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

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Pengembangan Modul Berbasis SETS (Science, Environment, Technology, and Society) Berbantuan Quick Response Code (QR-Code) pada Materi Hidrokarbon Kelas XI SMA/MA Najma Andzar Rumaysa; Makharany Dalimunthe
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.457

Abstract

The research on the development of SETS (Science, Environment, Technology, and Society)-based modules assisted by QR-Code (Quick Response Code) on hydrocarbon material aims to: 1) determine the feasibility of the developed module in accordance with BSNP standards; 2) determine the response of students to the module; and 3) determine the effectiveness of the developed module on student learning outcomes on hydrocarbon material. The research method used is Research & Development (R&D) with the 4D model (Define, Design, Develop, and Disseminate). The final product is a printed module that is tested for module feasibility by material experts and media experts, as well as response tests and effectiveness tests by 29 students of class XI IPA 1 SMA Cerdas Murni. The results of the percentage of module feasibility in the overall study were 88.81% in the feasible category, in content feasibility 88.06%, presentation feasibility 89%, language feasibility 89.5%, and graphic feasibility 88.67%. The results of the percentage of overall student responses were obtained at 88.09% in the very high category, and in the interest aspect 86.36%, the material aspect 89.16%, and the language aspect 88.74%. The effectiveness of the module on student learning outcomes with the N-Gain test obtained an average of 0.78 in the high category, and the module was effective in improving learning outcomes. It can be concluded that the SETS (Science, Environment, Technology, and Society)-based module assisted by QR-Code on hydrocarbon material is feasible to use and gets a positive response in its use, and is effective in improving student learning outcomes.
Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) terhadap Efikasi Diri dan Hasil Belajar Siswa pada Materi Asam Basa Kelas XI SMA Anisya Humaida Hasibuan; Makharany Dalimunthe
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.510

Abstract

The purpose of this study was to determine the significant effect of the Two Stay Two Stray (TSTS) cooperative learning model on students' self-efficacy and learning outcomes, and to determine the correlation between self-efficacy and learning outcomes at SMA Swasta Cerdas Murni. The research sample was taken using a cluster sampling technique, namely class XI IPA 3 as the experimental class and XI IPA 1 as the control class. The instruments used were objective tests to measure learning outcomes and non-test questionnaires to measure self-efficacy. Data analysis was carried out through normality, homogeneity, linearity tests, and hypothesis tests using independent sample t-tests and correlation tests. The results showed that the average self-efficacy and student learning outcomes increased significantly after learning. The N-Gain value of self-efficacy in the experimental group was 0.5486 while the learning outcomes were 0.8212, both of which were higher than the control group. For learning outcomes, the N-Gain value of the experimental class (0.8212) was also higher than the control class (0.7515). The t-test results showed a significant difference between the experimental and control groups in terms of self-efficacy and student learning outcomes (p < 0.05). Furthermore, there was a significant correlation between self-efficacy and learning outcomes (p = 0.001). Thus, TSTS-based learning has been proven effective in improving student self-efficacy and learning outcomes, and there is a strong positive relationship between the two variables.
Co-Authors Anisya Humaida Hasibuan Najma Andzar Rumaysa