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All Journal EDUSAINS Berkala Fisika Indonesia : Jurnal Ilmiah Fisika, Pembelajaran dan Aplikasinya TARBIYA : Journal Education in Muslim Society Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA Edumatsains Jurnal Tadris Kimiya Lantanida Journal Jurnal As-Salam Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Jambura Journal of Educational Chemistry Jurnal Riset Pendidikan Kimia (JRPK) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) SPIN: Jurnal Kimia & Pendidikan Kimia Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam JagoMIPA: Jurnal Pendidikan Matematika dan IPA International Journal of STEM Education for Sustainability El-Ecosy : Jurnal Ekonomi dan Keuangan Islam Innovative: Journal Of Social Science Research Aksyana : Jurnal Akuntansi dan Keuangan Islam
Buchori Muslim
Department Of Chemical Education, Tarbiya And Teacher Training Faculty, UIN Syarif Hidayatullah Jakarta, Jl. Ir. H. Juanda, No. 95, Ciputat, Tangerang Selatan 15412
Religion Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Pengaruh Model Pembelajaran Problem Solving terhadap Keterampilan Berpikir Kritis Siswa pada Materi Hukum Dasar Kimia Rizka Luthfiah; Buchori Muslim
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4653

Abstract

Penelitian ini tujuannya menganalisa pengaruhnya model pembelajaran Problem Solving terhadap keterampilan berpikir kritis siswa pada materi hukum dasar kimia. Urgensi penelitian ini terletak pada pentingnya menghasilkan strategi pembelajaran yang efektif untuk meningkatkan kualitas pembelajaran kimia sekaligus membekali siswa dengan keterampilan berpikir kritis yang dibutuhkan dalam menghadapi tantangan abad ke-21. Kajian ini memakai metode Quasi Experimental Design dengan jenis rancangan kajiannya Nonequivalent Control Group Design. Populasinya memakai semua siswa kelas X yang didalamnya ada 11 kelas dengan kuantitas totalnya 383 siswa. Lalu sampelnya memakai kelas X-10 sebagai kelas eksperimennya dan kelas X-11 sebagai kelas kontrolnya. Pengambilan sampelnya memakai Sampling Purposive, yakni mengambil sampel dengan pertimbangan tertentu, mulai dari kedua kelasnya punya kuantitas siswa yang sama dan punya kecakapan kognitif yang setara. Instrumennya guna mengukur keterampilan berpikir kritis siswa memakai instrumen tes esai yang didalamnya ada 14 soal. Data dianalisa memakai dengan uji normalitas, uji homogenitas, uji Independent Sample T-Test, dan uji Mann-Whitney. Hasilnya nilai rata-rata posttest pada kelas eksperimennya 70,35 lebih baik daripada kelas kontrolnya yang 40,5. Analisa statistiknya memakai uji Mann-Whitney menemui skor signifikansinya 0,000 yang maknanya tidak melebihi α (0,05), alhasil ada perbedaan yang signifikan pada hasil posttest kelas eksperimennya dan kelas kontrolnya. Perolehan kalkulasi effect size nya 73% dengan interpretasi masuk dalam kategori besar. Maknanya bahwasanya model pembelajaran Problem Solving punya pengaruh besar pada pembelajaran kimia terhadap keterampilan berpikir kritis siswanya.
THE EFFECT OF THE GALLET PROBLEM-SOLVING MODEL ON COLLABORATIVE AND PROBLEM-SOLVING ABILITIES IN SALT HYDROLYSIS TOPIC Siti Zharifah Najla Mehar; Dila Fairusi; Buchori Muslim
SPIN JURNAL KIMIA & PENDIDIKAN KIMIA Vol. 8 No. 1 (2026): January - June 2026
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/spin.v8i1.15217

