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All Journal Jurnal Pendidikan Kimia Universitas Riau JURNAL EKSAKTA PENDIDIKAN (JEP) JURNAL PENDIDIKAN TAMBUSAI EDUKATIF : JURNAL ILMU PENDIDIKAN JKPK (Jurnal Kimia dan Pendidikan Kimia) Pelita Eksakta PAKAR Pendidikan Edukimia Hydrogen: Jurnal Kependidikan Kimia Entalpi Pendidikan Kimia Journal of Disruptive Learning Innovation (JODLI) Jurnal Pijar MIPA Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Journal of Educational Sciences Journal of Learning Improvement and Lesson Study Entalpi Pendidikan Kimia Jurnal Pengabdian Pada Masyarakat

Zonalia Fitriza

Universitas Negeri Padang

Author-ID : 1131219

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Title

Evaluasi Kompetensi Pedagogik Guru Kimia Dalam Menyusun Instrumen Penilaian Higher Order Thinking Skill (HOTS) Siswa SMA Andromeda Andromeda; Zonalia Fitriza; Faizah Qurrata 'Aini
Edukimia Vol 2, No 2 (2020): Edukimia - Vol. 02, Issue 02
Publisher : Universitas Negeri Padang

Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.

Deskripsi Keterampilan Berpikir Tingkat Tinggi (HOTS) Peserta Didik Menggunakan Model Guided Inquiry Pada Materi Hukum Dasar Kimia Yeltri Mairoza; Zonalia Fitriza
Edukimia Vol 3, No 1 (2021): Edukimia - Vol. 03, Issue 01
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v3.i1.a214

This study aims to describe the HOTS of students use a guided inquiry model on the basic laws of chemistry. This research is a library research, and the type of library research used is semi-systematic. Sources are secondary data from reputable scientific journals. The documentation method was used in collecting data and data analysis techniques used the Miles and Huberman method. Data analysis activities in the miles and huberman method consist of data reduction, data presentation, and conclusions. Based on the results of the journal review, it is concluded that the guided inquiry model can increase the HOTS of students and can be seen in the exploration, concept formation, application and closing stages of how to use the guided inquiry model in bringing out students HOTS on basic law of chemistry.

Perbandingan Hasil Belajar Kognitif Peserta Didik Melalui Pembelajaran Guided Discovery dan Guided Inquiry pada Materi Kesetimbangan Kimia Winda Fajriati; Zonalia Fitriza
Edukimia Vol 2, No 1 (2020): Edukimia - Volume 02, Issue 01
Publisher : Universitas Negeri Padang

The purpose of this research is to compare the student’s result study who learn using Guided Discovery models and Guided Inquiry models. The research sample is 2 classes XI Science in one of the high schools at SMAN 9 Padang, sample class 1 is the Guided Discovery model treatment and sample class 2 is with the Guided Inquiry model. The research design was Randomized Posttest-Only Comparison Controls Groups Design. The instrument in the study was the learning achievement test (posttest). The results of the study stated that: (1) learning outcomes with the Guided Discovery and Guided Inquiry models there were differences, but not significant. Evidenced by the averages student’s result study of the two classes that have a slight difference, namely sample class 1 (81.86) while sample class 2 (84.36). (2) The results of the statistical test of hypothesis testing with the t test (α = 0.05) obtained tcount = 0.65 and ttable = 1.99. The results show thats the Guided Discovery and Guided Inquiry models effectively improve student learning outcomes.

Keterampilan Berpikir Tingkat Tinggi Siswa Dalam Pembelajaran Model Inkuiri Terbimbing Materi Sistem Koloid: Sebuah Studi Literatur Rizki Anggi Suhairah Nasution; Zonalia Fitriza
Edukimia Vol 3, No 1 (2021): Edukimia - Vol. 03, Issue 01
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v3.i1.a213

The purpose of this study was to describe students higher-order thinking skills in the guided inquiry learning model of the colloid system material. This research is library research using semi-systematic literature review type. The nature of this research is descriptive analysis. The data collection method in this research is the documentation method with the Miles and Huberman data analysis method. The experimental procedure used follows the following stages: 1) Designing a review, 2) Conducting a review, 3) Analysis, 4) Writing a review. The results of this study showed that students high-order thinking skills in guided inquiry model learning colloid system material can be seen in the exploration, concept formation, application, and closing stages.

Deskripsi Keterampilan Komunikasi dan Kolaborasi Siswa SMA pada Pembelajaran Titrasi Asam-Basa dengan Model Inkuiri Terbimbing dan Berbasis Masalah Novita Rizal; Zonalia Fitriza
Edukimia Vol 3, No 1 (2021): Edukimia - Vol. 03, Issue 01
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v3.i1.a212

The research objective was to describe the communication and collaboration skills of high school students in learning acid-base titration with guided inquiry and problem-based models. This type of research is library research with descriptive analysis. Secondary data used are literature in the form of books, journals and assessment rubrics. The data collection method is a documentation method with Miles and Huberman data analysis. Based on the results of the literature review, it was found that students communication and collaboration skills in learning acid-base titration with guided inquiry and problem-based models occurred at each stage. Acid-base titration learning activities using guided and problem-based inquiry models train communication skills when discussing, asking, answering oral and written questions and collaborating when working together in class or in the laboratory.

