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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Pengajaran MIPA International Journal of Education Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian dan Pembelajaran IPA Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al-Kimia Journal of Science Learning Indonesian Journal of Chemistry Kwangsan: Jurnal Teknologi Pendidikan Sainmatika: Jurnal Ilmiah Matematika dan Ilmu Pengetahuan Alam Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Jendela Pendidikan Tafkir: Interdisciplinary Journal of Islamic Education Journal of Business, Social and Technology Jurnal MIPA dan Pembelajarannya
Fauziatul Fajaroh
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : journal of science learning

 1 
The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills Sitti Nurul Qamariyah; Sri Rahayu; Fauziatul Fajaroh; Naif Mastoor Alsulami
Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i3.30863

Abstract

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.
Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions Muhammad Ali Kurniawan; Sri Rahayu; Fauziatul Fajaroh; Saeed Almuntasheri
Journal of Science Learning Vol 3, No 2 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i2.22277

Abstract

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.
Co-Authors Adilah Aliyatulmuna Adinnia Apriandini Adrian Nur Aldresti, Fitri Almuntasheri, Saeed Aman Santoso Anjamputra A. Embisa Arif Jumari Arum Dwisetyo Arini Arum Setyaningsih Bambang Kuswandi Budipramana, Krisyanti Ciptawati, Endang Danar Danar Della Dwi Taufin Deni Ainur Rokhim Djoko Adi Walujo Effendy, Effendy Endang Budiasih Eris Ratnawati Fikriansyah, Muhammad Ary Hayuni Retno Widarti Heru Elisa Manafe I Wayan Dasna Ida Bagus Suryadharma Indah Nurhayati Intan Mahanani Izzah, Dewi Jalinan Jundi Rofi’uddien Klaudia E.N Bambut Lailatul Ilmiyah Lailatur Rizqiyah Laili Nur Azizah Langitasari, Indah Lita Novilia Lita Novilia, Lita Marfu'ah, Sitti Marzuq, Achmad Barik Muhammad Abdul Basir Muhammad Ali Kurniawan Muhammad Ary Fikriansyah Muntholib Munzil Naif Mastoor Alsulami Narestifuri, Romita Erika Nazriati Nazriati dkk. Nendi, Ikhsan Nike Kusuma Wardhani Noor Fathi Maratusholihah Nur Adrian nur laili iktafiyah Nuril Mega Musfita Parlan . Parmin Parmin Prasemmi, Senna Prayitno Prayitno Pusaka, Semerdanta Putu Anindita Widhiya Putri Ragil Sugeng Dewantoro Rahayu Isma Romita Erika Narestifuri RUSLY HIDAYAH Rusly Hidayah Rusly Hidayah S. Luluk AN Nisak M Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Siti Marfuah, Siti Sitti Nurul Qamariyah Sri Rahayu SRI RAHAYU Srini M Iskandar Srini M. Iskandar Subandi Subandi Subandowo, Marianus Suhadi Ibnu Suhadi Ibnu Suhadi Ibnu Suharti Sumari Sumari Suryani Indah Permatasari Wildan Alfin Romadhona Yahmin Yahmin Yanatra Budi Pramana Yudhi Utomo