Abstract

This study aimed to determine how the Gallet problem-solving learning model affects students’ collaborative and problem-solving abilities in the salt hydrolysis topic. The Gallet model has not been widely tested on salt hydrolysis, making its effectiveness uncertain. This study used a quasi-experimental methodology with a non-equivalent control group design. The sample consisted of 35 students in class XII SAINKES 2 as the experimental class and 35 students in XII SAINKES 4 as the control class at a public high school in Bogor Regency. Essay questions measured problem-solving abilities, and observation sheets measured collaborative skills. The Mann-Whitney test analyzed the data. Findings show that the Gallet-type problem-solving model significantly improves students’ collaborative and problem-solving abilities (p < 0.05; p = 0.000). The experimental class had a higher collaborative score (21.24 out of 35) than the control class (12.68 out of 35). The experimental class average posttest score for problem-solving abilities (84.00) was higher than the control class (65.00). The experimental class had a higher N-Gain score (0.54, moderate category) than the control class (0.25, low category). Results show that the Gallet-type problem-solving model is effective for learning salt hydrolysis. ABSTRAK Penelitian ini bertujuan untuk mengetahui bagaimana model pembelajaran problem-solving Gallet memengaruhi kemampuan kolaboratif dan kemampuan memecahkan masalah siswa pada topik hidrolisis garam. Model Gallet belum banyak diujikan pada hidrolisis garam, sehingga keefektifannya belum pasti. Studi ini menggunakan metode quasi-experimental dengan desain non-equivalent control group. Sampel terdiri dari 35 siswa kelas XII SAINKES 2 sebagai kelas eksperimen dan 35 siswa kelas XII SAINKES 4 sebagai kelas kontrol di sebuah sekolah menengah negeri di Kabupaten Bogor. Kemampuan memecahkan masalah diukur dengan soal esai, sedangkan keterampilan kolaboratif diukur dengan lembar observasi. Data dianalisis menggunakan uji Mann-Whitney. Hasil menunjukkan bahwa model problem-solving Gallet secara signifikan meningkatkan kemampuan kolaboratif dan memecahkan masalah siswa (p < 0,05; p = 0,000). Kelas eksperimen memiliki skor kolaboratif lebih tinggi (21,24 dari 35) daripada kelompok kontrol (12,68 dari 35). Skor postes rata-rata kelas eksperimen untuk kemampuan memecahkan masalah (84,00) juga lebih tinggi daripada kelas kontrol (65,00). Kelas eksperimen memiliki skor N-Gain lebih tinggi (0,54, kategori sedang) daripada kelas kontrol (0,25, kategori rendah). Hasil menunjukkan bahwa model problem-solving Gallet efektif untuk pembelajaran hidrolisis garam.
An Analysis of Chemistry Practical Obstacles in Supporting Deep Learning at SMAN 5 Tangerang Selatan Nadia Ayu Fania; Buchori Muslim
Jambura Journal of Educational Chemistry Vol 8, No 2 (2026): August
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jjec.v8i2.39534

Abstract

Chemistry laboratory sessions play an important role in supporting deep learning because they provide students with opportunities to construct knowledge through hands-on experiences, reflection, and contextual problem-solving activities. However, despite their importance, the implementation of chemistry laboratory sessions in schools still faces various challenges, and research examining their role in supporting deep learning remains limited. This study aims to analyze the implementation of chemistry practicum and identify the obstacles encountered in supporting deep learning at SMAN 5 Tangerang Selatan. This study employed a quantitative descriptive method using questionnaires, observations, and interviews. The participants consisted of 89 eleventh-grade students and chemistry teachers. The aspects analyzed included laboratory facilities and infrastructure, students’ interest in practicum, practicum implementation time, preparation and implementation of practicum activities, practicum reports, teachers’ ability to explain practicum activities, practicum topics, and the characteristics of deep learning-based practicum modules. The results showed that the overall implementation of chemistry practicum in supporting deep learning was in the good category. The highest percentage was found in the teacher’s ability to explain practicum activities (82.47%). Meanwhile, the lowest percentage was found in laboratory facilities and infrastructure (57.41%). The interview findings revealed that chemistry practicum supported mindful, meaningful, and joyful learning through students’ active participation in experimentation, discussion, and reflection activities. Nevertheless, limited laboratory facilities, low practicum intensity, and insufficiently contextual practicum modules gave significant challenges. These findings suggest the need to improve the laboratory facilities and develop more contextual practicum modules to optimize the implementation of deep learning in chemistry education.
Co-Authors Afriadi, Andre Ahbar Sayari Aldiansyah, Fauzan Alif Luthvi Azizah Anggit Refo Kurniawan Anisa Rosdiana, Anisa Aprianti, Rizqa Fadhila Aziz, Mahmud Abdul Cahyati, Ririn Dedi Irwandi Dian Rosdiana, Dian Dila Fairusi DINI NURDIANI Elsa Febriani Sari Frandika, Diki Heru Heli Siti Halimatul Heli Siti Halimatul Munawaroh Hendrawan, Didit Huda, Badriyatul Koti, Suhartini Leilyana Purnamasari Lilis Lisnawati Manik, Alusti Cundo Mr Sjaeful Anwar Nadia Ayu Fania Nahadi Nahadi Nahadi Nanda Saridewi, Nanda Neng Sri Nuraeni Nengsih Juanengsih Nine Novita Cahya Nisa, Fakhira Ainun Nuraeni, Neng Sri Nursarifah, Ulfah Nurul Anjar Wati Ramli, Munasprianto Rizka Luthfiah Rizqa Fadhila Aprianti Sa'adah, Munirotus Safitri, Hardianti Septia Marisa Silvi Nur Fajriah Siti Asmaniyah Mardiyani Siti Suryaningsih, Siti Siti Zharifah Najla Mehar Sjaeful Anwar Sukmana, Panji Eka Tika Ayudia Hartana Triayuni, Tami Via Fitriani Wati, Nurul Anjar Yusna, Nabillah Zulfiani Zulfiani