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All Journal Jurnal Pendidikan Kimia Undiksha Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah QUANTUM: Jurnal Inovasi Pendidikan Sains Vidya Karya Jurnal Penelitian Pendidikan IPA (JPPIPA) JPM (Jurnal Pemberdayaan Masyarakat) JOURNAL OF CHEMISTRY AND EDUCATION (JCAE) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Indonesian Journal of Educational Development (IJED) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Bakti, Iriani
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Physics Social Sciences Other

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PENGEMBANGAN E-MODUL HIDROLISIS GARAM BERBASIS ETNOSCIENCE DENGAN MODEL SCIENTIFIC CRITICAL THINKING (ETNO-SCT) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR PENGETAHUAN PESERTA DIDIK Diyah Intan Pratiwi; Iriani Bakti; Syahmani Syahmani
JCAE (Journal of Chemistry And Education) Vol. 8 No. 2 (2024): JCAE DESEMBER 2024
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v8i2.3012

Abstract

Penelitian ini bertujuan untuk mengembangkan e-modul hidrolisis garam berbasis Etno-SCT yang valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains dan hasil belajar pengetahuan peserta didik. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implementation and Evaluation). Subjek penelitian adalah 5 orang validator dan peserta didik kelas XI MIPA 1 SMA Negeri 8 Banjarmasin berjumlah 32 orang. Teknik pengumpulan data menggunakan lembar validasi, angket keterbacaan, angket respon, lembar observasi, dan instrumen tes. Analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukkan bahwa validitas e-modul sebesar 94,66% dengan kategori sangat valid ditinjau dari aspek isi, penyajian, bahasa dan media. Kepraktisan e-modul dilihat dari tingkat keterbacaan dalam kategori sangat baik, hasil angket respon peserta didik dan guru pada kategori sangat baik, serta hasil observasi kemampuan guru dalam menggunakan e-modul dan keterlaksanaan pembelajaran berkategori sangat baik. Keefektifan e-modul dilihat berdasarkan nilai N-gain keterampilan proses sains sebesar 0,75 (tinggi) dan hasil belajar pengetahuan sebesar 0,78 (tinggi). E-modul hidrolisis garam berbasis Etno-SCT ini telah memenuhi kriteria valid, praktis, dan efektif sehingga layak digunakan sebagai bahan ajar untuk meningkatkan keterampilan proses sains dan hasil belajar pengetahuan peserta didik dalam pembelajaran kimia.
PENGEMBANGAN E-MODUL DENGAN PENDEKATAN ETNOSAINS BERBANTUAN HEYZINE FLIPBOOK UNTUK MENINGKATKAN LITERASI SAINS PADA MATERI ASAM DAN BASA Nur Khairona Alifa; Iriani Bakti; Arif Sholahuddin; Rilia Iriani
JCAE (Journal of Chemistry And Education) Vol. 9 No. 1 (2025): JCAE AGUSTUS 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v9i1.3076

Abstract

Literasi Sains merupakan salah satu keterampilan abad 21 yang dibutuhkan bagi setiap peserta didik. Penelitian ini adalah penelitian R&D untuk mengembangkan e-modul dengan pendekatan etnosains berbantuan heyzine flipbook untuk meningkatkan literasi sains pada materi asam dan basa. Tujuan penelitian ini yaitu untuk menganalisis kevalidan, kepraktisan, dan keefektifan dari e-modul yang dikembangkan dengan model 4D (define, design, develop, disseminate). Subjek penelitian yaitu 5 orang validator dan peserta didik XI MIPA SMA Negeri 10 Banjarmasin tahun Pelajaran 2023/2024. Data dikumpulkan dengan menggunakan angket, lembar observasi, dan instrument tes. Hasil penelitian menunjukkan: (1) Kevalidan e-modul yang dikembangkan sangat valid dengan skor 4,93, (2) Kepraktisan ditinjau dari angket dan lembar observasi dengan rata-rata sangat praktis dengan skor 4,65, (3) Keefektifan ditinjau dari N-gain kemampuan literasi sains dengan skor 0,79. Berdasarkan analisis dapat disimpulkan bahwa e-modul yang dikembangkan valid, praktis, dan efektif untuk meningkatkan literasi sains pada peserta didik.
MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN MODEL PEMBELAJARAN PBL (PROBLEM BASED LEARNING) DI KELAS XI PADA MATERI LAJU REAKSI Rabiah, Rabiah; Bakti, Iriani; Syahmani, Syahmani
JCAE (Journal of Chemistry And Education) Vol. 9 No. 2 (2025): JCAE DESEMBER 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v9i2.3688

