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<![CDATA[THE EFFECTIVENESS OF DIRECT INTERACTION MODEL–ASSISTED MACROMEDIA FLASH ON COLLIGATIVE PROPERTIES OF SOLUTIONS MATERIAL ]]>
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Purwanto, Kriesna Kharisma]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 3, No 2 (2019): Volume 3 No. 2 December 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v3n2.p65-71
<![CDATA[Abstract. The purpose of this study was to determine the effectiveness of the use of direct instruction model-assisted macromedia flash. The effectiveness of the learning model are measured by two indicators, that are the activities of students during learning and the level of completeness of student learning outcomes after learning activities. From the analysis of the data it is known that the activities of students during learning are at scores 4 and 5, the average cognitive score of students is 78 and the lowest score was 76. From the results of this study it can be concluded that the application of direct instruction model based on macromedia flash is effective to reduce student learning difficulties Class XII IPA MA Al-Khoiriyah Dalegan Panceng on the colligative properties of the solutions material. Keywords: effectiveness, direct instruction model, macromedia flash, colligative properties of solutions]]>
<![CDATA[THE EFFECTIVENESS OF DIRECT INTERACTION MODEL–ASSISTED MACROMEDIA FLASH ON COLLIGATIVE PROPERTIES OF SOLUTIONS MATERIAL ]]>
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Purwanto, Kriesna Kharisma]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol 3, No 2 (2019): Volume 3 No. 2 December 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v3n2.p65-71
<![CDATA[Abstract. The purpose of this study was to determine the effectiveness of the use of direct instruction model-assisted macromedia flash. The effectiveness of the learning model are measured by two indicators, that are the activities of students during learning and the level of completeness of student learning outcomes after learning activities. From the analysis of the data it is known that the activities of students during learning are at scores 4 and 5, the average cognitive score of students is 78 and the lowest score was 76. From the results of this study it can be concluded that the application of direct instruction model based on macromedia flash is effective to reduce student learning difficulties Class XII IPA MA Al-Khoiriyah Dalegan Panceng on the colligative properties of the solutions material. Keywords: effectiveness, direct instruction model, macromedia flash, colligative properties of solutions]]>
<![CDATA[DEVELOPMENT OF E -MODULE IN ACID BASE MATERIALS GUIDED INQUIRY LEARNING BASED ON IMPROVING STUDENTS' LEARNING MOTIVATION ]]>
<![CDATA[Okta, Nadya]]>;
<![CDATA[Fatayah, Fatayah]]>
<![CDATA[ JCER (Journal of Chemistry Education Research) Vol. 8 No. 2 (2024): Volume 8 No. 2 December 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jcer.v8n2.p83-91
<![CDATA[The purpose of this tstudy (1) to determine the validity of the chemistry e-module based on Guided Inquiry Learning (2) to determine the increase in student learning motivation after using the chemistry e-module based on Guided Inquiry Learning. Data were obtained from observation, interviews and distribution of motivation questionnaires. The development model used was 4-D, but only the define, design and development stages were implemented. The subjects of the e-module trial were 26 students of class XI MA Almuhtadi. This study used quantitative descriptive analysis and also inferential analysis. The conclusions in this study (1) the validity of the developed e-module obtained an average score presentation of 88.53% with very valid criteria, which means that the e-module is suitable for use in the learning process and (2) the acid-base e-module based on Guided Inquiry Learning that was developed can increase student learning motivation. ]]>
<![CDATA[PENERAPAN PROBLEM SOLVING TERHADAP PENINGKATAN PRESTASI BELAJAR SISWA PADA MATERI STOIKIOMETRI MASA PANDEMIK COVID-19 ]]>
<![CDATA[Sa'diyah, Halimatus]]>;
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Priyasmika, Rendy]]>
<![CDATA[ UNESA Journal of Chemical Education Vol. 11 No. 1 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/ujced.v11n1.p1-5
<![CDATA[Penelitian ini bertujuan untuk mengetahui penerapan problem solving terdapat peningkatkan prestasi belajar siswa kelas X SMA Sunan Drajat pada materi stoikiometri di masa pandemik COVID-19. Rancangan yang digunakan yaitu pra-eksperimen one group pratest-postest. Populasi dalam penelitian ini adalah siswa kelas X SMA Sunan Drajat yang berjumlah 55 siswa dan sampel 25 siswa Kelas X IPA yang diambil menggunakan teknik judgment sampling karena hanya ada satu sampel tersebut. Data dalam penelitian ini merupakan dua sampel yang berhubungan sehingga analisis data menggunakan uji Wilcoxon (non parametrik) karena data tidak berdistribusi normal. Uji Wilcoxon diolah menggunakan bantuan program SPSS 25. Hasil yang diperoleh nilai signifikansi 0,00 dan taraf kesalahan dalam penelitian ini sebesar 0,05 sehingga dapat disimpulkan bahwa penerapan problem solving dapat meningkatkan prestasi belajar siswa kelas X SMA Sunan Drajat pada materi stoikiometri.]]>
