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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Tadris Kimiya J-PEK (JURNAL PEMBELAJARAN KIMIA) Orbital: Jurnal Pendidikan Kimia JKPK (Jurnal Kimia dan Pendidikan Kimia) ADIBA: Journal of Education LAVOISIER: Chemistry Education Journal Journal of Educational Management and Learning LAVOISIER: Chemistry Education Journal
Nur Azizah Putri Hasibuan
Chemistry Education Program Study, Faculty Of Teacher Training And Education, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan, Indonesia Jl.T. Rizal Nurdin No. 4, Padangsidimpuan 22733, North Sumatera
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Students’ Critical Thinking Skills by Applying Flipped Classroom Learning Model using Powtoon Application on The Topic of Salt Hydrolysis Maria Paristiowati; Elsa Vera Nanda; Nur Azizah Putri Hasibuan; Miska Zidna Ilmana
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 7, No 3 (2022): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v7i3.67802

Abstract

This study aims to determine students' critical thinking skills by applying flipped classrooms using the Powtoon application on the topic of salt hydrolysis. This study, which included 36 participants—15 men and 21 women—used a descriptive methodology and was carried out at one of Jakarta's public high schools. The instrument used was an observation sheet to observe the flipped classroom model’s learning process, critical thinking skills tests, reflective journals, and depth interviews. The flipped classroom method entails four steps: pre-class by studying independently and providing stimuli. In-class by fostering critical thinking; and post-class by evaluating. Combining asynchronous and synchronous activities was the process. Students learn independently during the pre-class stage by answering pre-learning questions and watching videos. During the class phase, Zoom meetings are used for synchronous learning to discuss salt hydrolysis applications in particular contexts. Discussion assignments on the salt hydrolysis case help students learn asynchronously after class. The study results showed that the flipped classroom using the Powtoon application can be an alternative for distance learning and can influence the students’ critical thinking at a very good level. It also helps them be more active and critical in learning, like exchanging opinions with others and doing assignments on the topic of salt hydrolysis.
Augmented Reality and Student Learning: Analysis of Mental Models of Salt Hydrolysis at SMAN 51 Jakarta, Indonesia Umayah, Anisa; Paristiowati, Maria; Dianhar, Hanhan; Hasibuan, Nur Azizah Putri
Journal of Educational Management and Learning Vol. 1 No. 1 (2023): August 2023
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v1i1.53

Abstract

This study aimed to ascertain students' mental models while learning about salt hydrolysis through augmented reality (AR). The study comprised 36 participants from Public High School 51 in Jakarta. A descriptive qualitative approach was adopted for this research, employing various data collection methods such as written drawings, interviews, classroom observations, teacher notes, student worksheets, and final tests. In categorizing students' mental models, three main types emerged: scientific, synthetic, and initial mental models. The findings revealed that 7.20% of students fell into the initial mental model category, 53.90% exhibited synthetic mental models, and 38.90% demonstrated scientific mental models. Notably, incorporating AR into salt hydrolysis learning predominantly influenced the development of synthetic mental models. The study's results also indicated that the utilization of AR positively enhanced students' spatial abilities in understanding submicroscopic representations.
Integrating Problem-Based Learning and Visual Media to Spark Science Curiosity in Fifth Graders Pasaribu, Aweng Rovika; Siregar, Lis Yulianti Syafrida; Hasibuan, Nur Azizah Putri
Journal of Educational Management and Learning Vol. 2 No. 2 (2024): November 2024
Publisher : Heca Sentra Analitika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60084/jeml.v2i2.200

Abstract

This research was motivated by students who observed low interest in science learning, negatively affecting their cognitive learning outcomes. The issue stems from the conventional, teacher-centered lecture method, resulting in one-way communication that causes students to become bored and disengaged. This study aims to enhance students' interest in learning by implementing the Problem-Based Learning (PBL) model supported by visual media for 5th-grade students at elementary school SD Negeri 100706 Padang Lancat in Padangsidimpuan City, North Sumatra, Indonesia. This research employs a collaborative Classroom Action Research approach with homeroom teachers. Data collection involved observation sheets and questionnaires. The findings indicate that the PBL model assisted by visual media significantly increased students' interest in learning science. Initial data revealed that only 26.67% of students were categorized as having a good interest in learning. In Cycle I, this percentage increased to 60%, and in Cycle II, it further rose to 87%, with students categorized as having good and very good interest in learning.
Integration of Various Digital Media with Flipped Classroom Models in Chemistry Learning: An Analysis of Student Activities Paristiowati, Maria; Dianhar, Hanhan; Hasibuan, Nur Azizah Putri; Fitriani, Roisyah
Orbital: Jurnal Pendidikan Kimia Vol. 8 No. 1 (2024): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v8i1.21928