Abstract

Penelitian ini bertujuaan untuk (1) meningkatan aktivitas guru, (2) meningkatan aktivitas peserta didik, (3) meningkatan kemampuan berpikir kritis, (4) meningkatan hasil belajar aspek sikap, keterampilan, dan pengetahuan peserta didik. Jenis penelitian ini yaitu penelitian tindakan kelas (PTK) yang terdiri dari 2 siklus. Subjek penelitian adalah murid kelas XI SMAN 8 Banjarmasin dengan jumlah 27 siswa. Instrumen penelitian berupa tes dan non tes. Analisis data menggunakan teknik analisis kualitatif dan kuantitatif. Hasil penelitian menunjukkan (1) terjadi peningkatan aktivitas guru dari kategori baik menjadi kategori sangat baik (2) terjadi peningkatan aktivitas peserta didik dari kategori cukup menjadi kategori aktif, (3) terjadi peningkatan kemampuan berpikir kritis siswa dari kategori kurang kritis menjadi kategori kritis (4) terjadi peningkatan hasil belajar sebesar 76% (tuntas), terjadi peningkatan hasil belajar aspek sikap pesreta didik dari predikat baik menjadi sangat baik, aspek keterampilan peserta didik mengalami peningkatan dari predikat cukup menjadi baik, dan aspek pengetahuan mengalami peningkatan ketuntasan secara klasikal sebanyak 89%.
IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL Harsono Hammasa; Iriani Bakti; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 1 (2024): April 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i1.16851

Abstract

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.
PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN MENGGUNAKAN MODEL PROJECT BASED LEARNING PADA MATERI KOLOID BERKONTEKS LAHAN BASAH Iriani Bakti; Muhammad Kusasi; Samsinar Samsinar
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 14, No 1 (2023): April 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v14i1.15694

Abstract

Kemampuan berpikir kritis sangat dibutuhkan oleh siswa untuk membantu mengelola pikiran untuk menemukan makna pembelajaran yang tepat. Model project based learning merupakan model pembelajaran berbasis proyek. Tujuan dari penelitian ini adalah (1) untuk menganalisis perbedaan kemampuan berpikir kritis siswa yang belajar menggunakan model project based learning pada materi koloid berkonteks lahan basah dengan siswa yang belajar menggunakan model konvensional, (2) respon siswa setelah menggunakan model project based learning pada materi koloid berkonteks lahan basah. penelitian ini menggunakan metode quasi experiment dengan desain penelitian nonequivalent control group design. Siswa kelas eksperimen XI MIPA 3 dan kelas kontrol XI MIPA 2 SMAN 3 Banjarmasin dijadikan sampel penelitian ini. Metode analisis deskriptif dan inferensial digunakan dalam mengolah data. Siswa yang belajar dengan menggunakan model project based learning, dimana harga N-gain sebesar 0,65 dalam kategori sedang, memiliki kemampuan berpikir kritis yang lebih tinggi dibandingkan siswa yang belajar dengan menggunakan model konvensional, dimana Harga N-gain sebesar 0,37 dalam kategori sedang. Dengan demikian, penggunaan model project based learning berkonteks lahan basah dapat meningkatkan kemampuan berpikir kritis peserta didik.
ANALISIS MISKONSEPSI PESERTA DIDIK MENGGUNAKAN INSTRUMEN TES DIAGNOSTIK FOUR TIER MULTIPLE CHOICE PADA MATERI HIDROLISIS GARAM Firdha Novria Hidayah; Iriani Bakti; Rilia Iriani; Abdul Hamid
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 14, No 2 (2023): Oktober 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v14i2.15097

