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All Journal Al Ishlah Jurnal Pendidikan JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JIPF (Jurnal Ilmu Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) Asian Journal of Science Education Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran PENCERAHAN U-Teach: Journal of Young Physics Education Teacher
Evendi Evendi
Universitas Syiah Kuala, Banda Aceh
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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The Use of Instagram to Increase the Outcome in Learning the Reaction Rate in Chemistry Subject Gunawan Fajri; Ibnu Khaldun; Evendi Evendi
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.4634

Abstract

The reaction rate is one of the abstract chemical materials so it requires visualization that can describe the reaction rate events in a more realistic way so that it is more easily understood by students. Visualization can help students be able to observe the symptoms that occur, collect data and draw conclusions from the videos or images presented and improve student learning outcomes. Social media such as Instagram is very possible to be applied in the chemistry learning process which requires visualization to explain some chemistry concepts like reaction rate. The use of Instagram can help students observe the symptoms that occur in the reaction rate through the videos or images presented. Instagram is considered very appropriate to be used to convey learning material that requires visualization to increase students' understanding. The research method used was quasi-experimental with the use of experimental class and control class and shaped Posttest-Only Design. Based on the results of the study, the learning outcomes in the cognitive domain average value of the experimental class was 80.83 and the average value of the control class was 73.83 with increased learning outcomes N-gain of 0.26. Assessment of learning outcomes in the affective and psychomotor domains with the use of final score on a scale of 1 to 4. Calculation of the final score uses the score comparison formula obtained with the maximum score multiplied by the maximum score. In the present study, a final score with an average affective and psychomotor score of 3.21 and 3.04 was obtained respectively.
Keterkaitan antara Miskonsepsi dan Kemampuan Literasi Sains Peserta Didik pada Materi Pemanasan Global Eva Aini; Evendi Evendi; A. Halim; M. Syukri; Yusrizal Yusrizal
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.5156

Abstract

This study aims to identify misconceptions experienced by students, the level of scientific literacy skills and the relationship between misconceptions and scientific literacy skills on global warming. The research method used is correlational research with a quantitative approach. The sample selected was 80 students using purposive sampling technique. The instrument used was 10 items to measure misconceptions with a four-tier multiple choice diagnostic test and 10 test items to measure scientific literacy skills. The results of the analysis of misconceptions with CRI showed that the category of misconceptions was 44% with moderate criteria, students who understood the concept were 32% and did not understand the concept by 32%. The results of the analysis of scientific literacy skills obtained an average value of 40.65, a percentage of 40.7% and is in the low category after interpretation. The aspect of scientific literacy that is measured in the highest percentage is the context aspect with an average percentage of 48.1%, the knowledge aspect is 40.4% and the competence aspect is 34.1%. The results of the analysis of the relationship between misconceptions and scientific literacy skills were carried out using the Pearson product moment correlation test which showed a positive and significant relationship with a significant value of 0.008 < 0.05 and a large correlation value of 0.270 with a low category. Based on the hypothesis test, the results show that there is a positive relationship between misconceptions and scientific literacy skills with tcount 2.476 > ttable 1.990.
Utilizing Visual Teaching Materials to Assist Students in Science Subjects Improves Science Process Skills Cut Roza Maizaliani; Muhibbuddin Muhibbuddin; Muhammad Syukri; Saminan Saminan; Cut Nurmaliah; Evendi Evendi; Fitriana Herliana
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6815

Abstract

The purpose of this study is to analyze the improvement of student's science process skills with the application of visual gaining knowledge media in science subjects. The research method used is an experiment with a quantitative approach. The research design employed in this study is true experiment. The study's target population were all students at SMP Negeri 11 Banda Aceh, while the instance selected in this research were 56 pupils making use of the non-simple random sampling method by means of proportional sampling. The instrument used was 20 items to measure science process skills with multiple choice diagnostic tests. The outcomes of research on science process skills in the experimental class for each indicator were obtained: observing by 31.76%, classifying by 39.99%, interpreting by 62.31%, predicting by 53.42%, asking questions by 27.27%, formulating hypotheses by 21.74%, designing experiments by 34.95%, using tools and materials by 25.83%, applying concepts by 15.46%, and communicating by 21.72%. The study's findings allow for the conclusion that the highest indicator of students' science process skills is in the interpretation indicator, but the least significant indication is in the communication indicator. Therefore, the implementation of visual learning media in science subjects can have a positive impact on improving students science process skills.
Co-Authors A Halim A. Halim Afra Mulya Alamsyah Agung Novesa Hidayat Ahmad Farhan Arief Muliandi Cut Nurmaliah Cut Roza Maizaliani Desy Shafira Siahaan Elisa Elisa Elisa Elisa Elisa Elisa Erni Maidiyah Eva Aini Fahmi Sofyan Fathiya Nufus Fauzi Saleh Fida Mauliza Fitria Herliana Fitria Herliana Fitriana Herliana Gani, Abdul Gunawan Fajri Hanny Hafiar Ibnu Khaldun Irwandi Irwandi Ismul Huda M Syukri M. Syukri Mairi Sukma Manna Wassalwa Mawaddah Mawaddah Muhammad Nazar Muhammad Syukri Muhammad Syukri Muhammad Syukri Muhammad Wahyu Rizki Muhibbuddin Muhibbuddin Murniati Murniati Mursal Mursal Mustanir Mustanir Nia Kurnia Devy Niswatul Khaira Nur Aziani Binti Hermanto Nuril Husna Nurul Wati Nurulwati Nurulwati Oka Melawati Oka Melawati Rahma Dani Ratu Fazlia Inda Rahmayani Rini Safitri Riska Lisanti S. Ilyas Safrida Safrida Saminan Saminan Saminan Saminan Saminan, Saminan Siti Habsari Pratiwi, Siti Suhrawardi Ilyas Sulastri Sulastri Susilawati Susilawati Syahrun Nur Madjid Syarifah Widia Teuku Muhammad Hary Ramadhan Vita Ayu Wandira Wahyuni Wahyuni Wahyuni, Sri Wirdatul Jannah Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal Yusrizal