Article Per Year (5 Year)
p-Index From 2020 - 2025
1.953
P-Index
This Author published in this journals
All Journal JPS Unimus Jurnal Zarah Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Education Research PENDIPA Journal of Science Education JCER (Journal of Chemistry Education Research) Chemistry Education Practice JPPS (Jurnal Penelitian Pendidikan Sains) Hydrogen: Jurnal Kependidikan Kimia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Harun Nasrudin
Jurusan Kimia, Universitas Negeri Surabaya Jl. Ketintang Kecamatan Gayungan, Surabaya, 60231 Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
The Correlation Analysis Between Critical Thinking Skills And Learning Outcomes Through Implementation Of Guided Inquiry Learning Models Laiaza Aghenia Muhan; Harun Nasrudin
JURNAL PENDIDIKAN SAINS (JPS) Vol 9, No 1 (2021): JURNAL PENDIDIKAN SAINS(JPS)
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.9.1.2021.33-41

Abstract

The 21st-century learning process highlights the critical thinking skills concept. Critical thinking has the highest chance of impacting students' learning outcomes. One of the learning models to increase critical thinking skills was guided inquiry. This research aimed to analyze the correlation between critical thinking skills and learning outcomes on reaction rates topic using the Guided Inquiry learning model. This research used a correlational design.  Subjects were students of SMA Negeri 1 Krian class XI MIPA 6 odd semester in the academic year 2020/2021 as many as 34 people. The data were obtained using the observation sheets instrument for the implementation of the guided inquiry learning model, the critical thinking skills test sheets, and the learning outcomes test sheets. Data were analyzed using Pearson correlation and linear regression analysis used (α) 0.05. The results indicated that there was a significant positive correlation between critical thinking and learning outcomes on reaction rates topic using the Guided Inquiry learning model. The correlation regression equation obtained between the two variables is Y = -16.575 + 1.170X with reliability value 76,3%. The N-gain score obtained for each indicator of critical thinking skills and learning outcomes ≥ 0.7 at high criteria.
IMPROVEMENT OF SELF EFFICACY AND STUDENT LEARNING OUTCOMES USING ARGUMENT DRIVEN INQUIRY LEARNING MODEL Choirun Nikmah; Tukiran Tukiran; Harun Nasrudin
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG Vol 8, No 2 (2020): JURNAL PENDIDIKAN SAINS (JPS)
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.8.2.2020.133-138

Abstract

This  research aimed  to to improve self efficacy and student learning outcomes on electrolyte and non electrolyte and non-electrolyte material using Argument Driven Inquiry (ADI) learning model. The test was applied to the 34 students of grade X-6 in Senior high school 7 of Surabaya. Development model of this teaching method used the three stages 4D model from Thiagarajan (define, design, develop). The application stage in the class used pre-experimental, pretest – posttest design. The evaluation used the self efficacy questionnaire, motivation questionnaire and pretest –posttest problems. The result found that the  increase of average students’ self efficacy was 0.6 and the average increase of motivation was 0.6. In other way, the average increase of learning result was 0.7 in high category. Based on the data analysis using ADI learning model can improve self efficacy and student learning outcomes.
Penerapan Model Pembelajaran Kooperatif Tipe STAD untuk Meningkatkan Literasi Sains Peserta Didik Melalui Metode Blended Learning pada Materi Laju Reaksi Wulan Pryanti; Harun Nasrudin
PendIPA Journal of Science Education Vol 6, No 2 (2022): March - June
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.6.2.508-515

Abstract

Penelitian ini memiliki tujuan untuk mendeskripsikan (1) keterlaksanaan model pembelajaran yang diterapkan, (2) aktivitas peserta didik, (3) kemampuan literasi sains peserta didik, serta (4) respon peserta didik. Jenis One Group Pretest-Posttest Design digunakan dalam penelitian ini. Pretest diberikan terlebih dahulu. Kemudian, diberikan perlakuan pembelajaran menggunakan model kooperatif tipe STAD melalui metode blended learning. Setelah itu, posttest diberikan untuk mengetahui peningkatan kemampuan literasi sains. 30 orang peserta didik dari kelas XI MIPA 4 SMAN 1 Gedangan menjadi subjek dalam penelitian ini. Hasil penelitian yang didapatkan menyatakan: (1) Model pembelajaran yang diterapkan dapat terlaksana dengan sangat baik, (2) Aktivitas peserta didik ketika melakukan diskusi memiliki persentase paling tinggi yaitu 17,71%, (3) Kemampuan literasi sains peserta didik meningkat. Hal ini dapat dilihat dari hasil perhitungan N-gain skor secara klasikal yaitu sebesar 0,93 dengan kategori tinggi. Selain itu, diperoleh hasil uji wilcoxon dengan taraf signifikansi (2-tailed) < 0,05. Artinya, terdapat perbedaan rata-rata yang signifikan antara nilai pretest dan posttest, serta (4) Sebanyak 48,63% peserta didik merespon setuju terhadap model pembelajaran yang diterapkan. Sehingga dapat dikatakan, model pembelajaran kooperatif tipe STAD melalui metode blended learning dapat diterapkan dalam pembelajaran sub materi faktor laju reaksi untuk meningkatkan literasi sains peserta didik.
Implementation of Guided Inquiry Based On Contextual Approach to Improve Students Critical Thinking Skills on Reaction Rate Material Bintari Catur Anjarwati; Harun Nasrudin
Journal of Science Education Research Vol 6, No 1 (2022): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v6i1.47504