<![CDATA[PENGEMBANGAN E-LKPD BERBASIS STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATIC) PADA MATERI STRUKTUR ATOM ]]>
<![CDATA[Zuliatin, Qonik]]>;
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Yuliana, Ika Farida]]>
<![CDATA[ UNESA Journal of Chemical Education Vol. 11 No. 3 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/ujced.v11n3.p195-201
<![CDATA[Penelitian ini bertujuan untuk menghasilkan e-Lembar Kerja Peserta didik (LKPD) berbasis STEM (Science, Technology, Engineering, and Mathematic) yang valid dan praktis digunakan pada pembelajaran struktur atom di X SMA. Penelitian ini merupakan Research & Development (R&D) menggunakan model Addie. Instrumen yang digunakan adalah lembar validasi ahli media, validasi ahli materi, dan lembar praktikalitas peserta didik. Data yang diperoleh dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil validasi e-LKPD diperoleh nilai rata-rata 88,51% dikategorikan sangat valid. Hasil praktikalitas e-LKPD oleh peserta didik menunjukan rata-rata 87,13% kategori sangat praktis. Dengan demikian dapat disimpulkan bahwa E-LKPD berbasis STEM sangat valid dan praktis digunakan peserta didik kelas X SMA.]]>
<![CDATA[PENGGUNAAN MEDIA AUGMENTED REALITY BERBASIS ANDROID TERHADAP PENINGKATAKAN PRESTASI BELAJAR SISWA PADA MATERI IKATAN KIMIA ]]>
<![CDATA[Nurillah, Happy Sagita]]>;
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Purwanto, Kriesna Kharisma]]>
<![CDATA[ UNESA Journal of Chemical Education Vol. 12 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/ujced.v12n1.p17-22
<![CDATA[Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan penggunaan media Augmented Reality terhadap peningkatan prestasi belajar siswa. Jenis penelitian yang digunakan adalah eksperimen semu (quasi eksperimen) dengan Posttest Non-Equivalent Control Group Design. Dalam penelitian ini, peneliti menggunakan metode kuantitatif inferensial. Populasi yang dimaksud merupakan seluruh siswa MA Al Muhtadi. Sampel dalam penelitian ini terdiri dari siswa kelas X sebanyak 42 siswa. Teknik sampling yang digunakan berupa teknik judgment sampling, karena sampel ditentukan berdasarkan pertimbangan tujuan penelitian. Instrumen penelitian yang digunakan terdiri dari 8 soal pilihan ganda dan 5 soal esai. Data dalam penelitian dianalisis menggunakan uji Independent Sample t-Test (parametrik), karena sampel yang digunakan berdistribusi normal dan juga homogen. Hasil analisis data, diperoleh nilai thitung>ttabel (4,134>2,021) dengan taraf Signifikansi 0,05. Berdasarkan hasil uji Independent Sample t-Test, terdapat perbedaan yang signifikan antara siswa yang belajar menggunakan media Augmented Reality dengan siswa yang bealajar menggunakan media PowerPoint.]]>
<![CDATA[PENGGUNAAN LABORATORIUM VIRTUAL DALAM PROSES PEMBELAJARAN KIMIA UNTUK MENINGKATKAN KETUNTASAN BELAJAR SISWA ]]>
<![CDATA[Fatayah, Fatayah]]>
<![CDATA[ UNESA Journal of Chemical Education Vol. 12 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/ujced.v12n1.p23-29
<![CDATA[Perkembangan teknologi saat ini dapat dimanfaatkan untuk meningkatkan kualitas pembelajaran di sekolah. Dalam pemanfaatan teknologi, untuk membantu proses pembelajaran siswa berbasis praktikum jika mengalami kendala pada keterbatasan kebutuhan pratikum salah satunya menggunakan laboratorium virtual. Tujuan penelitian ini untuk mengetahui ketuntasan belajar siswa setelah dibelajarkan menggunakan aplikasi edustore pada materi laju reaksi. Rancangan penelitian yang digunakan dalam penelitian ini adalah analisis deskriptif. Tahapan penelitian ini, yaitu uji kelayakan perangkat pembelajaran (RPP), uji validitas soal tes, penerapan pembelajaran melalui media laboratorium virtual, dan pemberian soal tes. Analisis tes awal dapat diketahui bahwa ke empatbelas siswa yang menjadi subjek penelitian ini hanya satu siswa yang mencapai ketuntasan pada indikator 1. Dari analisis tes akhir dapat diketahui bahwa dari keempatbelas siswa yang menjadi subjek penelitian, 100% telah mencapai ketuntasan pada indikator 1 sedangkan pada indikator 2 ada 2 siswa yang belum tuntas artinya ada 86% siswa yang mencapai ketuntasan pada indikator 2. Pada indikator 3 ada 3 siswa yang belum mencapai ketuntasan (78% siswa sudah mencapai ketuntasan). Artinya, dengan menerapkan membelajaran berbantuan media laboratorium virtual pada materi laju reaksi dapat meningkatkan ketuntasan belajar siswa.]]>
