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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam TARBIYA : Journal Education in Muslim Society Jurnal Riset Pendidikan Kimia (JRPK) JCER (Journal of Chemistry Education Research)
Fairusi, Dila
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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Peningkatan Motivasi Belajar Siswa Dengan Penggunaan Laboratorium Virtual Phet (Physics Education Technology) Pada Materi Asam-Basa : Increasing The Use Of Phet (Physics Education Technology) Virtual Laboratory On Learning Motivation On Acid-Base Material Alfauzia, Raysa; Agung, Salamah; Fairusi, Dila
Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 13 No. 2 (2024): Juli 2024
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jmpmipa.v13i2.28616

Abstract

Tujuan dari penelitian ini adalah untuk menentukan 1) uji prasyarat instrumen penelitian 2) uji n-gain 3) peningkatan penggunaan laboratorium virtual PhET (Physics Education Technology) terhadap motivasi belajar pada materi asam-basa. Metode yang digunakan adalah deskriptif kuantitatif pada 33 siswa kelas eksperimen dan 33 siswa kelas kontrol SMAN 1 Panggarangan yang dipilih dengan metode purposive sampling. Data dikumpulkan melalui kuesioner yang berisi 20 item. Hasil uji prasyarat instrumen penelitian dinyatakan valid, reliabel, dan data terdistribusi secara normal. Uji N-Gain kelas eksperimen pada kategori sedang dan kelas kontrol pada kategori rendah. Penggunaan laboratorium virtual PhET memberikan pengalaman pembelajaran yang menarik, interaktif, dan relevan, sehingga motivasi siswa untuk terlibat dalam proses belajar mengalami peningkatan dari tingkat motivasi rendah menjadi tingkat motivasi sedang. Penggunaan laboratorium virtual PhET dirancang secara khusus untuk memikat perhatian siswa dan mendorong mereka untuk aktif terlibat dalam membangun pemahaman konsep-konsep kimia pada materi asam-basa melalui eksperimen. Penelitian ini dapat digunakan sebagai alternatif praktik menggunakan media virtual dengan kegiatan yang melibatkan teknologi dan pendekatan pedagogi berdasarkan simulasi yang disesuaikan dengan kebutuhan proses pembelajaran.
Hubungan Gaya Belajar terhadap Hasil Belajar Kimia Novela, Dalva; Irwandi, Dedi; Fairusi, Dila
Jurnal Riset Pendidikan Kimia (JRPK) Vol. 12 No. 1 (2022): Jurnal Riset Pendidikan Kimia (JRPK), Volume 12 Nomor 1 (2022)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.121.04

Abstract

This purpose of this study is to determinethe relationship between learning styles with unimodal, bimodal, trimodal, and quadmodal student chemistry learning outcomes. The research subjects were 160 students of class XI IPA SMAN 4 South Tangerang. The research was conducted because each student has a different learning style and affects learning outcomes. The learning style used is VARK (Visual, Audio, Read and Kinesthetic). Based on the results of the reliminary analysis, students do not know their learning styles and there are still many students who have chemistry learning outcomes below the Minimum Completeness Criteria (KKM). The research method used is a correlational method with a cross sectional approach. Data were collected by using questionnaires and documentation techniques. Before the questionnaire was given to students, the validity and reliability were tested. The results of bivariate analysis using the contingency correlation test obtained p-value <0.05, so it can be concluded that there is a positive relationship between learning styles and chemistry learning outcomes for students of class XI MIPA SMAN 4 South Tangerang. The results of the univariate analysis showed that the most common learning styles were quadmodal (Visual, Audio, Read and Kinesthetic) 54 students (34%), unimodal 37 students (23%), trimodal 36 students (22%) and bimodal 33 students (21%). The results of learning chemistry obtained low scores as many as 89 students and high scores as many as 71 students. Keywords Learning Styles, Learning Outcomes, VARK
THE RELATIONSHIP OF METACOGNTIVE KNOWLEDGE WITH METACOGNITIVE AWARENESS IN STUDENTS Parestu, Bina Putri; Milama, Burhanudin; Fairusi, Dila
JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v8n2.p92-96

