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<![CDATA[Pengembangan Tes Diagnostik Esai Terstruktur Kimia Materi Titrasi Asam Basa Sebagai Instrumen Analisis Hasil Belajar Siswa ]]>
<![CDATA[Crismonia Rinta]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Edukimia Vol 4, No 2 (2022): Edukimia - Vol. 04, Issue 02 (July 2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/ekj.v4.i2.a353
<![CDATA[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.]]>
<![CDATA[Correlation of The Implementation of The Scientific Approach with Critical Thinking and Problem Solving Skills of Students on Benzene Material ]]>
<![CDATA[Destri Endang Lestari]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Journal of Educational Sciences Vol 6, No 4: October 2022 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.6.4.p.625-636
<![CDATA[The 2013 curriculum demands the use of a scientific approach in the learning process. Based on the questionnaire distributed to 10 chemistry teachers in Padang City, it was found that the scientific approach had not been implemented, and students' critical thinking and problem solving skills were still low. The purpose of this research is to describe the correlation of scientific approach with critical thinking and problem solving skills. This type of research is descriptive research with simple random sampling technique. The study was conducted on 33 students in one high school in Padang City. The instruments used are document analysis sheets to see the completeness of teacher documents, observation sheets to see the implementation of the scientific approach, Structured Essay Diagnostic Test of Chemistry (SEDToC) to measure students' critical thinking and problem solving skills on benzene material. The results of the study indicate that the planning prepared by the teacher through the lesson plans has been implemented, but the implementation has not been carried out according to the scientific approach. After learning with a scientific approach, the SEDToC instrument was then given to measure students' critical thinking and problem solving skills. As many as 69% of students are classified as uncritical, 13% are quite critical, 18 are less critical and no students are classified as critical. While the problem solving ability of students is 100% low. The correlation test shows that the implementation of the scientific approach has a positive correlation with students' critical thinking and problem solving abilities.]]>
<![CDATA[The Effect of LSLC - Based Problem Based Learning Model on Student Learning Outcomes on Atomic Structure Material – Nanomaterials for Class X SMA Penggerak ]]>
<![CDATA[Hikmah Istiqori]]>;
<![CDATA[Zonalia Fitriza]]>;
<![CDATA[Haowraida Haowraida]]>
<![CDATA[ Journal of Educational Sciences Vol 6, No 4: October 2022 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.6.4.p.550-560
<![CDATA[A proper learning process can improve student learning outcomes. Therefore, appropriate learning models and systems are needed. The LSLC-based Problem Based Learning (PBL) model can be used as a solution. This study aims to determine the effect of the LSLC-based PBL model on learning outcomes in the aspects of knowledge, skills, and attitudes of students on the atomic structure-nanomaterial. This study is a quasi experimental with a randomized posttest only control group design.Which was held to two classes of class X SMAN 9 Padang. The results show that the learning outcomes were normally distributed and had a homogeneous variance. Therefor, the t-test was done to test the hypothesis which the demonstrated Tcritical> Ttable. For those three kinds of learning outcomes, which were knowledge learning outcomes (1.9595 > 1.669); skill learning outcomes (1.9752 > 1.8124); attitude learning outcomes (2.4206 > 1.8124). The result prove that of the application of the LSLC-based PBL model on the atomic structure-nanomaterial topic has a significant effect on improving knowledge, skills, and attitude.]]>
<![CDATA[Comparison of Learning Outcomes for Acid-Base Materials Using Guided Discovery Models and Guided Inquiry Learning With Buzz Group Discussion Techniques ]]>
<![CDATA[Mutiara Sukma]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Journal of Educational Sciences Vol 6, No 4: October 2022 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.6.4.p.697-706
