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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Esnawi
Universitas Halu Oleo
Education

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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).
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 Muhammad Alim Marhadi Nora Vita Ode Wa Ode Fikrawati