Korelasi Penilaian Proses Belajar Model Guided Inquiry Learning dan Guided Discovery Learning Dengan Hasil Belajar Formatif Pada Materi Kesetimbangan Kimia Farid Gusranda; Zonalia Fitriza
Edukimia Vol 2, No 2 (2020): Edukimia - Vol. 02, Issue 02
Publisher : Universitas Negeri Padang

This study aims to determine the relationship between the assessment of students’ learning processes that use the Guided Inquiry Learning and Guided Discovery Learning learning models for formative outcomes. This research uses a quantitative approach with correlation analysis between two research variables. Data on the assessment of student learning processes is obtained from the evaluation given during the learning process, which is at the conclusion stage of each meeting. Student formative learning outcomes data were obtained from diagnostic test questions in the form of reasoned multiple-choice questions and descriptions at the end of chemical equilibrium learning. The results showed the relationship between the assessment of learning processes with student learning outcomes classified as High with a correlation coefficient of 0.81 for class XI Science 1 with Guided Discovery learning model and 0.86 for class XI Science 4 with Guided Inquiry learning learning model.

Pengembangan Tes Diagnostik Esai Terstruktur Kimia Materi Titrasi Asam Basa Sebagai Instrumen Analisis Hasil Belajar Siswa Crismonia Rinta; Zonalia Fitriza
Edukimia Vol 4, No 2 (2022): Edukimia - Vol. 04, Issue 02 (July 2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v4.i2.a353

Learning difficulties experienced by students in a subject can affect their learning outcomes. Learning difficulties can be caused by misconceptions experienced by students or knowledge barriers. It can be happened because chemistry has complex materials which require students to comprehend prerequisite concepts before mastering complex concepts. This research aims to develop a Structured Essay Diagnostic Test of Chemistry for acid-base titration material that fulfils good criteria as an instrument for identifying misconceptions, learning barriers, and assessing student learning outcomes. The research procedure consists of 3 stages: determining the content, obtaining information about students misconceptions, and developing a diagnostic test. The SEDToC instrument was tested for validity and reliability. The SEDToC was validated by four educational chemists and high school chemistry teachers. Which was concluded that the SEDToC instrument is valid, and reliable in the very high category. Analysis of the difficulty index of the SEDToC instrument obtained 10 items in the easy category and 18 questions in the difficult category. The analysis of the discriminatory power of the questions was obtained that 6 items were in a bad category, 18 questions were in the sufficient category, three item was in a good category and one item was in a very good category. The results of the study using the SEDToC instrument for acid-base titration materials proved that the SEDToC instrument was able to assess student learning outcomes, identify misconceptions, and material inhibiting students.

Development of Structured Essay Diagnostic Test of Chemistry (SEDToC) as an Instrument for Assessment of Learning Outcomes and Identification of Misconceptions in Reaction Rate Materials Oktayola Silfitri; Zonalia Fitriza
Edukimia Vol 5, No 2 (2023): Vol 5, No 2(2023): Edukimia
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v5.i2.a360

The learning outcomes by learners are influenced by several factors, one of which is that learners have difficulty understanding the concepts because of misconceptions. The development of a structured essay diagnostic test of chemistry in reaction rate aims to identify misconceptions and learning barriers, assess learning outcomes that converge a good instrument criteria in terms of validity, reliability, difficulty index, and discrimination index. The research has three stages, namely determining the content, obtaining information about students' misconceptions, and developing diagnostic tests. The SEDToC instrument was validated by 5 validators. The results indicate that the SEDToC instrument is valid and reliable with an I-CVI value of 1 and Cronbach Alfa value of 0.84. In instrument difficulty index obtained 30% of questions with easy criteria, 60% medium and 10% difficult question. In addition, the discrimination index indicated that 10% of questions in the poor category, 20% sufficient, 40% good, and the rest were categorized as very good.

Co-Authors Achie Keylla Ahmad Raisan R.P Alizar, Alizar Andre End Rico Andromeda Andromeda Andromeda Anggraini, Dwi Shinta Annisa Khairani Putri Aslamiah Al Anshori AYU WULANDARI Crismonia Rinta Destri Endang Lestari Dinn Wahyudin, Dinn Dona Sofia Rahayu Dwi Finna Syolendra Dwi Shinta Anggraini Edi Nasra Faizah Qurrata Aini Faizah Qurrata Aini Faizah Qurratul ‘Aini Fajriah Azra Farid Gusranda Fauzana Gazali Fitri Amelia Gesmawati Gesmawati Ghery Priscylio Gusti Rahmi Haowraida , Haowraida Haowraida Haowraida Haowraida, Haowraida Hikmah Istiqori Ifan Rivaldo Iryani Iryani Iryani Iryani Istiqori, Hikmah iswendi iswendi Iswendi Iswendi Laksmi Dewi, Laksmi Latisma DJ Lestari, Destri Endang Lillah Fitri Liza, Yulia Mona M. Iqbal S.G Mawardi Mawardi Mawardi Mawardi Mawardi Mawardi Mawardi Mawardi Melati Wahyuni Miftahul Khair Minda Azhar Munifa Mahdiah Mutiara Sukma Nadia Julianti Nengsih, Aprilia Wilda Nerisman Faeri Harefa Nindy Aulia Nisa Nofri Yuhelman Novita Rizal Oktayola Silfitri Putri Permatasari, Putri Real Fandi Rifka Andani Riga Riga Rizki Anggi Suhairah Nasution Siti Sarah Sophia Elvira Suci Sukmawati Sukma, Mutiara Surah, Niken Suryani, Okta Suryelita Suryelita . Tessa Faradilla Ulfa Autafia Ulianas, Alizar Vernando, Vigo Vika Aumi Viona Maharani Winda Fajriati Yeltri Mairoza Yerimadesi Yerimadesi Yerimadesi Yulia Mona Liza Yurmaniati, Yurmaniati ‘Aini, Faizah Q

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