Garuda - Garba Rujukan Digital

Youtube as an Alternative for Chemistry Distance Learning: Study of Interests and Motivation Rahmania, Sri
Journal of Educational Chemistry (JEC) Vol 3, No 2 (2021)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2021.3.2.8662

Penelitian ini bertujuan untuk mengetahui minat dan motivasi mahasiswa sebagai peserta didik pada pembelajaran kimia dengan memanfaatan youtube sebagai salah satu platform alternatif dalam pembelajaran jarak jauh. Jenis penelitian ini adalah penelitian kuantitatif deskriptif dan data diperoleh dari hasil survei angket minat dan motivasi menggunakan google form yang diambil sebanyak 5 kali pertemuan selama pembelajaran. Responden dari penelitian ini adalah 100 mahasiswa jurusan kimia yang mempelajari kimia organik dengan menggunakan youtube sebagai platform pembelajaran jarak jauh. Hasil penelitian menunjukkan Dari data yang diperoleh dapat disimpulkan youtube sebagai salah satu platform alternatif untuk pembelajaran jarak jauh (PJJ) dinilai sangat baik untuk memberikan dampak positif terhadap minat dan motivasi mahasiswa dalam mempelajari materi kimia. namun dalam penggunaanya harus disertai dengan aplikasi atau media lain yang dapat mendukung proses pembelajaran terutama pada materi yang berhubungan dengan praktikum. Selain itu, dalam penggunaan youtube perlu diperhatikan aspek-aspek seperti kualitas suara, kualitas gambar, ukuran tulisan dan kejelasan materi agar materi yang disampaikan mudah dipahami, jelas dan menarik.

The Effect of Self Organized Learning Environment (SOLE) Model Towards Students’ Critical Thinking Skills in Buffer Solution Topic Dewi, Lutfi Sahitta; Rahmania, Sri
LAVOISIER: Chemistry Education Journal Vol 4, No 1 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i1.14903

Conventional learning models in learning activities is one of the factors causing critical thinking skills of students at SMA N 15 Semarang become low. Therefore, an interactive learning model is needed to develop students' critical thinking skills. The purpose of the study was to determine the effect of Self Organized Learning Environment (SOLE) model towards students' critical thinking skills. This research used the pretest-posttest control group design. Sampling technique used random sampling and data collection techniques using observation, interviews and tests. The test instrument was made using indicators of critical thinking skills according to Ennis. The data analysis technique used the N-Gain Score Test and the Independent Sample t-test. The t-test score results 0.000 0.05 meaning that Ha is accepted and the SOLE model has effect towards students' critical thinking skills. The critical thinking skills of students based on n-gain value is also shown improved. The experimental class got 0.71 with high criteria, while the control class got a value of 0.48 with medium criteria.

The Effect of Self Organized Learning Environment (SOLE) Model Towards Students’ Critical Thinking Skills in Buffer Solution Topic Dewi, Lutfi Sahitta; Rahmania, Sri
LAVOISIER: Chemistry Education Journal Vol 4, No 1 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i1.14903

Conventional learning models in learning activities is one of the factors causing critical thinking skills of students at SMA N 15 Semarang become low. Therefore, an interactive learning model is needed to develop students' critical thinking skills. The purpose of the study was to determine the effect of Self Organized Learning Environment (SOLE) model towards students' critical thinking skills. This research used the pretest-posttest control group design. Sampling technique used random sampling and data collection techniques using observation, interviews and tests. The test instrument was made using indicators of critical thinking skills according to Ennis. The data analysis technique used the N-Gain Score Test and the Independent Sample t-test. The t-test score results 0.000 0.05 meaning that Ha is accepted and the SOLE model has effect towards students' critical thinking skills. The critical thinking skills of students based on n-gain value is also shown improved. The experimental class got 0.71 with high criteria, while the control class got a value of 0.48 with medium criteria.

