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All Journal Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Nurfajriani Nurfajriani
Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

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Hasil Belajar Siswa pada Pembelajaran PBL dan Inkuiri Terbimbing Berbantuan PhET pada Materi Laju Reaksi Agnesia Marpaung; Nurfajriani Nurfajriani
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1434

Abstract

Chemistry learning on reaction rates requires a learning model that can improve conceptual understanding and student learning outcomes through active involvement in the learning process. This study aims to determine the differences in student learning outcomes between Problem-Based Learning (PBL) and guided inquiry models assisted by PhET simulations on reaction rates. This study was a quasi-experimental study with a two-group pretest-posttest design. The study population was all eleventh-grade students of SMA Negeri 8 Medan, with a sample of 64 students selected using a purposive sampling technique. The research instrument was a learning outcome test. Data were analyzed using an independent sample t-test assisted by SPSS. The results showed a significant difference in student learning outcomes between the PBL and guided inquiry classes (Sig. 0.000 < 0.05). The average student learning outcome in the PBL class was 80.47, higher than the guided inquiry class at 70.16. Thus, the Problem Based Learning (PBL) model assisted by PhET simulations is more effective in improving student learning outcomes on reaction rates than the guided inquiry model.
Pengaruh Model Problem Based Learning Berbantuan Teka Teki Silang terhadap Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elektrolit Sarah Christen Ginting; Nurfajriani Nurfajriani
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 3 (2026): July (In Progress)
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i3.1435

Abstract

The low learning outcomes of students on electrolyte and non-electrolyte solutions require the application of active and innovative learning models. This study aims to determine the effect of the Problem Based Learning (PBL) model assisted by crossword puzzles on student learning outcomes on electrolyte and non-electrolyte solutions for grade XI of senior high school. The study was conducted at SMA Negeri 6 Mandau using a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 70 students divided into two classes, namely class XI IPA 3 as the experimental class and class XI IPA 5 as the control class. The research instrument was a multiple-choice learning outcome test that had been tested for validity, reliability, difficulty level, and discrimination power of the questions. Data were analyzed using the N-Gain test and independent sample t-test. The results showed that the average post-test score of the experimental class was 79.81, higher than the control class at 67.61. The results of the N-Gain test showed an increase in learning outcomes of the experimental class by 0.72 (high category), while the control class was 0.57 (medium category). Based on the hypothesis test using an independent sample t-test, a significance value (sig. < 0.05) was obtained. Therefore, it can be concluded that the crossword puzzle-assisted PBL model has a positive and significant effect on student learning outcomes.
Co-Authors Agnesia Marpaung Sarah Christen Ginting