Garuda - Garba Rujukan Digital

p-Index From 2020 - 2025

7.979

P-Index

This Author published in this journals

All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan GERVASI: Jurnal Pengabdian kepada Masyarakat PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Hydrogen: Jurnal Kependidikan Kimia Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat Hydrogen: Jurnal Kependidikan Kimia Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Halal Research Journal Empiricism Journal Jurnal Pengabdian Masyarakat Kedokteran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Journal of Authentic Research Jurnal Pendidikan Progresif Multi Discere Journal Sasambo: Jurnal Abdimas (Journal of Community Service)

M. Muhali

Universitas Pendidikan Mandalika

Author-ID : 2413636

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

Published : 92 Documents Claim Missing Document

Claim Missing Document

Articles

3 4 5 6 7

Analisis Kemampuan Regulasi Kognisi Peserta Didik dalam Pembelajaran M. Muhali; Muhammad Asy'ari; Roniati Sukaisih
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Proses pembelajaran pada peserta didik perlu dilatihkan serangkaian kegiatan yang sangat penting agar pembelajaran dapat berhasil dengan baik. Tujuan penelitian ini adalah untuk mendapatkan gambaran tentang kemampuan regulasi kognisi peserta didik dalam pembelajaran dengan model RML (reflective metacognitive learning) dengan fase: (1) refleksi orientasi, (2) refleksi organisasi, (3) refleksi eksekusi, dan (4) refleksi verifikasi. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan sebanyak 75 orang peserta didik di tingkat SMA/MA di Lombok Tengah, yang dipilih secara cluster random sampling. Instrumen yang digunakan berupa angket kemampuan regulasi kognisi sebanyak 34 butir pertanyaan/pernyataan yang telah dinyatakan valid dan reliabel. Data berupa kemampuan regulasi kognisi peserta didik dianalisis dengan menentukan rata-rata pencapaian setiap peserta didik pada masing-masing sekolah, dan penentuan rata-rata skor pada setiap indikator kemampuan regulasi kognisi. Hasil penelitian ini adalah kemampuan regulasi kognisi peserta didik yang dibelajarkan dengan model RML mencapai kategori baik. Hal ini dilihat dari perolehan rata-rata pada ketiga sekolah sebesar 3,20; 3,18; dan 3,08, perolehan rata-rata setiap indikator pada ketiga sekolah juga berkategori baik dengan skor 3,18 untuk indikator planning; 3,15 untuk idikator information management strategy; 3,16 untuk indikator monitoring ; 3,17 untuk indikator debugging; dan 3,12 untuk indikator evaluation. Dengan demikian, kemampuan regulasi kognisi peserta didik dapat dilatihkan dalam pembelajaran dengan model RML yang menekankan proses refleksi secara sadar melalui: (1) penyajian fenomena kkonflik kognitif, (2) penyajian fenomena anomali, (3) proses internalisasi, (4) penyajian fenomena baru yang terkait dengan konsep yang dibelajarkan.Analysis of Students' Cognition Regulation Ability in LearningAbstractThe learning process in students needs to be trained in a series of activities that are very important so that learning can be successful. The purpose of this study was to obtain an overview of the ability of students to regulate cognition in learning with the RML (reflective metacognitive learning) model with the following phases: (1) orientation reflection, (2) organizational reflection, (3) reflection on execution, and (4) reflection on verification. This research is descriptive research. The sample used was 75 students at the SMA / MA level in Central Lombok, who were selected by cluster random sampling. The instrument used was a questionnaire on the ability to regulate cognition as many as 34 questions / statements that were declared valid and reliable. Data in the form of students' cognitive regulatory abilities were analyzed by determining the average achievement of each student in each school, and determining the average score on each indicator of the cognitive regulatory ability. The results of this study were the ability of students to regulate cognition who learned the RML model reached a good category. This can be seen from the average acquisition of the three schools of 3.20; 3.18; and 3.08, the average acquisition of each indicator in the three schools was also in the good category with a score of 3.18 for the planning indicator; 3.15 for the information management strategy indicator; 3.16 for monitoring indicators; 3.17 for debugging indicators; and 3.12 for indicator evaluation. Thus, the ability of students to regulate cognition can be trained in learning with the RML model which emphasizes the process of conscious reflection through: (1) presenting cognitive conflict phenomena, (2) presenting anomalous phenomena, (3) internalizing processes, (4) presenting new phenomena which is related to the concept being learned.