The Effectiveness of STEAM (Science, Technology, Engineering, Art, and Math) to Improve Students' Achievement in Electrochemistry Sheila Wanni Lubis, Ervi Luthfi; Rahmania, Sri
LAVOISIER: Chemistry Education Journal Vol 1, No 2 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

This research have goals to determine the increase in student learning outcomes using STEAM learning is better than improving student learning outcomes using direct instructions in Electrochemistry Before treatment, 25 pretest questions were given . Then given a different treatment, the experimental class studied using STEAM learning and the control class studied with direct instructions. After the treatment given a post-test. In the pretest, the experimental class average was 40.11 and in the control class was 39.11. In the post-test, the experimental class was 83 and the control class was 75.40. The effectiveness of STEAM learning is 25% compared to Direct Instructions. The conclusion of this research is learning outcomes using STEAM learning are better than Direct Instructions. The difference in student learning outcomes using STEAM with student learning outcomes using the lecture method is 19%.

The Effectiveness of Contextual Teaching and Learning with Multimedia to Increase Student’s Achievement on Hydrocarbon Topic Lubis, Ervi Luthfi Sheila Wanni; Rahmania, Sri; Siregar, Anisyah
LAVOISIER: Chemistry Education Journal Vol 1, No 1 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

This research have objective to increase student achievement taught with contextual teaching and learning is better than student achievement taught with direct instruction in hydrocarbon topic, to growth characteric of comunicative in learning with contextual teaching and learning is better than learning with direct intruction. to know the effectivity of student achievement taught by contextual teaching and learning compare than student’s achievement taught by direct instruction. Population of this research are SMAN 16 Medan, SMAN 1 Sunggal and MAS PAB 2. Sample on this research are X grades. The study followed by pretest as the preliminary evaluation. then give treated Contextual Teaching Learning in experimental class, Direct Instruction in control class. And give postest as evaluation test. In pretest, average of pretest in experiment class is 36.11 and in control class is 39.11. In postest, experiment class is 82 and control class is 73.11. The comparison based on gain of pretest and postest data of experiment and control is 71 and 55, the effectivity is 22.53. So, student’s Achivement in class that teaching with Contextual Teaching Learning is significant better than control class that teaching with Direct Instruction. the percentage of students character in experiment class is 67.80 and control class is 58.20

The Effectiveness of STEAM (Science, Technology, Engineering, Art, and Math) to Improve Students' Achievement in Electrochemistry Sheila Wanni Lubis, Ervi Luthfi; Rahmania, Sri
LAVOISIER: Chemistry Education Journal Vol 1, No 2 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v1i2.6733

This research have goals to determine the increase in student learning outcomes using STEAM learning is better than improving student learning outcomes using direct instructions in Electrochemistry Before treatment, 25 pretest questions were given . Then given a different treatment, the experimental class studied using STEAM learning and the control class studied with direct instructions. After the treatment given a post-test. In the pretest, the experimental class average was 40.11 and in the control class was 39.11. In the post-test, the experimental class was 83 and the control class was 75.40. The effectiveness of STEAM learning is 25% compared to Direct Instructions. The conclusion of this research is learning outcomes using STEAM learning are better than Direct Instructions. The difference in student learning outcomes using STEAM with student learning outcomes using the lecture method is 19%.

The Effectiveness of Contextual Teaching and Learning with Multimedia to Increase Student’s Achievement on Hydrocarbon Topic Lubis, Ervi Luthfi Sheila Wanni; Rahmania, Sri; Siregar, Anisyah
LAVOISIER: Chemistry Education Journal Vol 1, No 1 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v1i1.5453

This research have objective to increase student achievement taught with contextual teaching and learning is better than student achievement taught with direct instruction in hydrocarbon topic, to growth characteric of comunicative in learning with contextual teaching and learning is better than learning with direct intruction. to know the effectivity of student achievement taught by contextual teaching and learning compare than student’s achievement taught by direct instruction. Population of this research are SMAN 16 Medan, SMAN 1 Sunggal and MAS PAB 2. Sample on this research are X grades. The study followed by pretest as the preliminary evaluation. then give treated Contextual Teaching Learning in experimental class, Direct Instruction in control class. And give postest as evaluation test. In pretest, average of pretest in experiment class is 36.11 and in control class is 39.11. In postest, experiment class is 82 and control class is 73.11. The comparison based on gain of pretest and postest data of experiment and control is 71 and 55, the effectivity is 22.53. So, student’s Achivement in class that teaching with Contextual Teaching Learning is significant better than control class that teaching with Direct Instruction. the percentage of students character in experiment class is 67.80 and control class is 58.20

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search