<![CDATA[ANALISIS KEMAMPUAN ARGUMENTASI ILMIAH PADA MATERI REAKSI REDOKS DI MA AL-BALAGH BULUTIGO ]]>
<![CDATA[Arianti, Putri Eka]]>;
<![CDATA[Yuliana, Ika Farida]]>;
<![CDATA[Fatayah, Fatayah]]>
<![CDATA[ UNESA Journal of Chemical Education Vol. 13 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/ujced.v13n1.p46-51
<![CDATA[Penelitian ini dilatarbelakangi oleh peserta didik yang masih kurang aktif dalam belajar dan kurang memahami materi pembelajaran sehingga mengakibatkan peserta didik kurang mampu dalam menyampaikan gagasan atau berargumentasi. Penelitian ini bertujuan untuk menganalisis kemampuan argumentasi ilmiah. Argumentasi ilmiah merupakan kegiatan yang memberikan penjelasan berdasarkan teori dan data yang dapat meningkatkan pemahaman peserta didik tentang konsep-konsep ilmiah. Metode penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini menggunakan instrumen tes berupa lembar kerja praktikum. Teknik analisis data yang digunakan yakni Miles and Huberman. Hasil penelitian keterampilan argumentasi ilmiah peserta didik dalam menjawab soal di lembar kerja praktikum dikategorikan dalam level 1(klaim), level 2 (data), dan level 3 (dukungan), dengan jumlah persentase level 1 sebesar 21,32%, level 2 sebesar 30,88%, level 3 sebesar 47,79%, sementara pada level 4 peserta didik tidak ada yang mampu untuk mencapainya.]]>
<![CDATA[Effectiveness of E-Module Flipbook Based on Guided Inquiry Learning on Acid Base Material at MA Almuhtadi ]]>
<![CDATA[Fatayah, Fatayah]]>;
<![CDATA[Ilmah, Mashfufatul]]>;
<![CDATA[Chandrika, Nadya Okta]]>
<![CDATA[ Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan Vol. 7 No. 1 (2025): Maret 2025 ]]>
Publisher : <![CDATA[FKIP, Universitas Billfath Lamongan ]]>
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DOI: 10.55273/karangan.v7i1.386
<![CDATA[One topic that is often considered difficult by students is acid and base material. Based on the results of the pre-research, it shows that students of MA Almuhtadi have difficulty with acid and base material. One promising innovation is the use of e-module flipbooks. However, good media needs to be combined with the right learning approach. One approach that has proven effective is guided inquiry learning. This study was conducted to determine the effectiveness of e-module flipbooks based on guided inquiry learning in improving student learning outcomes in acid and base material. The research design used in this study was a pre-experiment with a one group pretest-posttest design. Analysis of test result data was carried out using a paired t-test (for normal data) or Wilcoxon test (non-normal data). If the results obtained show a difference between before and after learning using the e-Module Flipbook based on Guided Inquiry Learning, an effectiveness test was carried out using the N-Gain score. The results of the normality test showed that the data was normally distributed. The results of the paired t-test sig. 0.000 <0.05 (there is a difference in the use of e-Module Flipbook based on Guided Inquiry Learning). The results of the N-Gain test obtained a value of 75%, meaning that the use of the Flipbook e-Module based on Guided Inquiry Learning for Acid-Base material is quite effective]]>
<![CDATA[The Effectiveness of Using Reality Augmented Media to Increase The Students’ Learning Motivation in Chemical Bonding Material ]]>
<![CDATA[Nurillah, Happy Sagita]]>;
<![CDATA[Purwanto, Kriesna Kharisma]]>;
<![CDATA[Fatayah, Fatayah]]>
<![CDATA[ Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 11 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia ]]>
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DOI: 10.18592/tarbiyah.v11i2.7127
<![CDATA[The purpose of this study was to determine the effectiveness of using Augmented Reality media to increase student learning motivation. This type of research is a quantitative quasi-experimental design with Pretest-Posttest Non-Equivalent Control Group Design. The sample in this study were 42 students in class X-Natural Science and X-Social Science. The research instrument used was a motivational questionnaire with 4 indicators, namely Attention, Relevance, Confidence, Satisfaction (ARCS). Data collection techniques were carried out by giving motivational questionnaires to students before and after learning. The data that has been obtained, then analyzed using the completeness formula of student achievement to determine the level of effectiveness of Augmented Reality media on student learning motivation. The results of the effectiveness of the media in the experimental class and the control class obtained the final motivational completeness percentages of 100% and 86%, respectively. Based on the results of the effectiveness of the media, it can be concluded that the use of Augmented Reality media is stated to be very effective for increasing student motivation in chemical bonding material.]]>
