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All Journal PROSIDING SEMINAR KIMIA Jurnal Penelitian Sains dan Pendidikan (JPSP) JURNAL PENELITIAN BIDANG PENDIDIKAN Proceeding of International Conference on Multidisciplinary Research
Manihar Situmorang
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Engineering Mathematics Physics Public Health Other

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PERBEDAAN HASIL BELAJAR SISWA PADA MATERI REAKSI REDOKS MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT BERBASIS MEDIA KARTU SOAL DAN ULAR TANGGA Ester Hartina Ria Sinaga; Manihar Situmorang; Marham Sitorus
PROSIDING SEMINAR KIMIA 2021: SEMINAR NASIONAL KIMIA 2021
Publisher : PROSIDING SEMINAR KIMIA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan penerapan model kooperatif tipe Teams Games Tournament (TGT) berbasis media kartu soal dan ular tangga pada materi reaksi redoks di kelas X SMA Negeri 14 Medan. Sampel penelitian sebanyak dua kelas, yaitu kelas eksperimen I diberi perlakuan menggunakan media ular tangga dan kelas ekperimen II diberi perlakuan menggunakan media kartu soal. Penelitian ini merupakan penelitian Pretest-postest Control Group Design. Penelitian ini meggunakan instrument test yang telah diujicobakan dan telah valid. Data hasil belajar siswa di uji coba normalitas dan homogenitasnnya, hasil yang didapat kedua sampel berdistribusi normal dan berdistribusi homogen. Uji hipotesis dilakukan dengan menggunakan uji t- dua pihak dengan hasil penelitian ini pada taraf signifikansi 5% ( menunjukkan bahwa ) maka Ho ditolak. Hal ini menunjukkan bahwa adanya perbedaan hasil belajar menggunakan pembelajaran model model kooperatif tipe Teams Games Tournament (TGT) berbasis kartu soal dan ular tangga pada materi redoks. Kata Kunci: Penuntun praktikum, pengembangan dan sistem koloid .
EFEKTIVITAS MODUL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN HASIL BELAJAR PADA PENGAJARAN LAJU REAKSI Manihar Situmorang
JURNAL PENELITIAN BIDANG PENDIDIKAN Vol 20, No 2 (2014)
Publisher : LPPM Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpbp.v20i2.3038

Abstract

The efectivity of innovative learning module to improve students’ achievement on the teaching of chemical rate is explained in this paper. The study is aimed to develop an innovative chemistry learning module for senior high school (SHS) students that can be used as learning edia on the teaching of chemical rate. The research is carried out by integration of laboratory experiments, field activities, and interactive learning media into chemistry topic of chemical rate, followed by standardization of the contents to obtain package of innovative chemistry module. The results showed that developed module is effective to improve student’s achievement in chemistry. Students outcomes in experimental class which are taught with innovative learning module (M=86.27±5.92) was found higher than that in control class (M=76.20±6.35), where both groups are significantly different (ttest 6.55 > ttable 1.319). Chemistry materials in learning module are able to motivate students to study independently. Interactive learning media in electronic module can bring the students become independent learners that facilitates the students moves from teacher centre learning into students centre learning.Keywords: Learning module, Innovative learning, Chemical rate, Learning media.
EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID Hamda Situmorang; Manihar Situmorang
JURNAL PENELITIAN BIDANG PENDIDIKAN Vol 19, No 1 (2013)
Publisher : LPPM Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpbp.v19i1.3044

Abstract

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).
INOVASI PEMBELAJARAN DI DALAM BUKU AJAR KIMIA SMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA Hendra Gunawan Parulian; Manihar Situmorang
JURNAL PENELITIAN BIDANG PENDIDIKAN Vol 19, No 2 (2013)
Publisher : LPPM Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpbp.v19i2.3056

Abstract

Abstract Learning innovation of chemistry textbook to improve students achievement of senior high school students is explained. The study is carried out through development of innovative textbook, standardization to meet the standard textbook requirement based on BNSP and UNESCO standar, and implementation of the textbook as learning media in the class. Text book development is conducted to enrich chemistry materials based on the curriculum followed by innovation by integrating teaching method and learning media into the textboox. The developed textbook is the standarized by expert judgement. Finally the innovated textbook is then used as learning media on the teaching of chemistry to year XI senior high school students. The research showed that learning innovation into the textbook has successfully been done. Innovated textbook is found very effective to improve students achievemen in chemistry. Students achievement in experimental class which were taught by innovated textbook is found higher thatn that in control class that are taught by ordinary references. The students are interested to use innovated textbook. Innovated textbook is able to bring students to study independently and bring them moving from teacher centre learning into students centre learning
Penerapan Sumber Belajar Inovatif Berbasis Proyek Untuk Membangun Psikomotorik Mahasiswa pada Pembelajaran Analisis Anion Wulan Dwi Safitri; Manihar Situmorang; Ramlan Silaban; Ajat Sudrajat
Jurnal Penelitian Sains dan Pendidikan (JPSP) Vol 2, No 2 (2022)
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jpsp.v2i2.4002

