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All Journal Jurnal Penelitian Pendidikan Kimia Sriwijaya University Learning and Education International Conference Seminar Nasional Pendidikan IPA MATAPPA: Jurnal Pengabdian Kepada Masyarakat
Sanjaya Sanjaya
Universitas Sriwijaya
Chemistry Education

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Penentuan Nilai Energi Briket Batubara Berstimulan Penyalaan Serat Pelepah Sawit Sebagai Penerapan STEM Dalam Pembelajaran Kimia Sanjaya Sanjaya
Seminar Nasional Pendidikan IPA Tahun 2021 Vol 1, No 1 (2017): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Tahun 2021

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (686.721 KB)

Abstract

Pendekatan STEM dalam pembelajaran Kimia merupakan salah satu pendekatan yang sangat cocok. Dalam pembelajaran Kimia melibatkan Science, Technology, engeneering, dan Mathematics. Bidang Science, Technology, Engeneering, dan Mathematics yang dipelajari dalam pembelajaran Kimia adalah tentang materi, sifat sifatnya, perubahannya dan energi yang menyertai perubahan materi tersebut. Salah satu pokok bahasan dalam pembelajaran Kimia adalah Termokimia, dimana mempelajari energi yang diperlukan / dihasilkan oleh suatu reaksi kimia dari suatu materi. Briket Batubara merupakan materi yang telah digunakan sebagai penghasil energi. Dalam penentuan nilai energi yang dihasilkan suatu briket batubara, melibatkan keempat komponen STEM. Awal penentuan energi briket batubara dimulai dengan pengenalan science tentang briket batubara, briket berstimulan penyalaan, serat, dan pelepah sawit. Kemudian penerapan technologi pembuatan briket batubara berstimulan penyalaan berikut penentuan nilai kalor briket. Dalam pembuatan briket batubara berstimulan penyalaan terdapat rekayasa pembuatan briket. Setelah dihasilkan data data nilai kalor dilakukan perhitungan mathematic, antara lain penentuan rata rata energi, regresi linear bahkan anava antara komposisi, posisi, kerapatan, ukuran partikel materi penyusun briket terhadap nilai kalor briket. Data data tersebut diolah dengan menggunakan rumus rumus statistik lainnya. Dapat disimpulkan bahwa pembahasan penentuan nilai kalor briket batubara berstimulan penyalaan merupakan salah satu bentuk pembelajaran kimia yang menggunakan pendekatan STEM.
PENGARUH PENERAPAN PENDEKATAN SAVI TERHADAP HASIL BELAJAR KIMIA SISWA KELAS XI SMAN 1 TANJUNG RAJA Sri Hartini; Sanjaya Sanjaya; Made Sukaryawan
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 2, No 1 (2015)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v2i1.2880

Abstract

Penelitian ini bertujuan untuk mengetahui adanya pengaruh penerapan pendekatanSAVI terhadap hasil belajar kimia siswa kelas XI SMAN 1 Tanjung Raja. Metode penelitianmenggunakan eksperimen semu (quasy experimental) dengan desain penelitian non equivalent(pretest and posttest) control group design. Populasi dalam penelitian ini adalah seluruh kelasXI IPA SMAN 1 Tanjung Raja. Sampel diambil menggunakan teknik cluster randomsampling. Berdasarkan hasil penelitian, diperoleh nilai rata-rata posttest kelas eksperimenadalah 76,159 dan kelas kontrol adalah 68,928. Nilai posttest kelas eksperimen dan kontrolberdistribusi normal dan kedua varians tergolong homogeny. Uji hipotesis menggunakan uji-tpada taraf signifikan 5%, diperoleh bahwa t(hitung) (3,041) > t(tabel) (2,000). Hasil analisis dataobservasi menunjukkan rata-rata aktivitas siswa kelas eksperimen sebesar 77,067% dan kelaskontrol 57,38%. Hal tersebut menunjukkan bahwa dengan menggunakan pendekatan SAVIdapat meningkatkan aktivitas siswa. Berdasarkan uji statistik, dapat disimpulkan bahwapendekatan SAVI berpengaruh terhadap hasil belajar kimia siswa kelas XI SMAN 1 TanjungRaja.
DEVELOPMENT OF PHYSICAL CHEMICAL TEACHING MATERIALS USING TASK BASED LEARNING MODEL Sanjaya Sanjaya
Sriwijaya University Learning and Education International Conference Vol 3, No 1 (2018): 3rd-SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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Abstract

Physical Chemistry Teaching Materials are generally delivered using a one-way learning model, from lecturers to students. This causes student learning activities to be low so that student learning outcomes are not optimal. To maximize learning outcomes it is necessary to improve the quality of learning, by changing learning models into task-based learning. Changing the learning model requires changing the components of teaching materials according to the learning model that has been changed. Teaching material for Physical Chemistry in Chemistry Education Program PMIPA FKIP Sriwijaya University developed contains a collection of task assignments that must be carried out by students, both individuals and groups, in such a way that the series of physical chemistry learning is in the form of a series of work assignments that follow the cycle of independent work tasks, group work and group presentations, and so on. The development of the Physics Chemistry teaching material follows the ADDIE model.
Model Pembelajaran GAVALA Menuju Pembelajaran Abad 21 K Anom W; Jejem Mujamil S; Sanjaya Sanjaya; Fuad Abd Rachman; Effendi Effendi; Eka Ad'hiya
MATAPPA: Jurnal Pengabdian Kepada Masyarakat Volume 4 Nomor 1 Tahun 2021
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/matappa.v4i1.878