Abstract

This study aims to analyze student activity in flipped learning environments and their response to chemistry learning. The variations of digital media used in this research are YouTube, Miro, Wizer.me, Quizizz, Google Form, and Google Classroom. Participants are 11th grade public high school in Depok city, West Java, Indonesia. The method used is a descriptive qualitative method with data collection techniques through observation sheets, teacher diaries, interviews, reflective journals, and student activity questionnaires. The activity questionnaire in this study used StRIP, adapted from DeMonbrun, et al. Activity indicators consist of two dimensions: student response to instruction and instruction type dimensions. Student activity data is processed using a Likert scale. The results showed that the majority of students responded positively to the second dimension. The results showed that students' responses to instructions and types of instructions developed well during the learning process. This is consistent with the results of the student questionnaire data, which shows a percentage of >70% in each dimension. The affective domain shows that some students have a good attitude of responsibility and discipline. They actively express their opinions and work together in groups. In the psychomotor domain, the students show that they are careful in carrying out and compiling the practicum reports. This study concludes that the flipped classroom learning model using various digital learning media can help develop students' activities in chemistry learning.
Development of Student Worksheets Based on Generic Science Skills on the Concept of Acid and Base Putri Hasibuan, Nur Azizah; Hasibuan, Rafikah Rezky
LAVOISIER: Chemistry Education Journal Vol 1, No 2 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v1i2.6735

Abstract

This research is supposed to develop generic science skill-based student worksheets on chemistry learning materials acid and based. The method used in this research is the following ADDIE models (Analysis, Design, Develop, Implementation, and Evaluation). In the implementation step, the worksheet was used on 11th grade of South Tangerang Banten, Indonesia, general high school which was followed by 29 students. The instrument used is a questionnaire to measure the feasibility of the worksheet by experts (lecturer and teacher), and also student questionnaire response sheets. The findings of this research can conclude that the feasibility in terms of design component, appearance, content, language, and worksheet's appropriate with generic science skills. And the student responses, respectively for 84.13%; 92.26%; 92.41%; 95.95%; and 86.9%. This result shows that generic science skill-based worksheets can be used for the learning process. But still need to develop for bigger responders.
Analysis of students' mental models using the flipped classroom learning model Hasibuan, Nur Azizah Putri; Hilda, Lelya; Hsb, Rafikah Rezky
J-PEK (Jurnal Pembelajaran Kimia) Vol 9, No 1 (2024): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v9i12024p52-61

Abstract

This research analyses the flipped classroom learning model on students' mental model on salt hydrolysis material. This research was conducted at SMAN 1 Ulu Barumun, Padang Lawas Regency. The research subjects were 11th-grade science students, totalling 20 students. The study used a two-tier test instrument, student observation, and in-depth interviews. The results showed that most students achieved the scientific mental model (38.33%), which reflects deep understanding and the ability to connect concepts with phenomena scientifically. In addition, 31.52% of students were at the synthesis mental model, where they began to understand the concept, but there were still misconceptions. Meanwhile, 30.13% of students were in the initial mental model, with limited and inaccurate understanding. Factors such as teacher explanation, learning experience, and learning resources used play an important role in achieving the scientific mental model. Overall, flipped classrooms are proven to be an effective learning strategy and are worth applying to improve the quality of learning and form students' mental models on salt hydrolysis material.
Effectiveness of Flipped Classroom Model Learning Using Microlearning on Buffer Solution Material Puteri, Hana Alya; Paristiowati, Maria; Zulhipri, Zulhipri; Putri Hasibuan, Nur Azizah; Karyadi, Prita Atria
LAVOISIER: Chemistry Education Journal Vol 3, No 1 (2024): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i1.11112

Abstract

This study aims to determine the effectiveness of learning the flipped classroom model with microlearning on class XI buffer solution material. This research was conducted at SMA Negeri 99 Jakarta using a qualitative method. The sample used in this study was 35 students of class XI. This study refers to indicators of learning effectiveness, namely the management of learning implementation, communicative teaching-learning processes, student responses, learning activities, and learning outcomes. The instruments used in this study were observation, questionnaires, test questions, reflective journals, and interviews. The results of this study are that the flipped classroom learning model with microlearning is effective for use in buffer solution materials.
Application of Inquiry-Based Learning Model to Improve Student Learning Outcomes on Redox Reaction Material for Class X Students at MAS Al-Khoir Nasution, Annisa; Siregar, Nur Fauziah; Hasibuan, Nur Azizah Putri
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v%vi%i.11391