Abstract

Penelitian ini dilakukan untuk mengetahui miskonsepsi yang terjadi pada peserta didik dan penyebab terjadinya miskonsepsi dalam mempelajari materi hidrolisis garam di SMA Negeri 4 Banjarmasin tahun ajaran 2021/2022.  Metode yang digunakan adalah metode campuran bentuk strategi eksplanatoris sekuensial yang dilakukan dengan cara melakukan penelitian kuantitatif (instrumen tes diagnostik) terlebih dahulu lalu melakukan analisis, dan melengkapi hasilnya dengan analisis penelitian kualitatif (wawancara). Subyek penelitian ditentukan dengan teknik purposive sampling. Analisis data yang digunakan dalam penelitian deskriptif dengan persentase dan pengkriteriaan miskonsepsinya. Hasil penelitian menunjukkan bahwa 34,92% peserta didik mengalami miskonsepsi. Peserta didik mengalami miskonsepsi pada sub-konsep: (1) pengertian hidrolisis garam sebesar 33,33% dengan kategori sedang, (2) sifat-sifat larutan garam yang mengalami hidrolisis sebesar 37,03% dengan  kategori sedang, (3) jenis-jenis hidrolisis garam sebesar 24,44% dengan kategori rendah, (4) reaksi hidrolisis garam sebesar 32,40% dengan  kategori sedang, (5) pH garam yang terhidrolisis memiliki miskonsepsi tertinggi sebesar 38,89% dengan kategori sedang. Penyebab terjadinya miskonsepsi berasal dari peserta didik itu sendiri yaitu intuisi yang salah, pemikiran asosiatif peserta didik, reasoning yang tidak lengkap, dan kemampuan peserta didik yang kurang.
Inkuiri Terbimbing Berbasis Blended Learning: Memperkuat Keterampilan Proses Sains Melalui Pembelajaran Koloid Iriani Bakti; Reni Hafizah; Arif Sholahuddin
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.3431

Abstract

Science process skills play a crucial role in constructing knowledge and fostering the ability to independently solve problems. Despite their significance, the science process skills of students across various educational levels remain at a relatively low level. This research seeks to evaluate the science process skills of students and their responses to learning about colloids through a blended learning-based guided inquiry approach. The research employs a quasi-experimental design with a pretest-posttest control group setup. The sample, drawn through cluster random sampling, consists of students from Class XI MIPA 1 at SMAN 11 Banjarmasin, divided into two groups. Group A, the experimental class, engages in blended learning-based guided inquiry, while Group B, the control class, follows the guided inquiry model. Data collection involves tests to assess students' science process skills and non-tests to gauge their responses. The analysis entails descriptive techniques and t-tests. The findings indicate (1) discernible differences in science process skills between classes employing blended learning-based guided inquiry and guided inquiry alone, and (2) a positive response from students towards the blended learning-based inquiry model.
Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Peserta Didik Pada Materi Larutan Penyangga Menggunakan E-Modul Berbasis Scientific Critical Thinking (SCT) di SMA Negeri 4 Banjarmasin Mahdian; Risma Ariyanti; Iriani Bakti
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.5799

Abstract

This research is Classroom Action Research (PTK) which aims to determine the increase in critical thinking skills and student learning outcomes after learning using an e-module based on Scientific Critical Thinking (SCT) on buffer solution material. The research model developed by Kemmis and Mc Taggart consists of 4 stages, namely planning, implementing actions, observing and reflecting in each cycle. The research subjects were 36 students of class XI MIPA 4 SMA Negeri 4 Banjarmasin. Data collection on critical thinking abilities and student learning outcomes was carried out using test instruments. The research results showed that the students' critical thinking skills test in cycle I was 47.18 in the moderately critical category. while in cycle II it increased to a score of 81.08 in the very critical category. In the knowledge learning outcomes test, in cycle I it was 55.56 in the poor category and in cycle II it increased by 91.11 in the good category. Student responses also showed the agree category, thus the e-module based on Scientific Critical Thinking (SCT) on buffer solution material is suitable for use in learning to improve critical thinking skills and student learning outcomes.
Peningkatan Kompetensi Guru Kimia Banjarmasin Utara: Pembelajaran Mendalam dengan Problem Based Learning Berbantuan Artificial Intelligence Mahdian; Syarifah Meutiah Eka Sari; Iriani Bakti; Atiek Winarti; Ni Pt. Pande Mirah Surya Dewi
Jurnal Pemberdayaan Masyarakat Vol 11 No 1 (2026): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v11i1.12954