Abstract

The 2013 curriculum requires students to demonstrate metacognitive proficiency. The alignment of knowledge and metacognitive awareness can assist students in achieving the learning  objectives in the national curriculum. This study aimed to ascertain whether there was a correlation between metacognitive knowledge and metacognitive awareness among students. This study employed a correlational design research methodology. The instruments used to gather data including a set of 5 questions involved in testing students’ metacognitive knowledge. Meanwhile, The Metacognition Awareness Inventory (MAI) which comprised of 52 items was employed to assess metacognitive awareness.  The correlation between metacognitive knowledge and awareness can be measured using the Product Moment correlation coefficient. The findings of this study indicated that there was a positive  correlation between metacognitive knowledge and awareness yet it was relatively low (0.110).
Students Metacognitive Level on Solving Chemistry Problems Milama, Burhanudin; Nurjanah, Ade Ira; Fairusi, Dila
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 4 No. 1 June 2017
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i1.5846

Abstract

Abstract Metacognitive is knowledge and understanding of the cognitive process or knowledge of mind, and it’s work. Metacognitive is needed on solving the problem. Every student has different metacognitive abilities. This research is to describe students metacognitive level on solving chemicals molarity problem. This research was held in SMAN in South Tangerang, by 104 students as the subject research. This research is a quantitative descriptive by the essay results as the data. This result is analyzed, and the metacognitive level is stated based on the indicators. As the results of this research are 14.42% students are in Aware Use level, 73.08% in metacognitive Strategic Use level and 12.50% in metacognitive Reflective Use level. Metacognitive Reflective Use is the level for the high score students. Metacognitive Strategic Use is for middle score students. And metacognitive Aware Use for the low score students. Metacognitive Strategic Use level as the average. Most of the students can use and realized the right strategy on solving problems. Male students have a metacognitive level that is higher than for women. Abstrak Metakognitif adalah pengetahuan dan kesadaran tentang proses kognisi, atau pengetahuan tentang pikiran dan cara kerjanya. Dalam memecahkan masalah kimia, memerlukan keterlibatan metakognitif. Setiap siswa memiliki kemampuan metakognitif yang berbeda-beda. Penelitian ini bertujuan untuk mendeskripsikan level metakognitif siswa dalam memecahkan masalah pada materi kelarutan dan hasil kali kelarutan. Penelitian ini dilakukan di SMA Negeri di Tangerang Selatan dengan subjek penelitian sebanyak 104 siswa. Penelitian ini merupakan penelitian deskriptif kuantitatif sehingga datanya berupa hasil tes essai. Hasil tes essai tersebut  dianalisis dan ditentukan level metakognitifnya berdasarkan indikator yang telah dibuat. Hasil yang diperoleh dari penelitian ini adalah sebanyak 14.42 % siswa berada pada level metakognitif Aware Use, sebanyak 73.08 %  siswa berada pada level metakognitif Strategic Use dan sebanyak 12.50 % siswa berada pada level metakognitif Relective Use. Siswa yang memiliki hasil belajar yang tinggi di dalam kelas berada pada level metakognitif Reflective Use. Siswa yang memiliki hasil belajar yang sedang di dalam kelas berada pada level metakognitif Strategic Use. Dan siswa yang memiliki hasil belajar yang rendah di dalam kelas berada pada level metakognitif Aware Use. Rata-rata level metakognitif siswa berada pada level metakognitif Strategic Use, karena rata-rata siswa dapat menggunakan dan menyadari strategi yang tepat dalam menyelesaikan masalah, tidak hanya mampu memahami masalah. How to Cite : Nurjanah, A., I. Milama, B.  Fairusi, D. (2017). Students Metacognitive Level on Solving Chemistry Problems. TARBIYA: Journal of Education in Muslim Society, 4(1), 63-73. doi:10.15408/tjems.v4i1.5846. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5846
Co-Authors Alfauzia, Raysa Burhanudin Milama Dedi Irwandi Novela, Dalva Nurjanah, Ade Ira Parestu, Bina Putri Salamah Agung, Salamah