<![CDATA[The learning process using a scientific approach was not carried out effectively during Covid-19, due to time constraints that affected learning outcomes. Therefore, the learning process was carried out using guided discovery and guided inquiry models with buzz group discussion techniques. This study aims to compare student learning outcomes using guided discovery and guided inquiry models with buzz group discussion techniques for acid-base material. This type of research is an experimental study with a randomized posttest-only comparison group design. Samples were taken by random sampling technique, selected class XI IPA 3 as experimental class 1 (guided inquiry) and XI IPA 4 as experimental class 2 (guided discovery). Learning outcomes were obtained from posttest results and data analysis techniques using a t-test. The results of data processing obtained that the learning outcomes in the experimental class 1 (78.38) were higher than the experimental class 2 (74.82) and the t-test analysis was 0.039. Based on the results of data analysis, it was concluded that learning outcomes using guided inquiry and guided discovery models with buzz group discussion techniques for acid-base class XI IPA MAN 1 Bukittinggi were significantly different.]]>
<![CDATA[DESKRIPSI HASIL BELAJAR SISWA, MISKONSEPSI, DAN MATERI PENGHAMBAT SERTA KAITANNYA DENGAN KETERLAKSANAAN PELAKSANAAN PENDEKATAN SAINTIFIK PADA MATERI HIDROLISIS GARAM ]]>
<![CDATA[Gesmawati Gesmawati]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Jurnal Pendidikan Kimia Universitas Riau Vol 8, No 1 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Riau (UNRI) ]]>
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DOI: 10.33578/jpk-unri.v8i1.7848
<![CDATA[Pendekatan saintifik perlu diterapkan dalam pembelajaran di kurikulum 2013. Berdasarkan angket yang disebarkan kepada 10 guru di Kota Padang sebanyak 80% guru mengalami kesulitan melaksanakan pendekatan saintifik, disebabkan karena alokasi waktu terbatas, sehingga pendekatan saintifik tidak terlaksana secara maksimal. Tujuan penelitian ini untuk mendeskripsikan hasil belajar, miskonsepsi, dan materi penghambat serta kaitan keterlaksanaan pendekatan saintifik dengan hasil belajar pada materi hidrolisis garam. Penelitian ini menggunakan Mixed Method dengan desain Convergent Mixed Parallel design. Populasi pada penelitian ini seluruh siswa kelas XI di salah satu MAN di Kota Padang dengan menggunakan teknik Purposive Sampling. Instrumen yang digunakan ada tiga yaitu instrumen analisis dokumen, lembar observasi, dan Structure Essay Diagnostic Test of Chemistry (SEDToC) hidrolisis garam. Data diperoleh dianalisis menggunkan analisis Miles dan Huberman, uji normalitas, dan uji korelasi. Hasil penelitian menunjukkan bahwa komponen RPP guru belum lengkap dengan kategori kurang. Berdasarkan hasil penelitian didapatkan juga bahwa tidak ada satupun siswa yang mencapai KKM. Miskonsepsi disebabkan karena adanya materi penghambat, materi penghambat yang banyak dialami siswa adalah pada materi asam basa dengan persentase 70%. Uji korelasi menunjukkan]]>
<![CDATA[KKORELASI KETERLAKSANAAN PENDEKATAN SAINTIFIK DENGAN KETERAMPILAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH PESERTA DIDIK PADA MATERI HIDROLISIS GARAM ]]>
<![CDATA[Nerisman Faeri Harefa]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Jurnal Pendidikan Kimia Universitas Riau Vol 8, No 1 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Riau (UNRI) ]]>
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DOI: 10.33578/jpk-unri.v8i1.7852
<![CDATA[Tujuan dari dari penelitian ini yaitu mendeskripsikan korelasi keterlaksanaan pendekatan saintifik dengan keterampilan berpikir kritis dan pemecahan masalah peserta didik pada materi hidrolisis garam. Jenis penelitian yang digunakan pada penelitian ini adalah jenis penelitian deskriptif dengan menggunakan pendekatan kuantitatif. Analisis data yang digunakan pada peneltian ini adalah untuk mengetahui hipotesis korelasi dapat di terima atau ditolak. Instrumen yang digunakan adalah instrumen SEDToC (Structured Essay Diagnostics Test of Chemistry). Hasil dari penelitian ini adalah Hasil analisis tingkat berpikir kritis peserta didik yang diperoleh adalah 83,33% untuk tidak kritis, untuk tingkat kurang kritis yaitu sebesar 10% peserta didik serta kategori cukup kritis yaitu sebesar 6,66% peserta didik dan untuk kategori kritis yaitu 0%. Hasil analisis tingkat pemecahan masalah peserta didik yang diperoleh secara umum adalah 46,66% peserta didik kategori rendah, untuk tingkat sedang yaitu sebesar 46,66 peserta didik, kategori tinggi yaitu sebesar 6,66% peserta didik dan untuk kategori sangat yaitu 0%. Korelasi pendekatan saintifik dengan berpikir kritis peserta didik diperoleh nilai koefisien korelasi = 0,656 dan signifikansi = 0,000 sedangkan korelasi pendekatan saintifik dengan pemecahan masalah diperoleh nilai koefisien korelasi = 0.710 dan signifikansi = 0.000.]]>