Abstract

Rumusan masalah yang dihadapi di Kota Prabumulih Sumatera Selatan yaitu guru kimia membutuhkan Model Pembelajaran berpusat pada siswa.  Model Pembelajaran GALALA menyebabkan siswa aktif dalam pembelajaran. Tujuan kegitan pengabdian ini adalah tersusunnya contoh Rencana Program Pembelajaran kimia SMA dan SMK terintegrasi Model Pembelajaran GAVALA. Manfaat kegiatan pengabdian ini adalah terwujudnya kegiatan siswa aktif dalam pembelajaran.  Khalayak sasaran yang sangat strategis untuk kegiatan pengabdian kepada masyarakat ini adalah 14  guru kimia dari SMAN, MAN, dan SMKN di Kota Prabumulih Sumatera Selatan. Model kegiatan adalah penyuluhan penyusunan Model Pembelajaran GAVALA. Dari evaluasi kegiatan pengabdian pada masyarakat, ternyata target pengadian telah tercapai. Peningkatan itu berupa tersusunnya contoh Rencana Program Pembelajaran Model GAVALA.  Simpulan dari kegiatan pengabdian pada masyarakat ini adalah tersusun 7 contoh Rencana Pelaksanaan Pembelajaran terintegrasi Model Pembelajaran GAVALA.  Saran dari kegiatan pengabdian pada masyarakat ini adalah agar guru khalayak sasaran dapat menerapkan Model Pembelajaran GAVALA pelaksanaan pembelajaran di kelas. 
PENGEMBANGAN BAHAN AJAR KIMIA UNSUR GOLONGAN VIIIA (GAS MULIA) DAN TOPIK KHUSUS ZEOLIT BERBASIS PBL dea ayu tamara; Muhammad Hadeli L; Sanjaya sanjaya
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 9, No 1 (2022)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v9i1.17890

Abstract

Research Development of group VIIIA and zeolite elemental chemistry teaching materials and problem based learning (PBL) aims to produce valid, practical and effective PBL-based teaching materials. This research is a development research with ADDIE development model combined with Tessmer formative evaluation. The stages of ADDIE development used in this study include the analysis stage, the design stage, and the development stage only, which then proceeds to the Tessmer formative evaluation stage which includes expert review, one to one, small group, and field test. At the expert review stage, PBL-based teaching materials were validated by experts from the field of pedagogic experts with an average score of 1 (high), material experts with an average score of 1 (high) and design experts with an average score of 0.933 (high). The results of the validation assessment scores obtained at the expert review stage were 0.978 (high). This shows that the PBL-based teaching materials that have been developed are valid. The practicality of PBL-based teaching materials is seen from the results of questionnaires and respondents' comments on PBL-based teaching materials with a Cronbach's Alpha value at the one to one stage of 0.800 (very high) and at the small group stage of 0.727 (high) which means PBL-based teaching materials have been practically developed. The effectiveness of the PBL-based teaching materials that have been developed can be seen from the learning outcomes test at the field test stage with an N-gain score of 0.84 in the high category. This shows that the PBL-based teaching materials that have been developed are effective. It can be that the PBL-based teaching materials that have been developed have met the valid, practical, and effective criteria.Keywords: Development research, Problem based learning (PBL) teaching materials, Elemental chemistry of group VIII A and zeolite.
PENGEMBANGAN BAHAN AJAR BERBASIS PROJECT BASED LEARNING PADA MATERI TEORI ASAM BASA, pH LARUTAN DAN TITRASI ASAM BASA DI KELAS XI IPA Sanjaya Sanjaya; Muhammad Evan; Andi Suharman; M Hadeli L; Made Sukaryawan
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 10, No 1 (2023)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v10i1.21029

Abstract

This research is a development research that produces teaching materials based on project-based learning (PjBL) on acid-base theory, pH solutions and acid-base titrations for class XI IPA. The development model used is the Four Steps Teaching Material Development (4S-TMD). Data collection was carried out by interviews, questionnaires, validation and tests. The results of the validation of teaching materials developed from the three aspects material, pedagogic, and design, obtained an average validity score of 0.93 in the high category and declared valid. The practicality test results that have been carried out and analyzed obtain a practicality value of 0.80 where the score is categorized as high so that it is considered practical. The results of the effectiveness test of teaching materials by looking at student learning outcomes based on pretest and posttest scores are then calculated for the N-Gain. The N-Gain score obtained was 0.72 where the score was in the high category range and was declared effective. Thus the project-based learning-based teaching materials that have been developed are stated to be valid, practical and effective so that they are suitable for use in the chemistry learning process for acid-base theory , pH solutions and acid-base titrations in class XI IPA.
Co-Authors Abdul Rachman Ibrahim Andi Suharman Andi Suharman dea ayu tamara Diah Kartika Sari Effendi Effendi Eka Ad’hiya Fuad Abd Rachman Jejem Mujamil S K Anom W M Hadeli L M Hadeli Luhun, M Hadeli Made Sukaryawan Made Sukaryawan Muhammad Evan Sri Hartini