah pembelajaran dengan menggunakan pendekatan   Socio-Scientific Issue (SSI) pada materi larutan penyangga penyangga diperoleh rata-rata keseluruhan indikator literasi sains siswa yaitu 2,71 (baik).
The Effect of Project Based Learning on Students’ Learning Outcomes in Colloidal System Elvi Safitri; Esnawi; Abraham Rahman
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v10i3.218

Abstract

This study aims to analyze the effect of the Project Based Learning (PjBL) model on students’ chemistry learning outcomes on the colloid system topic in Grade XI of SMA Negeri 1 Raha. This research employed a quasi-experimental design with a pretest–posttest control group design. The sample consisted of 60 students divided into an experimental class and a control class. The research instruments included a validated multiple-choice achievement test and observation sheets of students’ learning activities and instructional implementation. Data were analyzed using N-gain analysis, normality test, homogeneity test, and an independent sample t-test. The results showed that the posttest and N-gain scores of the experimental class were higher than those of the control class. The t-test result indicated a significant difference between the two classes (p < 0.05). Students’ learning activities in the experimental class were categorized as very good. Thus, PjBL was proven to be more effective than direct instruction.
ANALISIS PERBANDINGAN HASIL BELAJAR KIMIA DASAR DITINJAU DARI TINGKAT PENGALAMAN BELAJAR KIMIA DI SMA PADA MAHASISWA PENDIDIKAN KIMIA ANGKATAN 2022 DAN 2025 FKIP UHO Nora Vita Ode; Esnawi; Abraham Rahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16614

Abstract

This study aimed to describe students’ chemistry learning experiences in senior high school and their Basic Chemistry learning outcomes, as well as to analyze differences in Basic Chemistry learning outcomes between the 2022 and 2025 cohorts and based on chemistry learning experience among 2025 cohort students in the Chemistry Education Study Program, Faculty of Teacher Training and Education, Halu Oleo University. This study employed a quantitative approach with descriptive and comparative methods using an ex post facto design. The sample consisted of 115 students, 48 from the 2022 cohort and 67 from the 2025 cohort selected through purposive sampling. Data were collected using questionnaires to capture respondents’ characteristics and chemistry learning experience in senior high school, as well as documentation of final grades in the Basic Chemistry course. Data were analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that all students from the 2022 cohort had studied chemistry for three years in senior high school, whereas students from the 2025 cohort had varying chemistry learning experiences: 0-1 year, 2 years, and 3 years. Basic Chemistry learning outcomes were dominated by grade B (88 students; 76.5%), followed by grade C (25 students; 21.7%) and grade A (3 students; 2.6%). The Mann-Whitney U test indicated a significant difference in Basic Chemistry learning outcomes between the 2022 and 2025 cohorts (p < 0.05), with the 2025 cohort obtaining a higher mean rank than the 2022 cohort. Among 2025 cohort students, however, no significant difference was found in Basic Chemistry learning outcomes between students with 0-1 year and those with 2-3 years of chemistry learning experience (p > 0.05). These findings indicate that the duration of prior chemistry learning experience does not significantly differentiate students’ Basic Chemistry outcomes, whereas cohort differences are associated with significant variation in learning outcomes.
Co-Authors Abraham Rahman Elvi Safitri La Rudi Muh. Alim Marhadi Muhammad Alim Marhadi Nora Vita Ode Nur Fadillah Putri Radityo Romadi Mudjanto Wa Ode Fikrawati