<![CDATA[Analisis Miskonsepsi pada Materi Hidrokarbon Menggunakan Instrumen Two-Tier Diagnostic Test di SMA Pertiwi 1 Padang ]]>
<![CDATA[Yulia Mona Liza]]>;
<![CDATA[Alizar Alizar]]>;
<![CDATA[Zonalia Fitriza]]>;
<![CDATA[Iryani Iryani]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 2 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v2i1.125
<![CDATA[The concept is an understanding of an individual or a group of people who is expressed in the form of a meaning that produces knowledge. Misconceptions of students that appear continuously will interfere with the formation of scientific conceptions and can affect student learning outcomes. Therefore it is necessary to analyze the misconceptions of students. One of the diagnostic tests that can be used is a two-tier multiple choice test or known as a two-tier multiple choice, the first level is the question being tested while the second level contains the reasons for the answer to the first level. This study aims to analyze misconceptions and determine the percentage of students' misconceptions on hydrocarbon material using descriptive methods. The subjects were 27 students of class XI IPA 2 in SMA Pertiwi 1 Padang. The research instrument was a Two Tier Multiple Choice diagnostic test by dividing students' conceptual understanding into the categories of conceptual understanding, misconception, and conceptual misunderstanding. The results showed that the percentage of students' conceptual understanding in the concept understanding category was 31%, misconception was 36%, and did not understand the concept by 34% on hydrocarbon material. Students' misconceptions on hydrocarbon material at SMA Pertiwi 1 Padang were categorized as moderate. Konsep merupakan pemahaman individu atau sekelompok orang yang diungkapkan dalam bentuk pengertian yang menghasilkan suatu pengetahuan. Miskonsepsi peserta didik yang muncul terus menerus akan mengganggu pembentukan konsepsi ilmiah dan dapat mempengaruhi hasil belajar peserta didik. Oleh sebab itu perlu dilakukan analisis miskonsepsi peserta didik. Salah satu tes diagnostik yang dapat digunakan adalah tes pilihan ganda bertingkat dua atau dikenal sebagai two-tier multiple choice, tingkat pertama merupakan pertanyaan yang diujikan sedangkan tingkat kedua berisi alasan atas jawaban pada tingkat pertama. Penelitian bertujuan untuk menganalisis miskonsepsi dan menentukan persentase miskonsepsi peserta didik pada materi hidrokarbon dengan metode deskriptif. Subjek penelitian ini adalah peserta didik kelas XI IPA 2 di SMA Pertiwi 1 Padang yang berjumlah 27 orang. Instrumen penelitian berupa tes diagnostik Two Tier Multiple Choice dengan membagi pemahaman konsep peserta didik dalam kategori paham konsep, miskonsepsi, dan tidak paham konsep. Hasil penelitian menunjukkan bahwa persentase pemahaman konsep peserta didik pada kategori paham konsep sebesar 31%, miskonsepsi sebesar 36%, dan tidak paham konsep sebesar 34% pada materi hidrokarbon. Miskonsepsi peserta didik pada materi hidrokarbon di SMA Pertiwi 1 Padang termasuk kriteria sedang.]]>
<![CDATA[Description of Learningg Outcomes, Misconceptions, and Inhibitory Materials, and Their Relationship With The Implementation of The Scientific Approach ]]>
<![CDATA[Aslamiah Al Anshori]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 3 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v3i2.266