Abstract

The purpose of this study is to describe the improvement of students' critical thinking skills on the reaction rate material by implementing a guided inquiry based on a contextual approach. The subjects were students of class XI MIA 7 SMA Negeri 1 Gedangan with a one-group pretest-posttest research design. The methods used to collect data are observations, tests, and response questionnaires. The research instruments used were critical thinking skills test sheets, observation sheet of learning model implementation, students activity observation sheets, and students response questionnaires. Data analysis was carried out using quantitative techniques assisted by SPSS 23. The results showed that (1) The percentage of the implementation of the guided inquiry with a contextual-based approach at I and II meetings is 98.66% (very good) and 99.48% (very good). (2) The relevant activities of students at I meeting is 98.06% and at II meeting is 97.78%. (3) Students' critical thinking skills are successfully improved with an average gain score on the interpretation indicator is 0.85 (high), the inference indicator is 0.82 (high), the analysis indicator is 0.77 (high), and explanation indicator is 0.75 (high). (4) Students' positive response to the learning model implementation is 96.35% (very good). The results showed that students' critical thinking skills on the reaction rate material were successfully improved by implementing a guided inquiry learning model based on a contextual approach.
THE VALIDITY OF TEXTBOOK BASED ON READING, QUESTIONING AND ANSWERING (RQA) FOR LEADING STUDENTS IN ASSESSMENT COURSE AT CHEMISTRY DEPARTMENT UNESA Harun Nasrudin; Utiya Azizah; Muchlis Muchlis
JCER (Journal of Chemistry Education Research) Vol. 2 No. 2 (2018): Volume 2 No. 2 December 2018
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v2n2.p45-48

Abstract

This study aims to determine the validity of textbook based Reading, Questioning and Answering (RQA) in process assessment and learning outcomes course at chemistry department Unesa. The research method uses research and development (R & D).The results showed that the textbook based RQA was feasible in term of construct validity with very valid category, content validity with very valid category, language and readability with valid category, and in accordance with the RQA strategy with a valid category.From this research, it can be concluded that the texbook suitable for use in process assessment and learning outcomes course.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT MELALUI BLENDED LEARNING UNTUK MELATIH KETERAMPILAN METAKOGNITIF SISWA PADA MATERI LAJU REAKSI Cindy Kumala Sari; Harun Nasrudin
Jurnal Zarah Vol. 10 No. 1 (2022): Jurnal Zarah
Publisher : Jurnal Zarah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v10i1.4020

Abstract

Penelitian bertujuan untuk mendeskripsikan keterampilan metakognitif siswa menggunakan model pembelajaran kooperatif tipe NHT melalui blended learning pada materi laju reaksi. Rancangan penelitian menggunakan One Group Pre-test Post-test design dengan subyek penelitian siswa kelas XI MIPA-3 SMA Negeri 1 Gedangan. Metode pengumpulan data yang digunakan berupa pengamatan, tes dan angket. Analisis data menggunakan teknik skor, persentase, n-gain dan paired sample t-test. Hasil penelitian menunjukkan rata-rata persentase keterlaksanaan model pembelajaran kooperatif tipe NHT selama 3 pertemuan pada tiap fase berturut-turut sebesar 100; 94; 97,22; 91,67; 100; 97,2 dengan kriteria sangat baik dan siswa aktif selama pembelajaran. Nilai gain keterampilan metakognitif pada dimensi planning skills sebesar 0,72 dalam kategori tinggi, monitoring skills sebesar 0,50 dalam kategori sedang, dan evaluating skills memiliki nilai gain 0,47 dalam kategori sedang yang didukung oleh angket inventori metakognitif dalam kategori baik. Pada pretest dan posttest keterampilan metakognitif siswa memiliki perbedaan yang signifikan. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe NHT melalui blended learning dapat melatihkan keterampilan metakognitif siswa pada materi laju reaksi.
THE DEVELOPMENT OF STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) BASED INQUIRY LEARNING PACKAGES TO TRAIN STUDENTS CRITICAL THINKING SKILL Maya Fahrudatul Isdianti; Erman Erman; Harun Nasrudin
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 10 No. 2 (2021)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v10n2.p1949-1959

