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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) SPIN: Jurnal Kimia & Pendidikan Kimia Al Kawnu : Science and Local Wisdom Journal
Mubarak, Syarifatul
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Other

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THE EFFECT OF IMPLEMENTING THE POP-UP BOOK MEDIA-ASSISTED DEMONSTRATION METHOD ON STUDENT RETENTION AND COGNITIVE LEARNING OUTCOMES Suyatni, Liza; Mubarak, Syarifatul; Riyandari, Baiq Amelia
SPIN JURNAL KIMIA & PENDIDIKAN KIMIA Vol. 5 No. 2 (2023): Juli - Desember 2023
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/spin.v5i2.9412

Abstract

This research aims to determine the effect of applying the demonstration method assisted by pop-up book media on student retention and cognitive learning outcomes. This research was carried out at SMAN 1 Praya Tengah. The research method used was quasi-experimental with a pretest posttest control group design research design. The sampling technique used was purposive sampling. The research sample was students of class X Science consisting of class X Science 2 as the experimental class and X Science 3 as the control class. The instruments used to measure student retention and cognitive learning outcomes are an objective test of 20 questions and a cognitive interference questionnaire. Analysis of retention data and students' cognitive learning outcomes using the independent sample t-test formula obtained a significance value for cognitive retention of 0.00 < 0.005 with the average value obtained by the experimental class being 86.70% and the control class being 72.75%. For cognitive learning outcomes, the significance value was 0.042 <0.005, with the average score obtained by the experimental class being 73.70 and the control class being 60.36. From these results it can be concluded that there is an influence of the application of the demonstration method assisted by pop-up book media on student retention and cognitive learning outcomes
Diagnosis of Difficulties in Learning Stoichiometry Based on College Students' Education Backgrounds Raehanah, Raehanah; Mubarak, Syarifatul
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11153

Abstract

This study analyzed the learning difficulties in stoichiometry for university students at the Chemistry Department of UIN Mataram based on their upper secondary education backgrounds. This research employed a descriptive design with a quantitative approach. The sampling technique utilized was purposive sampling, targeting students who had studied stoichiometry. The research instrument was an open-ended diagnostic test form, which was validated by an expert. Data analysis techniques included calculating the percentages of question indicator completeness. The results indicated that the stoichiometric learning difficulties faced by UIN Mataram students were significant, as suggested by the percentage scores obtained in each category. Students from national senior high schools scored 41.7% (moderate), those from Islamic senior high schools scored 36.4% (high), and students from vocational high schools scored 16.7% (very high). The level of difficulties in learning stoichiometry was categorized as very high for students from national senior high schools in two areas: the application of Gay Lusac's law and Avogadro's hypothesis, and the application of the mole concept involving limiting reagents. The difficulties were also categorized as very high for students from Islamic senior high schools in three areas: the application of Gay Lusac's law and Avogadro's hypothesis, the application of the mole concept involving limiting reagents, and determining the compound formula. Furthermore, vocational senior high school students experienced very high difficulties in learning stoichiometry across seven topics, which included writing reaction equations, balancing reactions, formulating basic chemical laws, applying Gay Lusac's law and Avogadro's hypothesis, determining the relative equation (RE) and molecular formula (RM), applying the mole concept to limiting reagents, and determining the formula for hydrate compounds. Based on the results of this study, a differentiated learning strategy is needed to accommodate students' educational backgrounds in terms of content, process, product, and learning environment
PENGEMBANGAN INSTRUMEN TES DIAGNOSTIK FOUR-TIER UNTUK MENGIDENTIFIKASI MISKONSEPSI MATERI KONSEP MOL DAN STOIKIOMETRI Uswatun; Mubarak, Syarifatul
Al Kawnu : Science and Local Wisdom Journal Vol. 4 No. 1 (2024): Oktober 2024
Publisher : Tadris Biologi, Tadris Fisika, and Tadris Kimia, Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ak.v4i1.13838

Abstract

Kesalahpahaman atau miskonsepsi yang dimiliki peserta didik dapat mempengaruhi pemahaman konsep peserta didik, yang dapat menyebabkan kesulitan dalam mempelajari materi berikutnya. Penelitian ini bertujuan untuk mengembangkan instrumen tes diagnostik four-tier untuk mengidentifikasi miskonsepsi peserta didik pada konsep mol dan stoikiometri. Penelitian ini berjenis penelitian pengembangan atau Research and Development (R&D) type model ADDIE (Analyze, Design, Develop, Implementation, & Evaluation). yang menggunakan metode pendokumentasian, wawancara terbuka, pemberian angket, dan pemberian soal. Tes diagnostik tipe four-tier terdiri dari empat tingkat: soal, keyakinan terhadap jawaban soal, pengungkapan alasan, dan keyakinan terhadap alasan yang diberikan. Hasil pengembangan ini menghasilkan instrumen yang lengkap, terdiri dari kisi-kisi soal, soal tes diagnostik four-tier, kunci jawaban, serta pedoman penskoran. Penelitian ini hanya melalui uji validitas oleh ahli karena instrumennya berjenis subyektif. Instrumen yang dikembangkan dinyatakan valid berdasarkan hasil penilaian validator. Hasil diagnosis miskonsepsi menunjukkan bahwa mayoritas siswa (88,5%) belum memahami konsep pada semua indikator. Selain itu, terdapat proporsi kecil siswa yang mengalami miskonsepsi (6,4%) dan miskonsepsi positif (5,1%). Tidak ada siswa yang menunjukkan pemahaman konsep yang benar atau miskonsepsi negatif.
Co-Authors Raehanah Raehanah Suyatni, Liza Uswatun