Articles
<![CDATA[THE EFFECTIVENESS OF COLLOID MODULE BASED ON GUIDED INQUIRY APPROACH TO INCREASE STUDENTS’ COGNITIVE LEARNING OUTCOMES ]]>
<![CDATA[Novilia, Lita]]>;
<![CDATA[Iskandar, Srini M.]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ International Journal of Education Vol 9, No 1 (2016): August 2016 ]]>
Publisher : <![CDATA[UPI Press ]]>
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DOI: 10.17509/ije.v9i1.3713
<![CDATA[Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve students’ ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase students’ understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase students’ cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of students’ pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase students’ cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of students’ cognitive skills of 0.688, categorized as a medium gain.]]>
<![CDATA[IMPROVING STUDENTS' SCIENTIFIC EXPLANATION SKILLS THROUGH POGIL MODEL WITH SOCIOSCIENTIFIC ISSUE CONTEXT ]]>
<![CDATA[Rahayu, Sri]]>;
<![CDATA[Aldresti, Fitri]]>;
<![CDATA[Fajaroh, Fauziatul]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 23, No 2 (2018): JPMIPA: Volume 23, Issue 2, 2018 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v23i2.12413
<![CDATA[Students' must be able to reasons scientifically in understanding our rapidly changing world, in which scientific explanation skill can be defined as an ability to make a reasonable explanation of a phenomenon based on scientific facts as well as forming a relationship based on evidence and logical reasoning. In this study, we examine the development of students' scientific explanation skill through the implementation of POGIL inquiry model with Socio-scientific Issues (SSI) context. A difference in scientific explanation skill after learning was found and implications to chemistry learning are discussed.]]>
<![CDATA[DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY? ]]>
<![CDATA[Sri Rahayu]]>;
<![CDATA[Klaudia E.N Bambut]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020 ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v39i3.32228
<![CDATA[Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.]]>
<![CDATA[THE EFFECT OF INQUIRY BASED LEARNING WITH SOCIOSCIENTIFIC ISSUES CONTEXT ON CRITICAL THINKING SKILLS AND SCIENTIFIC EXPLANATION ]]>
<![CDATA[Intan Mahanani]]>;
<![CDATA[Sri Rahayu]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ Jurnal Kependidikan Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jk.v3i1.20972
<![CDATA[This study was aimed at investigating the application of inquiry learning in the context of socioscientific issues (SSI) influences students' skills in critical thinking and scientific explanation on the topic of reaction rates. This study was quantitative research used post test only control group design. A total of 90 students who were enrolled in the 3 classes from one public senior high school in Malang regency were selected as the research sample by convenience. The data of critical thinking ability were collected through critical thinking test. The data of scientific explanation were collected through scientific explanation test. The results of critical thinking test were categorized by Ennis’s critical thinking, while the results of scientific explanation test were categorized by SOLO taxonomy. The data were analysed quantitatively by statistical parametric. The result of One-Way ANOVA showed that there were significant differences in students' critical thinking skills and scientific explanation ability who were taught by inquiry with SSI learning, inquiry, and verification model. Students who were taught by inquiry with SSI learning had a higher average of critical thinking and scientific explanation skills than the students who were taught by inquiry and verification learning. PENGARUH PEMBELAJARAN INKUIRI BERKONTEKS SOCIOSCIENTIFIC-ISSUES TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN SCIENTIFIC EXPLANATIONPenelitian ini bertujuan untuk menginvestigasi pengaruh penerapan pembelajaran inkuiri berkonteks socioscientific issues (SSI) terhadap keterampilan siswa dalam berpikir kritis dan scientific explanation pada topik laju reaksi. Penelitian