Implementasi model reflective-metacognitive learning untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi dan kesadaran metakognisi Muhali Muhali; Roniati Sukaisih; Muhammad Asy'ari
Empiricism Journal Vol. 1 No. 2: December 2020
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Tujuan penelitian ini adalah untuk meningkatkan kemampuan berpikir kritis, keterampilan metakognisi, dan kesadaran metakognisi melalui implementasi model reflective metacognitive learning (RML) dalam pembelajaran fisika di MAN 3 Lombok Tengah. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam 3 (tiga) siklus pembelajaran dan setiap siklus terdiri dari 3 (tiga) kali pertemuan. Instrumen penelitian ini terdiri dari lembar observasi keterlaksanaan pembelajaran, tes kemampuan berpikir kritis, lembar penilaian keterampilan metakognisi, dan angket kesadaran metakognisi yang telah dinyatakan valid dan reliabel. Pengumpulan data dilakukan dengan teknik observasi, teknik tes, teknik penilaian kinerja, dan teknik angket. Analisis data dilakukan secara deskriptif kuantitatif, dengan menentukan rata-rata dari setiap jenis data, mengkonversi ke dalam skala statistik dan membuat pengkategorisasian. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis meningkat dari 45% pada siklus I menjadi 85% siswa pada siklus II dan III tuntas secara klasikal. Keterampilan metakognisi juga meningkat dari 50% siswa mencapai kategori baik pada siklus I menjadi 100% siswa berkategori baik pada siklus II, 75% dan 25% siswa mencapai kategori baik dan sangat baik pada siklus III. Hal yang sama pada kesadaran metakognisi meningkat dari 100% kategori cukup baik pada siklus I menjadi berkategori baik sebesar 100% pada siklus II dan III. Dengan demikian, model RML dapat diimplementasikan untuk meningkatkan kemampuan berpikir kritis, keterampilan dan kesadaran metakognisi siswa dalam pembelajaran fisika.Implementation of the reflective-metacognitive learning model to improve critical thinking skills, metacognition skills and metacognition awarenessAbstractThe purpose of this study was to improve critical thinking skills, metacognition skills, and metacognitive awareness through the implementation of the reflective metacognitive learning (RML) model in physics learning at MAN 3, Central Lombok. This research is a classroom action research (CAR) which is carried out in 3 (three) learning cycles and each cycle consisting of 3 (three) meetings. The research instrument consisted of a learning implementation observation sheet, a critical thinking skills test, a metacognition skill assessment sheet, and a metacognition awareness questionnaire that was declared valid and reliable. The data were collected by means of observation techniques, test techniques, performance appraisal techniques, and questionnaire techniques. Data analysis was carried out in a descriptive quantitative manner, by determining the average of each type of data, converting it into a statistical scale and categorizing it. The results showed that the critical thinking ability increased from 45% in the first cycle to 85% of the students in the second and third cycles were classically complete. Metacognition skills also increased from 50% of students achieving good categories in cycle I to 100% of students being categorized as good in cycle II, 75% and 25% of students achieving good and very good categories in cycle III. The same thing in metacognition awareness increased from 100% good enough category in cycle I to good category by 100% in cycle II and III. Thus, the RML model can be implemented to improve students' critical thinking skills, metacognitive skills and awareness in learning physics.