Abstract

This study aims to see the results of the application of the Inquiry-Based Learning Model in improving student learning outcomes in Redox Reaction subject matter for Class X Mas Al-Khoir Mananti Sosa Jae Village, Kec. Huta Raja Tinggi, Kab. Padang Lawas. The type of research used in this research is Classroom Action Research. Mas Al-Khoir Mananti Sosa Jae Village, Kec is the location used in this research. Huta Raja Tinggi, Kab. Padang Lawas. Data collection instruments are through tests and observations. The analysis method used in this research is quantitative analysis. Based on the results of the study show that there is an increase in student learning outcomes with the application of an inquiry-based learning model of redox reaction material for students of grade X from pre-cycle, cycle I to cycle II. Where the percentage of students who completed was 25% in pre-cycle, then increased in cycle I session 1 to 33.4%, then increased in cycle I session 2 to 60%, then increased in cycle II to 86.7%. The percentage of students who did not complete decreased from 75% in the pre-cycle, decreased to 66.6% in Cycle I Session 1, decreased to 40% in Cycle I Session 2, and decreased to 13.3% in Cycle II. The average score of the students increased from 54.3 before the cycle, then increased from 59.3 in cycle I to 68, then increased to 80 in cycle II. Following the indicators of success of this action, where students have passed the KKM (≥7).
Enhancing Students’ Critical Thinking Through Problem-Based Learning With Socio-Scientific Issues: A Study On Stoichiometry In Grade X Science Hajijah, Aida; Nasution, Mariam; Hasibuan, Nur Azizah Putri; Hilda, Lelya; Baroud, Najah Yousef
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.43992

Abstract

Understanding stoichiometry remains a significant challenge for many secondary school students, primarily due to traditional instructional approaches that emphasize memorization rather than analytical reasoning. To address this issue, this study examines the effectiveness of a socio-scientific issue (SSI)-based problem-based learning (PBL) model in fostering students’ critical thinking skills in stoichiometry instruction. The research employed a quasi-experimental design with a non-randomized pretest–posttest control group structure. Participants consisted of two grade X classes from SMAN 1 Sipirok, with one class assigned as the experimental group receiving SSI-based PBL instruction and the other as the control group receiving conventional teaching. Data were collected through essay tests designed around Ennis’s twelve critical thinking indicators. The results of an independent samples t-test indicated a statistically significant difference in posttest scores between the two groups (p = 0.027, p < 0.05), demonstrating that the experimental group outperformed the control group in critical thinking. These findings suggest that integrating socio-scientific issues into problem-based learning can effectively enhance students’ reasoning, engagement, and conceptual understanding in chemistry education. The study contributes to the ongoing discourse on innovative pedagogies by highlighting the pedagogical potential of SSI-based PBL for cultivating higher-order thinking skills in science classrooms.
Sustainability Development-Based Agroindustry in Chemistry Learning to Improve the Preservice Chemistry Teachers’ Competence Hasibuan, Nur Azizah Putri; Paristiowati, Maria; Erdawati, Erdawati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6 No 1 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v6i1.8346

Abstract

This research aims to integrate agroindustry and sustainability development into chemistry learning through the Project-Based Learning model (PjBL) to improve the competence of preservice chemistry teachers. This research employed the qualitative method. The Summer Course program was held collaboratively by Universitas Negeri Jakarta, Institut Pertanian Bogor, and Villanova University. The program was implemented online within six weeks due to the COVID-19 pandemic. The participants consisted of 25 students. The data had been collected through interviews, questionnaires, observations, student portfolios, and reflection journals. Based on the analysis, several projects developed by preservice chemistry teachers increased the application to solve sustainability problems in the agroindustry field. Furthermore, the project was expected to be developed into a natural product that can increase the agroindustry value for coffee farmers. The findings also foster the preservice chemistry teachers to improve their creative thinking, collaboration, higher-order thinking skills, and problem-solving skills. Besides, they developed their communication and collaboration after participating in the program. The paper outline is a project development learning experience in a sustainable field and would be a good resource for student-teacher involvement in teacher education.
Co-Authors Baroud, Najah Yousef Erdawati Erdawati Erdawati Erdawati, Erdawati Fitriani, Roisyah Hajijah, Aida Hanhan Dianhar Hasibuan, Rafikah Rezky Hsb, Rafikah Rezky Karyadi, Prita Atria Lelya Hilda Lis Yulianti Syafrida Siregar Maria Paristiowati Miska Zidna Ilmana Nanda, Elsa Vera Nasution, Annisa Nasution, Mariam Nasution, Mawaddah Pasaribu, Aweng Rovika Puteri, Hana Alya Siregar, Nur Fauziah Umayah, Anisa Zulhipri, Zulhipri