Abstract

Deep Learning is an approach that emphasizes creating meaningful, reflective, and enjoyable learning experiences. One appropriate learning method to support this approach is Problem-Based Learning (PBL). However, many high school chemistry teachers in North Banjarmasin are still unfamiliar with Deep Learning and have not yet implemented PBL optimally. Therefore, the solution offered is to conduct a workshop to improve chemistry teachers' understanding and skills related to Deep Learning and PBL. In this workshop, chemistry teachers were also provided with skills in using AI technology to facilitate the design of teaching materials that are in line with the Deep Learning and PBL approaches. To assess the results and impact of this activity on improving chemistry teachers' competencies, a pretest and posttest were used. Before the implementation, the average pretest score was recorded at 65 ± 23.21, indicating the diversity and limitations of chemistry teachers' knowledge. After the activity, the average posttest score increased to 96 ± 0.52. These results indicate that the workshop was effective and had a positive influence on improving chemistry teachers' abilities in implementing Deep Learning in PBL with the assistance of AI.
E-Module Development Based on Flip PDF Professional by Using Problem Solving Model in Wetland Context to Improve Stoichiometry Learning Outcomes Iriani Bakti; Rilia Iriani*; Anisa Ihdayanti; Abdul Hamid
Jurnal Pendidikan Sains Indonesia Vol 11, No 4 (2023): OCTOBER 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i4.31399

Abstract

E-module development based on flip pdf professional is a systematically arranged instructional material. This research aimed to determine the impact of student learning outcomes when using the developed e-module. The research method used is R D with a 4-D development model: define, design, develop and disseminate. The developed e-module trial was conducted offline for students at SMAN 10 Banjarmasin. The data analysis technique was descriptive statistics. The data collection techniques were validation sheets, response questionnaires and test assessments. The results showed that the developed e-module was stated to be very valid regarding the content feasibility, presentation, language and media. The developed e-module also fulfills practical aspects, seen from student response questionnaires and teacher activity sheets which get very good categories. The e-module also fulfilled the effectiveness aspect based on the N-gain of student learning outcomes included average category. The success of e-module in improving learning outcomes can also be seen from the increased average value pre-test and post-test, from 43.75 to 83.75. The results of the research show that the developed e-module is feasible to use and also improves learning outcomes
Co-Authors Abdul Hamid Abdul Hamid Abdul Hamid ABDUL HAMID Ahmad Baihaki Alfi Syahrin Ali, Almubarak Almubarak Almubarak Almubarak Almubarak Almubarak, Almubarak Anisa Ihdayanti Anjar Trisnowati Arif Sholahuddin Atiek Winarti Atiek Winarti Atiek Winarti Badriyah Badriyah Baehaqi Bambang Suharto Bambang Suharto Baseran Nor Cita Indira Debora Novilia Pasaribu Dinda Fina Sholeha Diyah Intan Pratiwi Ester Noviyanti Fadhlan Muchlas Abrori Fikriatun Nisa Firdha Novria Hidayah Gunawan Sabilillah Gunawan Sabillilah Hana Yuliana Harsono Hammasa Hendra Alfian Ari Sandi Iriani*, Rilia Larasati Milanie Dewi Sawitri Leny Leny Leny Leny, Leny Mahdian Mahdian Mahdian Mahdian Maria Ulfah Mei Nur Safitri Muhammad Kusasi Mutiara Ni Pt. Pande Mirah Surya Dewi Nita Maulida Norestawati Norestawati Normita Elprianti Norshofiati Norshofiati Nur Annisa Bella Agustianingsih Nur Khairona Alifa Parham Saadi Parham Saadi Parham Saadi Parham Saadi, Parham Pebriani*, Novita Pratiwi, Yunilia Nur Puput Rahayu Putranty Widha Nugraheni Putri Alami Rabiah Rabiah Raihanah Raihanah Reni Hafizah Restu Prayogi Riana, Suci Rilia Iriani Rilia Iriani Rilia Iriani Rilia Iriani* Rima Yanti Risma Ariyanti Risna Risna, Risna Rizki Nur Analita Rohmah, Rosyidah Syafaatur Rossy Arlinda Rosyidah Syafaatur Rohmah Rusmansyah Muhammad Rusmansyah Rusmansyah Rusmansyah Rusmansyah, Rusmansyah Samsinar Samsinar Sandi, Hendra Alfian Ari Shella Malisa Siti Arda Mauliti Suci Riana Syahmani Syahmani Syahmani Syahmani Syarifah Meutiah Eka Sari Trimah Semi Utami Yulia Anggraeni