Penerapan Pendekatan STML dengan Strategi Siklus Belajar Empiris-Induktif untuk Meningkatkan Hasil Belajar dan Literasi Sains-Teknologi Siswa M. Muhali; Muhammad Asy'ari
Empiricism Journal Vol. 2 No. 1: June 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar siswa, (2) meningkatkan literasi sains teknologi (LST) siswa, dan (3) mendeskripsikan respon siswa terhadap penerapan pendekatan Sains Teknologi Masyarakat dan Lingkungan (STML) dengan strategi siklus belajar empiris-induktif dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Penelitian ini merupakan penelitian tindakan kelas, yang dilaksanakan dalam 2 (dua) siklus. Subyek penelitian ini adalah siswa kelas X MAN 3 Lombok Tengah tahun pelajaran 2020/2021 yang berjumlah 45 siswa. Instrument penelitian yang digunakan dalam penelitian ini berupa tes hasil belajar, tes literasi sains dan teknologi, dan angket respon. Data penelitian dianalisis secara deskriptif kuntitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan (1) hasil belajar, (2) LST dan (3) respon posistif siswa berdasarkan tinjauan peningkataan siklus I dan siklus II. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan hasil belajar, LST, dan respon positif siswa dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Application of STML Approach with Empirical-Inductive Learning Cycle Strategy to Improve Student's Learning Outcomes and Science-Technology Literacy Abstract This study aimed to (1) improve student learning outcomes, (2) improve students' science technology literacy (LST), and (3) describe student responses to the application of the Community and Environmental Science Technology (STML) approach with an empirical-inductive learning cycle strategy in learning physics on electrical circuit material and Ohm's law. This research is a classroom action research, which is carried out in 2 (two) cycles. The subjects of this study were students of class X MAN 3 Central Lombok in the academic year 2020/2021, totaling 45 students. The research instruments used in this study were learning outcomes tests, scientific and technological literacy tests, and response questionnaires. The research data were analyzed descriptively and quantitatively. The results showed that the application of the STML approach with an empirical-inductive learning cycle strategy could improve (1) learning outcomes, (2) LST and (3) students' positive responses based on a review of the improvement in cycle I and cycle II. Based on the results of the study, it can be concluded that the STML approach with the empirical-inductive learning cycle strategy can improve student learning outcomes, LST, and positive responses of students in learning physics on electrical circuits and Ohm's law material.

Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa Muhali Muhali; Muhammad Asy'ari; Roniati Sukaisih
Empiricism Journal Vol. 2 No. 2: December 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secara deskriptif menggunakan persamaan n-gain dan statistic dengan bantuan software IBM SPSS 23 Version. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa pada kelompok eksperimen (mean= 79,19; n-gain= 0,76 dengan kategori tinggi) lebih baik dari kelompok kontrol (mean= 43,08; n-gain= 0,36 dengan kategori sedang) dan berbeda secara signifikan (p < 0.05). Keterampilan metakognitif siswa menunjukkan hal serupa, kelompok eksperimen (pertemuan I= 54,69 (pertemuan II= 67,86; pertemuan III= 79,24) ditemukan lebih baik dari kelompok control (pertemuan I= 46,09; pertemuan II= 53,01; dan pertemuan III= 55,13). Hasil penelitian menunjukkan model pembelajaran inquiry terbimbing terintegrasi laboratorium virtual efektif dalam meningkatkan pemahaman konsep dan keterampilan metakognitif siswa dalam pembelajaran kimia materi larutan penyangga. Virtual Laboratory Integrated Guided Inquiry Learning Model to Improve Students' Concept Understanding and Metacognitive Skills Abstract This study aims to determine the effectiveness of the virtual laboratory integrated guided-inquiry learning model on students' concept understanding and metacognitive skills. Quasi experimental with nonequivalent control group design was used in this study. The sample of this study was 56 students who were divided into 2 (two) parallel classes which were selected using the cluster random sampling technique. The instruments used were in the form of a concept understanding test and a metacognitive skill assessment sheet (LP) which had been declared valid and reliable. The research data were analyzed descriptively using the n-gain equation and statisticaly with the help of IBM SPSS 23 Version software. The results showed that students' concept understanding in the experimental group (mean = 79.19; n-gain = 0.76 in the high category) was better than the control group (mean = 43.08; n-gain = 0.36 in the medium category) and significantly different (p < 0.05). Students’ Metacognitive skills showed the same thing, the experimental group (meeting I = 54.69; meeting II = 67.86; meeting III = 79.24) was found to be better than the control group (meeting I = 46.09; meeting II = 53, 01, and meeting III = 55.13). The results showed that the virtual laboratory integrated guided-inquiry learning model was effective in improving students’ concept understanding and metacognitive skills in buffer solution chemistry learning subject.

