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Pengaruh Strategi “REACT” Terhadap Literasi Kimia Peserta Didik Kelas X MIA Pada Pembelajaran Reaksi Redoks Hadinugrahaningsih, Tritiyatma; Rosita, Rosita; Kurniadewi, Fera
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 9 No. 1 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 1 (2019)
Publisher : LPPM Universitas Negeri Jakarta

This study aims to determine the effect of REACT strategy on the chemical literacy of 10th grade students on learning redox reactions. The survey conducted in the even semester of the 2018/2019 academic year at one of public senior high school in Jakarta. The method used in this research was Quasi Experiment with Posttest Only Control Group Design. The sample used in this study was obtained through a purposive sampling technique to get two classes, X MIA 2 as an experimental class applied REACT strategy, and X MIA 1 as a control class applied active learning. The data was taken based on pretest and posttest score from using chemical literacy instruments. The results showed that the average posttest score of experimental class (67,324) was higher than the control class (54,030). Based on the calculation of the t-test obtained the value of count (3.827) and table (1,668) at the significance level of 5%. Therefore, the value of count > table, Then H0 is rejected and H1 is accepted. So, it can be concluded that the use of REACT strategy has a positive effect on student’s chemical literacy on redox reaction material. Keywords Chemical literacy, redox reactions, REACT strategy

Pengaruh Laboratorium Virtual dalam Kegiatan Praktikum Terhadap Keterampilan Laboratorium Siswa pada Materi Titrasi Asam Basa Iftitah Hauriyah; Muhab, Sukro; Hadinugrahaningsih, Tritiyatma
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 9 No. 2 (2019): Jurnal Riset Pendidikan Kimia (JRPK), Volume 9 Nomor 2 (2019)
Publisher : LPPM Universitas Negeri Jakarta

This research aims to determine the effect of virtual laboratory on student laboratory skills on acid-base titration in SMAN 26 Jakarta. The subject of this study was XI IPA 1 as control group and XI IPA 3 as experiment group and was conducted on February through March 2019. The method that used in this research is quasi experiment with posttest only control group design. The sample was chosen by purposive sampling technique. The experiment group uses virtual laboratory in practical activities, while the control group uses assistance in practical activities. The result showed that the average score of the posttest in experiment group was 80.77 while the control group is 67.04. Meanwhile, the result of t-test shows that tobtined was 6,625 > ttable was 1,67. It means there is a difference on student’s laboratory skills between the experiment group and control group. Therefore, it can be conclude that the virtual laboratory in practical activities has a positive effect on student’s laboratory skills on acid base titration. Keywords Virtual laboratory, Laboratory skills, Acid base titration

Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) Terhadap Hasil Belajar Siswa Kelas X MIA pada Pokok Bahasan Larutan Elektrolit dan Non Elektrolit Monica, Caroline; Hadinugrahaningsih, Tritiyatma; Darwis, Darsef
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 11 No. 1 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 1 (2021)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.111.01

This research is aiming to discover effect of the application of Team Assisted Individualization type of cooperative learning model towards learning outcomes students of class X MIA in the subject of electrolyte and non-electrolyte solutions. The design research used in this research is posttest-only nonequivalent control group. This research is performed in Class X MIA, 27 Senior High School Jakarta in academic year of 2018/2019. Sampling technique used in this research is purposive sampling, thus Class X MIA 1 defined as experiment class and Class X MIA 2 defined as control class. The learning model used in experiment class is Team Assisted Individualization learning model, while in the control class is using Active Learning. The results show that there’s a difference in student learning outcomes in experimental class and control class (tcount = 1,995; ttable = 1,668, tcount > ttable). It can be concluded that learning activities using Team Assisted Individualization learning models have a positive influence on student learning outcomes on the subject of electrolyte and non-electrolyte solutions. Keywords:Team Assisted Individualization Learning Model, StudentLearning Outcomes, Electrolyte andNon-electrolyte Solutions

Pengaruh Gaya Kognitif Terhadap Hasil Belajar Kimia pada Materi Redoks dengan Menggunakan Model Contextual Teaching and Learning Sekarrini, Olgarinda; Hadinugrahaningsih, Tritiyatma; Muhab, Sukro
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 11 No. 1 (2021): Jurnal Riset Pendidikan Kimia (JRPK), Volume 11 Nomor 1 (2021)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.111.02

This study aims to compare the chemistry learning outcomes in redox between students who have the cognitive style of the Field Dependent and Field Independent on the Contextual Teaching and Learning model. This research was performes in X MIA class, SMA 36 Jakarta. The research method used is quantitative with comparative techniques. Sampling in this study used a purposive sampling technique. Learning used in two classes is the Contextual Teaching and Learning model. The instruments used are in the form of Group Embedded Figure Test (GEFT) and posttest. The data obtained are then analyzed using the t-test. The average learning outcomes obtained by students with the Field Independent cognitive style were 80.77 and in students with the Field Dependent cognitive style was 54.58. The results showed differences in student learning outcomes between students with Independent Field cognitive style and students with Field Dependent cognitive style (tcount = 10.62; ttable = 1.68, tcount> ttable). So that it can be concluded that the cognitive style can have a positive effect on student learning outcomes at redox with the Contextual Teaching and Learning model. Keywords: Cognitive Style, Learning Outcomes, Redox