<![CDATA[The 2013 curriculum requires the application of scientific approach in learning. As many as 53.84% of the 13 chemistry teachers in West Sumatra experienced difficulties in implementing scientific approach cause the limited time allocation and low student learning outcomes.This study aims to describe learning outcomes, misconceptions, and inhibitory materials and the relationship between the implementation of the scientific approach to the chemical bonding material. This descriptive research uses Mixed Method with Convergent mixed parallel design. The population is the students of X class SMA in Pasaman Regency with sample of class X MIPA. Data were collected using document analysis, observation methods, and tests. The data were analyzed using the Miles & Huberman analysis technique, normality test, and correlation test. The results of this study indicate that the scientific approach has not been implemented properly. Student learning outcomes <4% and as many as 61 types of misconceptions were identified cause the presence of inhibitory materials such as atomic stability for chemical bonds, PEI and PEB for molecular geometry, and Lewis structures for intermolecular interactions. The results of the analysis concluded that there was a correlation between the implementation of the scientific approach and learning outcomes with a significance of 0.00 and a correlation coefficient of 0.617. So, the implementation of the scientific approach affects student learning outcomes.]]>
<![CDATA[Peningkatan Kompetensi Profesional MGMP Kimia Kabupaten Pasaman Sebagai Pembina Siswa Menghadapi Olimpiade Sains Nasional (OSN) ]]>
<![CDATA[Edi Nasra]]>;
<![CDATA[Fajriah Azra]]>;
<![CDATA[Zonalia Fitriza]]>;
<![CDATA[Riga Riga]]>;
<![CDATA[M. Iqbal S.G]]>;
<![CDATA[Tessa Faradilla]]>;
<![CDATA[Ahmad Raisan R.P]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 7 No 4 (2022): Jurnal Pengabdian Pada Masyarakat ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202274.248
<![CDATA[IMPROVİNG THE PROFESSİONAL COMPETENCE OF MGMP CHEMİSTRY İN PASAMAN REGENCY AS STUDENT COACHES FACİNG THE NATİONAL SCİENCE OLYMPİAD (OSN). Teacher training for National Science Olympiad (OSN) coaches is carried out as an effort to improve the professional competence of the Pasaman Regency Chemistry MGMP to prepare students to take part in competitions at the district and provincial levels. The ability of teachers prior to participating in the training was identified using pre-tests originating from OSN questions for the last five years. The training was carried out through analysis of OSN-K (City/District Level) and OSN-P (Provincial Level) questions for the last 5 years in 5 groups, and each group made written discussions which were compiled into modules that could be used by the trainees to prepare students in their respective schools. After that, discussions on HOTS questions in the fields of Inorganic Chemistry, Organic Chemistry, Physical Chemistry, Analytical Chemistry and Biochemistry were given by the resource persons. At the end of the activity, a final test is given to see the effectiveness of the training. The results of the pre-test and post-test showed an increase in participants' understanding of 23.51. In addition, the response to the activity evaluation questionnaire obtained an average questionnaire of 3.47 (scale 4), which means that the training is in the good category.]]>
<![CDATA[Perbandingan Hasil Belajar Titrasi Asam basa menggunakan Model Guided Discovery dan Inquiry Learning dengan Teknik Diskysi Buzz Group ]]>
<![CDATA[Gusti Rahmi]]>;
<![CDATA[Zonalia Fitriza]]>
<![CDATA[ Entalpi Pendidikan Kimia Vol 4 No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/epk.v4i1.321
<![CDATA[The COVID-19 pandemic has affected the education system in Indonesia, especially in the implementation of learning. Due to a lack of time, learning using a scientific approach does not go well. One way to overcome time constraints is to use discussion techniques in learning. Therefore, research is needed that aims to compare student learning outcomes using the Guided Inquiry and Discovery Learning learning models using the Buzz Group discussion technique on acid-base titration material. The research population was all students of class XI, IPA MAN 1, Kota Bukittinggi, consisting of 4 classes. The sample is determined by the random sampling technique. Class XI IPA 1, the experimental class, uses the guided inquiry model, and class XI IPA 2, the experimental class, uses the guided discovery model with the buzz group discussion technique. Posttest data collection was done in the form of essay questions, with a total of 65 questions. The results showed that there were differences in the average scores of the two experimental classes. Based on the results of hypothesis testing, it was concluded that learning using the guided inquiry and guided discovery models with the buzz group discussion technique differed significantly.]]>