Pelatihan Kegiatan Penelitian dan Penulisan Karya Ilmiah bagi Guru Madrasah Aliyah Negeri 3 Lombok Tengah Muhali Muhali; Muhammad Asy’ari; Saiful Prayogi; Taufik Samsuri; I Wayan Karmana; I Ketut Sukarma; Baiq Mirawati; Laras Firdaus; Hunaepi Hunaepi
Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Vol 1 No 1 (2019): June
Publisher : Universitas Prof. Dr. Hazairin, SH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/abdihaz.v1i1.739

Training on Research Activities and Scientific Writing for Madrasah Aliyah Negeri 3 Lombok Tengah Teachers The purpose of this community service was to improve the ability of teachers to conduct research and publish a research article in a national scientific journal. This program was implemented through a series of activities using in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve the ability of teachers in analyzing the learning problems that can be raised as research problems; to convey the concept of research in general, especially classroom action research; and to write a scientific article. OST activities are intended to assist the teachers in conducting research activities, writing research reports and scientific articles and publishing scientific journals. The results of IST activities illustrated the situation of Madrasah Aliyah Negeri 3 Lombok Tengah teachers that most teachers had been able to analyze problems that can be raised as the main problems in research activities; the teacher had a good understanding of the concept of classroom action research, design, instruments, and analysis of research data; the teacher was able to understand the concepts and techniques of writing research reports and scientific articles; and the teacher had been able to understand the concepts and techniques of publishing articles in national scientific journals. OST results indicated that teachers had the potential to develop themselves in conducting research and producing scientific papers. During the implementation of community service activities, the teacher consistently followed the activities well. The resulting scientific work could be categorized as good, and generally, met the criteria of scientific writing.

PENGEMBANGAN MODEL PEMBELAJARAN AKTIF BERBASIS INKUIRI (ABI) UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS MAHASISWA Saiful Prayogi; Muhali Muhali
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 3, No 1: June 2015
Publisher : IKIP Mataram

The purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill.

MENINGKATKAN KESADARAN METAKOGNITIF DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PEMBELAJARAN PROBLEM SOLVING Roniati Sukaisih; Muhali Muhali
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 1: June 2014
Publisher : IKIP Mataram

The purpose of this study is to increase metacognitive awareness and student learning achievement through the implementation of Problem Solving learning. Learning achievement in this study include the cognitive, affective, and psychomotor aspects on temperature and heat learning material. This study used Classroom action research conducted in 3 cycles consisting of planning, implementation, observation, evaluation, and reflection. Students' metacognitive awareness data obtained through metacognitive awareness questionnaire and students' activity in worksheet used to control Students' metacognitive awareness. Student learning achievement was taken with multiple-choice test techniques for cognitive learning achievement, practicum activities and presenting practicum results for affective and psychomotor learning achievement tailored to affective and psychomotor indicators. The conclusion of this research is through the implementation of Problem Solving learning can increase metacognitive awareness and student learning achievement.

Validitas Instrumen Karakterisasi Kemampuan Metakognisi Mahasiswa Calon Guru Fisika Muhammad Asy'ari; Muhamad Ikhsan; Muhali Muhali
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 6, No 1: June 2018
Publisher : IKIP Mataram