kuantitatif dilakukan dengan posttest only control group design. Sampel penelitian berjumlah 90 siswa yang terbagi ke dalam 3 kelas dari satu SMA Negeri di Kota Malang yang dipilih menggunakan teknik convenience sampling. Data keterampilan berpikir kritis diperoleh dari tes keterampilan berpikir kritis. Data penjelasan ilmiah dikumpulkan dengan tes scientific explanation. Data kemampuan berpikir kritis dikategorikan menurut kategori berpikir kritis Ennis. Adapun data kemampuan scientific explanation siswa dikategorikan menurut taksonomi SOLO. One-Way ANOVA digunakan untuk menganalisis pengaruh perlakuan Hasil penelitian menunjukkan adanya perbedaan yang signifikan keterampilan berpikir kritis dan scientific explanation pada siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI, inkuiri, dan verifikasi. Siswa yang dibelajarkan dengan pembelajaran inkuiri berkonteks SSI memiliki nilai rata-rata keterampilan berpikir kritis lebih tinggi dan lebih mampu membangun explanation hingga level tertinggi yaitu level extended abstract, dibandingkan dengan siswa yang dibelajarkan menggunakan pembelajaran inkuiri dan verifikasi.]]>
<![CDATA[Pengaruh Process Oriented-Guided Inquiry Learning berkonteks isu sosiosaintifik terhadap keterampilan berargumentasi siswa sekolah menengah atas ]]>
<![CDATA[Arum Setyaningsih]]>;
<![CDATA[Sri Rahayu]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Parmin Parmin]]>
<![CDATA[ Jurnal Inovasi Pendidikan IPA Vol 5, No 2: October 2019 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jipi.v5i2.20693
<![CDATA[Kemampuan berargumentasi merupakan salah satu aspek dalam kemampuan berliterasi sains. Rendahnya skor pada survei PISA siswa Indonesia menunjukkan rendahnya kemampuan mereka dalam berargumen. Untuk mengatasi masalah tersebut, penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berargumentasi dan kualitas argumentasi siswa yang dibelajarkan dengan model pembelajaran Process Oriented-Guided Inquiry Learning (POGIL) berkonteks isu-isu sosiosaintifik, POGIL, dan konvensional pada materi asam basa. Rancangan penelitian adalah eksperimen semu posstest only design. Sampel terdiri dari tiga kelas di salah satu SMAN di Kota Malang. Data diperoleh dari hasil tes keterampilan berargumentasi tertulis siswa. Hasil penelitian menunjukkan adanya perbedaan yang signifikan secara statistik terhadap keterampilan berargumentasi siswa di ketiga kelas penelitian (p=0.000). Kualitas argumentasi dianalisis menggunakan kerangka analitik Osborne. Pencapaian level argumentasi siswa kelas POGIL berkonteks isu-isu sosiosaintifik lebih tinggi daripada kelas POGIL dan konvensional. The effect of process oriented-guided inquiry learning with socioscientific issue contexts on high school students’ argument skills AbstractThe argumentation ability is one of aspect of scientific literacy. The low scores on PISA survey of Indonesian students showed their low ability in argumentation. To address this problem, this study aims to investigate the difference of students’argumentation skills who were taught using POGIL with socioscientific issues context, POGIL, and conventional learning. Research design was quasi-experimental postest only design. The sample consisted of three classes of a public senior high school in Malang. The data were obtained from students’ written argumentation. The result of this study showed significantly different statistic on students’argumetation skills in three classes (p=0,000). The quality of students’argumetation were classified using analytical framework by Osborne. Achievement of the argument level of POGIL class students contexted sociosaintific issues higher than POGIL class and conventional class.]]>
<![CDATA[Pengaruh Pogil dan Verifikasi serta Kemampuan Awal terhadap Hasil Belajar Kognitif dan Keterampilan Proses Sains Siswa ]]>
<![CDATA[nur laili iktafiyah]]>;
<![CDATA[Suhadi Ibnu]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ EduChemia (Jurnal Kimia dan Pendidikan) Vol 3, No 1 (2018) ]]>
Publisher : <![CDATA[Department of Chemical Education Faculty of Teacher Training and Education Universitas Su ]]>
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DOI: 10.30870/educhemia.v3i1.1843
