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All Journal Cetta: Jurnal Ilmu Pendidikan Jurnal Riset Pendidikan Kimia (JRPK)
Darwis, Darsef
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Chemistry Education

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Pendekatan STEAM-PjBL untuk Mengembangkan Scientific Creativity Siswa Kelas V Pada Topik Ekosistem dan Magnet Yulia, Dinda Candra; Rahmawati, Yuli; Darwis, Darsef
Cetta: Jurnal Ilmu Pendidikan Vol 7 No 3 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v7i3.3416

Abstract

This research aims to develop students' scientific creativity through the STEAM-PjBL approach. The issues identified during observation were that students were less active during lessons, not enthusiastic about attending classes, and did not pay attention to the teacher's explanations. This was due to the monotonous and less varied teaching methods used by the teacher. The STEAM-PjBL approach was chosen because of its significant impact on developing students' scientific creativity and fostering group collaboration in the context of science learning by relating it to everyday life. This study employs classroom action research with three cycles and two different projects. Data were collected through interviews, observations, reflective journals, researcher notes, and students' scientific creativity results. Unusual use, real advance, technical production, science imagination, science problem solving, creative experimental, and science product are aspects of scientific creativity. This research involved 30 fifth-grade elementary school students. Students worked in groups to create projects related to ecosystem and magnet topics. The results showed that the STEAM-PjBL approach on ecosystem and magnet topics developed scientific creativity. In cycle III, there was a significant improvement in the aspects of unusual use and science imagination, with an increase of 16.25% from the initial scores of 15.83% and 15.42%, respectively. The results of observations on learning activities using the STEAM-PjBL approach can stimulate and develop students' scientific creativity in a scientific context.
PENGARUH PENERAPAN PENALARAN BERBASIS KONSEP MELALUI STRATEGI PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) TERHADAP PRESTASI BELAJAR SISWA PADA MATERI REDOKS Sari, Betania Ratna; Suhartono, Suhartono; Darwis, Darsef
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 7 No. 1 (2017): Jurnal Riset Pendidikan Kimia (JRPK), Volume 7 Nomor 1 (2017)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.435 KB) | DOI: 10.21009/JRPK.071.02

Abstract

This study aims to determine the effect of concept-based reasoning through learning strategy Process Oriented Guided Inquiry Learning (POGIL) to student achievement on the redox subject. This type of research is a quasi-experimental research with a Non-equivalent Control Group Design. The sampling used purposive sampling technique, which obtained by two classes, one as control class using Guided Inquiry Learning (GIL) and the other as experiment class using Process Oriented Guided Inquiry Learning (POGIL). Generated data during the study was analyzed by using descriptive and inferential statistical analysis of t-test. The average posttest grade of the control class is 66.91 while in the experimental class is 71.30. The results showed that there was a difference of chemistry learning achievement in control class and experiment class with tcount = 3.0810; ttable = 1.668 (tcount> ttable). The existence of these differences indicates that the application of concept-based reasoning through Process Oriented Guided Inquiry Learning (POGIL) strategy has a positive effect to students learning achievement on the redox subject. Keywords: POGIL Learning, Learning Achievement, Redox
Pengaruh Model Pembelajaran Guided Discovery Learning Terhadap Literasi Kimia Peserta Didik Pada Materi Larutan Penyangga Darwis, Darsef; Permatasari, Nur Azmi; Nurjayadi, Muktiningsih
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (262.094 KB) | DOI: 10.21009/JRPK.092.02

Abstract

The purpose of this research was to know the effect of guided discovery learning models on students' chemical literacy in the buffer solution material. This research was conducted at SMAN 53 Jakarta in the even semester of the 2018/2019 academic year. The research method was quasi experiment. The sample in this study was selected through purposive random sampling. The study sample consist of two classes, XI MIPA 4 as the control class and Class XI MIPA 3 as the experimental class. The control class gets learning with discussion methods and the experimental class gets learning with guided discovery learning models. Based on the results of data analysis, the value of tcount is 5.568 and the value of ttable is 2.001 with df = 59 and the significance level is α = 0.05. The results of this study indicate that the tcount is greater than ttable (5.568> 2.001), it can be concluded that there is a positive influence on the application of guided discovery learning learning models to students' chemical literacy in the buffer solution material. Keywords Guided Discovery Learning Model, Chemical Literacy, Buffer Solution
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

Abstract

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
Co-Authors Hadinugrahaningsih, Tritiyatma Jayawarsa, A.A. Ketut Monica, Caroline Muktiningsih Nurjayadi Permatasari, Nur Azmi Sari, Betania Ratna Yuli Rahmawati Yulia, Dinda Candra