Abstract

Psikomotorik merupakan hasil belajar berupa keterampilan yang harus ditumbuh kembangkan karena sangat diperlukan dalam pemecahan masalah khususnya dibidang kimia. Penelitian ini bertujuan untuk menerapkan sumber belajar inovatif berbasis proyek pada pokok bahasan analisis anion untuk membangun kemampuan psikomotorik mahasiswa sehingga kompetensi dapat tercapai dengan baik, serta dapat memfasilitasi mahasiswa dalam pembelajaran jarak jauh. Inovasi yang dilakukan adalah pengintegrasian paket mini proyek, e-modul intraktif, serta pengemasannya melalui video pembelajaran. Pembelajaran dilakukan secara daring menggunakan e-learning dan video pembelajaran. Pembelajaran daring dilakukan secara mandiri sedangkan kegiatan proyek dilakukan secara berkelompok, dimana kegiatan ini bersifat kontekstual. Setiap mahasiswa harus merencanakan susunan kegiatan proyek yang akan dilakukan dengan pemilihan sampel, alat dan bahan, serta metode yang tepat dan mengacu pada dasar teori yang relevan. Kemampuan psikomotorik dapat dinilai melalui kegiatan dan laporan proyek, dimana penilaian subjektif untuk kelas eksperimen (M = 82,29 ± 6,54) dengan kategori ‘sangat baik’ dan kelas kontrol (M = 77,77 ± 4,64) dengan kategori ‘baik’. Mahasiswa yang menerapkan sumber belajar inovatif berbasis proyek memberikan respon yang sangat baik (M = 3,3 ± 0,49) saat pembelajaran. Terdapat korelasi yang sangat baik antara respon dengan peningkatan kemampuan psikomotorik mahasiswa (Sig. 0,05). Sumber belajar inovatif berbasis proyek layak untuk diterapkan pada pembelajaran analisis anion dalam mencapai kompetensi kimia analitik.
Analysis of Needs for Inquiry-Based Model Development Integrated Project Assignments in High School Chemistry Teaching Kiki Ledya; Manihar Situmorang; Ramlan Silaban
Proceeding of International Conference on Multidisciplinary Research Vol. 6 No. 2 (2024): ICMR
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/picmr.v6i2.1230

Abstract

The aim of the research is to determine the analysis of student and teacher needs in developing an inquiry-based model integrated with project assignments in high school (SMA) chemistry teaching. The research method is qualitative and quantitative with the research subjects being class XII students majoring in science in the city of Lhokseumawe, Aceh Province. The instruments used in this research were questionnaires, observation sheets and interviews. Several needs analysis data were obtained that support learning media and teachers' tendencies to use the inquiry learning model. Survey data was obtained from students and teachers as follows which shows that the needs of students are (1) students find it difficult to understand chemistry material 62.5%, (2) students feel happy if teachers use models in learning 70%, (3) students want real (contextual) learning 90%. The data also shows that the needs needed by teachers are (1) teachers understand the use of the 100% learning model, (2) teachers often use the 60% inquiry model, (3) teachers experience difficulties in implementing the 80% inquiry model. data on the use of the inquiry model by teachers shows (1) teachers are familiar with the use of the inquiry model 60%, (2) teachers have applied the inquiry model in class 95%, (3) teachers experience difficulties in carrying out learning using the inquiry model 80%. The conclusion of the needs analysis through a survey of students and teachers for the development of an inquiry-based model integrated with project assignments on teaching materials or active learning resources that can be connected to the real world (contextual) was that the percentage of student needs was 95% and the percentage of teacher needs was 89%.
Co-Authors Ajat Sudrajat Ester Hartina Ria Sinaga Hamda Situmorang Hendra Gunawan Parulian Kiki Ledya Marham Sitorus Ramlan Silaban Wulan Dwi Safitri