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All Journal PEDAGOGI UNESA Journal of Chemical Education
Suci Ramadhanti
Universitas Lampung
Chemistry Computer Science & IT Education Other

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Pengaruh Belajar Dari Rumah Terhadap Minat Belajar Anak Usia Dini Suci Ramadhanti; Rizky Drupadi; Ulwan Syafrudin
Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini Vol 7 No 2 (2021): AGUSTUS
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pedagogi.v7i2.7083

Abstract

Penelitian ini bertujuan untuk meneliti pengaruh belajar dari rumah terhadap minat belajar anak usia dini. Peneliti menggunakan jenis pendekatan penelitian kualitatif deskriptif. Adapun populasi dalam penelitian minat belajar ini adalah seluruh anak usia 4-6 tahun di Blok III Taman Sari, Kec. Sungkai Utara dan juga Jln. Dahlia Kotabumi Kota. Sampel yang akan penulis ambil berjumlah keseluruhan 30 anak. 8 anak dari Blok III dan 22 anak dari Jln. Dahlia. Teknik pengambilan sampel yang digunakan adalah random sampling. Hasil Penelitian menunjukkan bahwa adanya penurunan minat belajar anak usia dini saat belajar dari rumah.
EFFECTIVENESS OF FLIPPED LEARNING WITH DEEP LEARNING FRAMEWORK BASED ON MULTIPLE REPRESENTATIONS IN ACID-BASE MATERIAL TO IMPROVE SCIENTIFIC PROCESS SKILLS Suci Ramadhanti; Marina Setyarini; Annisa Meristin; Chansyanah Diawati
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p186-193

Abstract

This study aims to describe the effectiveness of flipped learning with a deep learning framework based on multiple representations on acid-base material to improve science process skills. The population in this study were all grade XI students of SMA Negeri 1 Bandar Lampung in the 2025/2026 academic year. The research sample was taken using a purposive sampling technique and obtained class F.1 as the experimental class and class F.2 as the control class. In the experimental class, flipped learning with a deep learning framework based on multiple representations was applied and the control class was applied with conventional learning. This study is a quasi-experimental study with a non-equivalent control group design. The instrument used was a science process skills pretest–posttest test. Supporting data on student activities were collected using observation sheets. Data analysis in this study included analysis of primary data, supporting data, and hypothesis testing. Hypothesis testing used was a test for differences in two means with an independent sample t-test. The results showed that the average N-gain of students’ science process skills in the experimental class was significantly higher than the control class, with the average N-gain of students’ science process skills in the experimental class being categorized as moderate. It can be concluded that flipped learning with a deep learning framework based on multiple representations on acid-base material is effective in improving students’ science process skills.
Co-Authors Annisa Meristin Chansyanah Diawati Rizky Drupadi Setyarini, Marina Syafrudin, Ulwan