The purpose of this study was to describe the validity of the metacognition ability instruments which include metacognition knowledge and metacognition awareness. The metacognition knowledge instrument in the form of essay tests totaling 20 items, while the metacognition awareness instrument is the Metacognition Awareness Inventory (MAI). This study is a descriptive qualitative study to assess and obtain the quality of metacognition knowledge and metacognition awareness instruments that are valid to characterize student metacognition abilities. The instrument of student metacognition knowledge was validated by two physics educations’ experts, the instrument of metacognition knowledge was also empirically validated by involving 30 physics education students as respondents. Unlike the instrument of metacognition knowledge, the metacognition awareness instrument is only empirically validated by involving 90 students across the study program as respondents. The results showed: (1) the validator's assessment of the metacognition knowledge instrument both from the content validity aspect and construct validity was valid categorized (range of scores> 3.6) and reliable for the two components of assessment in a row namely Percentage of agreement = 97.3% and 98.6%, (2) the empirical validity of the metacognition knowledge instrument was declared valid (Pearson Correlation > rtable) and reliable (Cronbach's alpha = 0.944), (3) the instrument of metacognition awareness was declared reliable (0.6 ≤ α ≤ 1.0) although some components of the student metacognition awareness instrument are empirically declared invalid. These results indicate that the instrument of metacognition ability is valid to use in characterizing the prospective physics teacher students’ metacognition ability.

APLIKASI SENYAWA AMIDA HUMAT SEBAGAI IONOFOR DALAM MEMBRAN ELEKTRODA SELEKTIF ION Ni (II) Muhali Muhali
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013
Publisher : IKIP Mataram

The amide compound derived from humic acid has been applied as ionophore in ion selective electrode (ISE) measurement based on poly vinyl chloride (PVC) membrane. The carboxylic acid group of the humic acid was first modified to the corresponding amide and is expected to form complex with the target cation. This work aims at obtaining selectivity coefficient towards Ni2+ ion. The products of the reactions were observed using infra red (IR) spectrometer. The amide compound derived from humic acid was immobilized into the membrane with composition percentage (w/w) as the following 32% of PVC, 64% of plasticizer of either [orto-nitrophenil octyl ether (NPOE) or dioctylpthalate (DOP) or dibenzyl ether (DBE)], 2% of lipophilic anion [sodiumtetraphenylborate (NaTPB), and oleic acid], and 2% of ionophore the humic amide, respectively. The results show that ISE membrane give selective response to the Ni2+ ion at pH of 4,5 with response time of approximately 80 seconds. Among many others, the cations that give strong emf interference include Cu2+,Li+, K+, Pb2+, Na+, Zn2+, and Ca2+. The Nernstian factor of ISE membrane is close to +28 mV per decade with linear range of concentration of pNi2+ of 1-6, with composition PVC membrane, DBE as plasticizer, oleic acid as lipophilic anion, and humic amide as ionophore, respectively.

Pengaruh Implementasi Model Creative Problem Solving terhadap Peningkatan Kemampuan Pemecahan Masalah, Keterampilan Proses Sains, dan Kesadaran Metakognisi Peserta Didik Muhali Muhali
Lensa: Jurnal Kependidikan Fisika Vol 9, No 1: June 2021
Publisher : Universitas Pendidikan Mandalika