Pendekatan Dilemmas Stories Pada Materi Larutan Penyangga Dengan Metode Think Pair Square (TPSq) Lisdiana, Hayyun; Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 13 No. 2 (2023): Jurnal Riset Pendidikan Kimia (JRPK), Volume 13 Nomor 2 (2023)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.132.09

The aim of this study is to understand the integration and implication of dilemmas stories approach in learning the buffer solution using the think pair square (TPSq) method related to students‟ soft skills. The subject of this study is XI MIA 5 Senior High School 2 Tangerang, of forty students. This study is conducted from January 2015 until July 2015. This study used interterpretivism paradigm approach using the qualitative method. The focused of this study is the learning process and implication using dilemmas stories in learning the buffer solution using the think pair square (TPSq) method. This study consists two steps: preparation step and execution step. The sources of the data are the interviews with the students, the students reflective journals, and class observation supported by CCVLES questionnaire consisting seven indicators. The data collecting procedure refers to the seven indicators: emotion towards the story, plot, teacher support, teamwork, communication empathy, critical thinking, and contextual chemistry. Quality standards used in this study are credibility by using prolonged engagement, progressive subjectivity, dan member checking. Based on this study, it is found that the students are interested and motivated to learn chemistry through stories. They also learn to work in team, learn to appreciate other‟s opinions, and learn to solve problems in chemistry by thinking critically. Confidence, responsibility, curiosity, and creativity can be seen through the posters and videos created by the students in the final step of the learning. Dilemmas Stories can be used as an alternative in learning the buffer solution.

Integrating Dilemma Stories into Chemistry Learning: Analyzing Students’ Critical Thinking Skills Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Syaadah, Rika Siti; Dewi, Fitri Sumalia; Az-Zahra, Shakira; Tamarani, Fitri
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40449

Critical thinking is a key competency for 21st-century students, essential for logical reasoning, decision-making, and academic success. However, studies indicate that Indonesian students often exhibit low levels of critical thinking. Chemistry, particularly topics like oxidation-reduction reactions, offers real-life applications, such as waste oil disposal, that can be leveraged to improve these skills. This study aims to analyze the effectiveness of integrating dilemma stories into project-based learning (PBL) to enhance students' critical thinking skills in the context of oxidation-reduction reactions. The study was conducted at SMAN 77 Jakarta with 36 students from Class X Mathematics and Natural Science 2. A qualitative approach was used, with data collected through observations, reflective journals, interviews, and critical thinking tests. The integration of dilemma stories in PBL was implemented through five stages: value reflection, problem-solving, project development, monitoring and evaluation, and transformation. The findings indicate significant improvements in students' critical thinking, creativity, collaboration, and problem-solving skills. Based on test results, students achieved level 3 (Acceptable) in critical thinking. The approach also enhanced their understanding of chemical concepts and awareness of addressing real-world problems. The integration of dilemma stories within PBL has proven effective in fostering critical thinking and other 21st-century skills in chemistry learning. This approach can serve as a model for innovative educational practices in STEM subjects.

Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction Fatacharmita, Tasya; Hadinugrahaningsih, Tritiyatma; Irwanto, Irwanto
Journal of Computers for Science and Mathematics Learning Vol. 1 No. 2 (2024): Journal of Computer for Science and Mathematics Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/thnvb502

This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.

Integrating Dilemma Stories into Chemistry Learning: Analyzing Students' Critical Thinking Skills Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Syaadah, Rika Siti; Dewi, Fitri Sumalia; Az-Zahra, Shakira; Tamarani, Fitri
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.40449

Critical thinking is a key competency for 21st-century students, essential for logical reasoning, decision-making, and academic success. However, studies indicate that Indonesian students often exhibit low levels of critical thinking. Chemistry, particularly topics like oxidation-reduction reactions, offers real-life applications, such as waste oil disposal, that can be leveraged to improve these skills. This study aims to analyze the effectiveness of integrating dilemma stories into project-based learning (PBL) to enhance students' critical thinking skills in the context of oxidation-reduction reactions. The study was conducted at SMAN 77 Jakarta with 36 students from Class X Mathematics and Natural Science 2. A qualitative approach was used, with data collected through observations, reflective journals, interviews, and critical thinking tests. The integration of dilemma stories in PBL was implemented through five stages: value reflection, problem-solving, project development, monitoring and evaluation, and transformation. The findings indicate significant improvements in students' critical thinking, creativity, collaboration, and problem-solving skills. Based on test results, students achieved level 3 (Acceptable) in critical thinking. The approach also enhanced their understanding of chemical concepts and awareness of addressing real-world problems. The integration of dilemma stories within PBL has proven effective in fostering critical thinking and other 21st-century skills in chemistry learning. This approach can serve as a model for innovative educational practices in STEM subjects.

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