<![CDATA[Pembelajaran kimia harus memperhatikan karakteristik kimia sebagai produk dan kimia sebagai proses. Kimia sebagai produk menuntut penguasaan konsep dan kimia sebagai proses menuntut penguasaan keterampilan proses sains. Salah satu metode pembelajaran yang dapat mengembangkan penguasaan konsep dan keterampilan proses sains siswa adalah metode POGIL. Tujuan penelitian adalah untuk mengetahui: (1) perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (2) perbedaan hasil belajar kognitif siswa dengan kemampuan awal berbeda; (3) interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa. (4) perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi; (5) perbedaan keterampilan proses sains siswa dengan kemampuan awal berbeda; dan (6) interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa. Penelitian ini menggunakan rancangan eksperimen semu. Sampel penelitian adalah siswa kelas XI IPA 1 dan XI IPA 2 MA Manba’ul Hikam Tanggulangin. Intrumen tes belajar kognitif berupa 28 soal pilihan ganda dengan validasi isi sebesar 98%, sedangkan instrumen keterampilan proses sains berupa 15 soal pilihan ganda dengan validasi isi sebesar 89%. PeAnalisis data menggunakan uji ANOVA Two Ways. Hasil penelitian menunjukkan bahwa (1) ada perbedaan hasil belajar kognitif siswa yang dibelajarkan dengan POGIL dan verifikasi dengan taraf signifikansi 0,017 < 0,05; (2) ada perbedaan hasil belajar kognitif siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,004 < 0,05; (3) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap hasil belajar kognitif siswa dengan taraf signifikansi 0,632 > 0,05; (4) ada perbedaan keterampilan proses sains siswa yang dibelajarkan dengan metode POGIL dan verifikasi dengan taraf signifikansi 0,039 < 0,05; (5) ada perbedaan keterampilan proses sains siswa yang berkemampuan awal tinggi dan rendah dengan taraf signifikansi 0,009 < 0,05; (6) tidak ada interaksi antara kemampuan awal dengan metode pembelajaran terhadap keterampilan proses sains siswa dengan taraf signifikansi 0,717 > 0,05.]]>
<![CDATA[STUDI PEMAHAMAN KONSEP DAN MISKONSEPSI CALON GURU KIMIA PADA TOPIK STRUKTUR ATOM MENGGUNAKAN INSTRUMEN DIAGNOSTIK TWO-TIER ]]>
<![CDATA[Nike Kusuma Wardhani]]>;
<![CDATA[Prayitno Prayitno]]>;
<![CDATA[Fauziatul Fajaroh]]>
<![CDATA[ J-PEK (Jurnal Pembelajaran Kimia) Vol 1, No 2 (2016): Jurnal Pembelajaran Kimia (J-PEK) Vol. 1 No. 2 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Abstrak Penelitian ini bertujuan untuk memperoleh informasi mengenai pemahaman konsep dan miskonsepsi yang dialami calon guru kimia pada topik struktur atom. Rancangan penelitian yang digunakan adalah rancangan penelitian deskriptif dengan subjek 82 mahasiswa tahun ketiga program studi pendidikan kimia UM pada tahun ajaran 2013/2014. Subjek penelitian mendapatkan materi struktur atom pada matakuliah Kimia Dasar yang diberikan ketika semester 1 dan semester 2. Instrumen yang digunakan berupa instrumen diagnostik two-tier yang terdiri dari 28 butir soal valid. Hasil analisis menunjukkan pemahaman mahasiswa pada topik struktur atom tergolong cukup dan ditemukan 6 miskonsepsi yang dialami mahasiswa. Kata kunci: pemahaman konsep, miskonsepsi, struktur atom, instrumen diagnostik two-tier Abstract The aim of this research were to get information about conceptual understanding and misconceptions of pre-service chemistry teachers in atomic structure. This research was descriptive research with subject 82 third grade chemistry education program students of UM in 2013/2014 period. Subjects have learned atomic structure when attend General Chemistry course given in first and second semester. The instrument was two-tier diagnostic instrument consisting 28 valid items. Analysis result shows that most of students understanding in atomic structure is enough and 6 misconceptions are found. Keywords: conceptual understanding, misconception, atomic structure, two-tier diagnostic instrument]]>
<![CDATA[Adsorpsi Ion Kadmium Menggunakan Silika Xerogel Berbasis Abu Bagasse ]]>
<![CDATA[Nazriati Nazriati]]>;
<![CDATA[Rahayu Isma]]>;
<![CDATA[Fajaroh Fauziatul]]>;
<![CDATA[Nur Adrian]]>
<![CDATA[ JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[State University of Malang or Universitas Negeri Malang (UM) ]]>