Penelitian ini bertujuan mengetahui pengaruh peningkatan kemampuan pemecahan masalah, keterampilan proses sains, dan kesadaran metakognisi peserta didik melalui pembelajaran model creative problem solving. Metode dalam penelitian ini menggunakan quasi eksperimen dengan pretest-posttest control group design. Sampel terdiri dari 58 peserta didik kelas XI IPA SMAN 1 Praya Timur yang ditentukan menggunakan teknik sampel jenuh. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah, lembar penilaian keterampilan proses sains, dan angket kesadaran metakognisi yang telah dinyatakan valid dan reliabel. Analisis data dilakukan menggunakan uji t dengan bantuan SPSS 16.0 for windows. Hasil penelitian menunjukkan bahwa (1) kemampuan pemecahan masalah (0,693 > 0,403); (2) keterampilan proses sains (0,369 > 0,094); dan (3) kesadaran metakognisi (0,532 > 0,474) kelompok eksperimen lebih baik dibandingkan dengan kelompok kontrol baik secara deksriptif maupun statistik (p<0,05), sehingga dapat disimpulkan bahwa model creative problem solving berpengaruh terhadap peningkatan kemampuan pemecahan masalah, keterampilan proses sains, dan kesadaran metakognisi peserta didik dalam pembelajaran kimia materi hidrolisis garam.Implementation of the Creative Problem Solving Model to Improve Problem Solving Ability, Science Process Skills, and Metacognition Awareness of LearnersAbstractThis study aims to determine the effect of creative problem solving learning model on students’ problem solving abilities, science process skills, and metacognitive awareness. The method in this study uses a quasi-experimental with pretest-posttest control group design. The sample consisted of 58 students of class XI IPA SMAN 1 Praya Timur who were determined using the saturated sample technique. The instruments used were in the form of a problem-solving ability test, a science process skill assessment sheet, and a metacognition awareness questionnaire which had been declared valid and reliable. Data analysis was performed using t test with the help of SPSS 16.0 for windows. The results showed that (1) problem solving ability (0.693 > 0.403); (2) science process skills (0.369 > 0.094); and (3) metacognitive awareness (0.532 > 0.474) the experimental group was better than the control group both descriptively and statistically (p <0.05), so it can be concluded that the creative problem solving model has an effect on increasing problem solving abilities, science process skills, and students' metacognition awareness in learning chemistry of salt hydrolysis material.

Co-Authors - Khaeruman Abdul Rais Nur Abdul Sakban Agus Muliadi AHMADI Ahmadi Ahmadi Ali, Nur Aini Abdurrahman Aminullah Aminullah Andriani, Mery Andriani, Reni Anita Fibonacci Aprilian, Malisa Asy’ari, Muhammad Azmi, Irham Baiq Mirawati Bayani, Faizul Bilad, Muhammad Roil Binar Kurnia Prahani Citra Ayu Dewi Dedi Sumarsono Delila Idsa Amara Raymanda Devi Yuliana, Devi Diah Lukitasari Duwi Purwati Febriani, Nadia Firdaus, Laras Fitriani, Herdiyana Gargazi Gargazi Gollu, Angelia Apliana Hambarwati, Sri Handayani, Anak Agung Ayu Trisna Helmi Rahmawati Hendrawani Hendrawani Herdina Fitriani Heswandi Heswandi Heswandi, Heswandi Hulyadi, Hulyadi Hunaepi, Hunaepi Husni Mubarok Husni Mubarok I Wayan Karmana Irma Utu Nganji Ismuliani, Ismuliani Istin Fitriana Aziza Iwan Doddy Dharmawibawa Joselevich, María Kerihi, Eka Citra Gayatri KETUT SUKARMA . Khaeruman Kurnia, Nova Laras Firdaus Laras Firdaus Laras Firdaus Laras Firdaus Linda Rahmawulan Malisa Aprilian Masiah Masiah Mery Andriani Mirawati, Baiq Muhamad Ikhsan Muhammad Asy'ari Muhammad Fuaddunazmi Muhammad Roil Bilad Muhammad Roil Bilad Muhammad Sabri Musahidin, Musahidin Ni Nyoman Sri Putu Verawati Nova Kurnia Nur, Abdul Rais Pahriah, Pahriah Prayogi, Saiful Raehanah Raehanah Raehanah Raehanah Rahma, Arinda Yusfika Rahmawulan, Linda Ratna Azizah Mashami Raymanda, Delila Idsa Amara Reni Andriani Rensani Taloin Retnasari, Baiq Ayu Rizal, Saipul Roniati Sukaisih Roniati Sukaisih Roniati Sukaisih Samsun Hidayat Samsun Hidayat Samsun Hidayat Sri Yuliani Astuti Sukaisih, Roniati Sukaisih, Roniati Sumarlin, Muhamad Suryati Suryati Suryati Suryati Taufik Samsuri Ulfanita, Mila Yeti Kurniasih Yuliana, Depi Yusran Khery Yusran Khery, Yusran Yusril Anwar

Title

Found 92 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 92 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 92 Documents
Search