Abstract

This study aimed to develop STEM based inquiry learning packages on simple machines topics to train students critical thinking skill. The type of study is Research and Development (R&D) with 4D development model, which consists of defining, designing, developing and disseminating. Learning packages included syllabus, lesson plans, worksheets, handouts and tests of students critical thinking skill. The research subjects were 28 students of grade VIII in SMPN 1 Pamekasan who were obtained by purposive sampling technique. This research based on validity and practicy. Data were collected using validation sheets, teacher activity observation sheets and student activity observation sheets. The validity data was obtained based on the results of the mode assessment done by 3 validators by validation sheet. Descriptive data were analyzed quantitatively. The results of the 3 validators assessment obtained  4 for mode value which was very valid, and the average of reliabelity Cronbachs Alpha was 0,848 in the reliable category. The result of implementation learning is 92% and student activity is 88% with very good category. This showed that the development of STEM based inquiry learning packages was categorized as valid and reliable for use based validity and practicy.
Analysis of Critical Thinking Skills in Reaction Rate Using Guided Inquiry with Web-Assisted Courses Ayu Indahyana; Harun Nasrudin
Chemistry Education Practice Vol. 4 No. 3 (2021): November
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v4i3.2399

Abstract

This research aims to describe the result of the analysis students` critical thinking skills through the implementation of guided inquiry learning models with web-assisted courses in reaction rate. The subject is students` XI MIPA 2 SMAN 1 Taman. The type of this research is pre-experimental design with one group pretest-posttest design. This research uses observation, test and questionnaire methods. The instruments used are a sheet of the critical thinking skills test, observation sheet of learning model implementation, activity observation sheet, and student response questionnaire sheets. Quantitative methods with SPSS 23 to analyze this research data. The result of this research showed that (1)The percentage of learning model implementation at the first and second meetings are 98,06% (very good) and 99,07% (very good). (2)The relevant activities of student's at the first and second meetings are 98,47% and 97,84%. (3) Students' critical thinking skill is successfully trained with the average gain score on the interpretation indicator is 0.90 (high), inference indicator is 0,93 (high), analysis indicator is 0,90 (high) and explanation indicator is 0,89 (high). (4)The positive response of students` is 91.18%. The results showed that the guided inquiry learning model with web-assisted courses in reaction rate material could improving students' critical thinking skills.
Problem Solving Thinking Skills: Effectiveness of Problem-Solving Model in Teaching Chemistry College Students Utiya Azizah; Harun Nasrudin
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 3 (2022): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i3.1700

Abstract

Problem-solving is considered one of the thinking skills that must be possessed in 21st-century education because problem-solving skills are needed to solve all problems that arise. This study aims to describe problem-solving thinking skills as a manifestation of the effectiveness of problem-solving models in college student chemistry learning. The research method uses descriptive research with a quantitative approach. The design used is One Group Pretest-Posttest Design.  This research was conducted in the chemistry department Universitas Negeri Surabaya with the subjects of 31 college students who programmed basic chemistry courses on chemical thermodynamics. Measurement of problem-solving thinking skills using a paper-pen test (pretest and posttest) in the form of an essay. This research findings show that: (1) Each indicator of problem-solving thinking skills of trained college students gets percentage, namely understanding problems 76.08%, planning problem solving 80.65%, implementing problem-solving 85.49%, drawing conclusions 78.50%, and evaluating problem-solving results 68.22%; and (2) N-gain scores for each indicator of problem-solving thinking skills obtained have medium and high criteria. Based on the research results, the problem-solving model has been effective in improving college students' problem-solving thinking skills.
Development of Student Worksheet with Guided Inquiry to Train High Order Thinking Skills on the Reaction Rate Materials Fairuziyah Aizzatun Nisa; Harun Nasrudin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 10, No 1: January 2022
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3842.055 KB) | DOI: 10.33394/j-ps.v10i1.4780

Abstract

This study aimed to know the feasibility of the students' worksheets with guided inquiry to train high-order thinking skills on the reaction rate materials. The research method used is Research and Development by Borg & Gall until the limited trial stage. The limited trial was conducted on 33 students in class XI IPA 1 SMAN 1 Gedangan Sidoarjo. The student worksheets with guided inquiry are feasible based on validity, practicality, and effectiveness aspects. Aspects of validity include content validity and construct validity indicate that the student worksheet developed is very valid with a percentage of 93% and 89.70% for each criterion. Practicality observed from the results of the student response questionnaires gets a percentage of 94-100% with a very practice category and supported by more relevant student activities than irrelevant activities. The effectiveness is seen from the results of the knowledge domain test and HOTS with Paired Sample T-Test each getting a Sig. (2-tailed) of 0.000 which means the difference in the average value between before and before the student worksheet was given. In addition, the effectiveness is also viewed from the n-gain. The n-gain results on the knowledge domain test showed 84.84% of students with high category and 15.16% of students with medium category, and the n-gain results on the HOTS test showed 93.93% of students with high category and 6.07% of students with medium category. So, it can be stated that the student worksheet with guided inquiry is declared feasible and can train students' HOTS.
Co-Authors Amalia Munjiatul Ummah Ayu Indahyana Bintari Catur Anjarwati Choirun Nikmah Cindy Kumala Sari Erman Erman Fairuziyah Aizzatun Nisa Indah Nur Safitri Laiaza Aghenia Muhan Maya Fahrudatul Isdianti Muchlis Muchlis Septia Nurkhalida Tukiran Tukiran Utiya Azizah Wulan Pryanti