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DOI: 10.17977/um0260v3i12019p010
<![CDATA[Adsorben yang digunakan untuk adsorpsi ion Cd merupakan silika xerogel. Sumber silika yang digunakan abu bagasse yang berasal dari limbah padat industri gula. Silika xerogel disintesis dengan metode sol gel pada pH 5. Silika xerogel selanjutnya diaplikasikan untuk mengadsorpsi ion Cd dengan variasi waktu kontak, pH, konsentrasi awal ion Cd, dan suhu. pH optimum untuk adsorpsi ion Cd diperoleh pada pH 7 menggunakan 0,01 g silika xerogel dan waktu kontak 60 menit. Isoterm adsorpsi mengikuti model isoterm Langmuir (R2= 0,997) dan kinetika adsorpsi sesuai dengan model pseudo-second order (R2= 0,998).]]>
<![CDATA[Electrochemical Synthesis of Nickel Hydroxide Ni(OH)2 Nanoparticles Solution for Detecting Mercury (Hg) ]]>
<![CDATA[Yanatra Budi Pramana]]>;
<![CDATA[Djoko Adi Walujo]]>;
<![CDATA[Marianus Subandowo]]>;
<![CDATA[Indah Nurhayati]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Krisyanti Budipramana]]>
<![CDATA[ JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[State University of Malang or Universitas Negeri Malang (UM) ]]>
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DOI: 10.17977/um0260v5i22021p008
<![CDATA[Nickel hydroxide Ni(OH)2 nanoparticles were used as sensors for mercury (Hg) in water using a UV-Vis spectrophotometer instrument. The synthesis of Ni(OH)2 nanoparticles was carried out by electrochemical method using nickel plates as anode and cathode and the process was operated at constant voltage of 25 V for 30 minutes. In this study, 2 variations of the concentration of Ni(OH)2 nanoparticles were used, namely (5 mL and 4 mL) to detect mercury at concentrations of 0 ppm, 10 ppm, 20 ppm, 30 ppm, 40 ppm, and 50 ppm. Changes in the absorbance value of Ni(OH)2 nanoparticles will be observed. From the observations, there was a decrease in the absorbance value of Ni(OH)2 nanoparticles along with the increase in mercury concentration. The decrease in the absorbance value of Ni(OH)2 nanoparticles is directly proportional to the amount of mercury concentration. The detection limit value was obtained at a volume of 5 mL and 4 mL are 42 ppm, and 75.8 ppm.]]>
<![CDATA[Efek Radiasi Sinar Matahari dan Sinar Ultra Violet pada Plastik StyrofoamKemasan Makanan dan Minuman ]]>
<![CDATA[Sumari Sumari]]>;
<![CDATA[Fauziatul Fajaroh]]>;
<![CDATA[Aman Santoso]]>;
<![CDATA[Nazriati Nazriati]]>;
<![CDATA[Lailatur Rizqiyah]]>
<![CDATA[ JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[State University of Malang or Universitas Negeri Malang (UM) ]]>
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DOI: 10.17977/um0260v3i12019p023
<![CDATA[Styrofoam sering kali ditemukan sebagai plastik pengemas atau pembungkus makanan dan minuman. Polistirena dapat terdegradasi membentuk monomernya yaitu stirena yang mdauh teroksidasi menjadi stirena oksida. Senyawa ini berbahaya bagi kesehatan karena bersifat karsinogenik. Penelitian ini bertujuan untuk mengetahui efek radiasi sinar matahari dan sinar ultra violet pada plastik styrofoam kemasan makanan dan minuman. Sampel yang digunakan pada penelitian ini berupa styrofoam pengemas makanan dan minuman. Lembaran styrofoam dibuat bentuk film tipis dan lempeng tipis, selanjutnya sebagian sampel dipaparkan pada sinar matahari dan sebagian sampel dipaparkan pada sinar ultra violet dengan lampu uv yang dengan daya 20 watt dalam waktu yang sama selama 10, 25, dan 40 hari dan sebagian lainnya digunakan sebagai kotrol. Karakterisasi styrofoam dilakukan dengan uji tarik, spektroskopi infra merah, dan pengamatan fisik. Hasil penelitian ini menunjukkan bahwa radiasi sinar matahari maupun sinar ultra violet dapat menyebabkan degradasi pada styrofoam. Semakin lama waktu radiasi baik radiasi sinar matahari maupun sinar ultra violet dapat mempercepat degradasi. Degradasi yang terjadi akibat radiasi sinar matahari maupun sinar ultra violet dapat menyebabkan penurunan kekuatan tarik, peningkatan konsentrasi relatif stirena oksida, serta menyebabkan penampakan permukaan dan warna styrofoam berubah. Degradasi yang terjadi akibat radiasi sinar matahari maupun sinar UV menyebabkan sampel berwarna kuning, retak/rapuh, dan muncul butiran-butiran putih.]]>
