Tabrani Gani
Jurusan Kimia FMIPA UNM Makassar

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

PENGARUH MODEL PEMBELAJARAN TERHADAP KEMANDIRIAN BELAJAR DAN PEMAHAMAN KONSEP PESERTA DIDIK KELAS XI MIA SMA NEGERI 2 GOWA TAHUN AJARAN 2017/2018 (STUDI MATERI POKOK LARUTAN PENYANGGA) Ahmad, Laylah Fiamanillah; Danial, Muhammad; Gani, Tabrani
Chemistry Education Review (CER) Volume 2 Nomor 2 Maret 2019
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.213 KB) | DOI: 10.26858/cer.v2i2.8755

Abstract

ABSTRAKPenelitian ini bertujuan mengetahui pengaruh model pembelajaran terhadap kemandirian belajar peserta didik dan mengetahui pengaruh model pembelajaran terhadap pemahaman konsep peserta didik kelas XI MIA di SMA Negeri 2 Gowa pada materi larutan penyangga. Penelitian ini merupakan penelitian quasi eksperimen. Desain penelitian adalah non-equivalent control group. Terdapat dua variable yaitu, variabel bebas adalah model pembelajaran yang terdapat dua varians yaitu kelas eksperimen dengan model discovery learning dan kelas eksperimen dengan model pembelajaran langsung. Variabel terikat adalah kemandirian belajar dan pemahaman konsep.  Metode pengumpulan data melalui pengambilan data dengan cara data tes hasil belajar dan pemberian angket kemandirian belajar dianalisis. Hasil penelitian ini menunjukan nilai thitung pada uji hipotesis pengaruh model pembelajaran dengan kemandirian belajar sebesar 0,572 dengan pvalue > 0,05 yaitu 0,570. Pada uji hipotesis pengaruh model pembelajaran dengan pemahaman konsep menunjukkan nilai thitung sebesar 3,275 dengan pvalue < 0,05 yaitu 0,002. Kata kunci: model pembelajaran, kemandirian belajar, pemahaman konsep, larutan penyangga.  ABSTRACTThis study aims to determine the effect of instructional model toward self-directed learning and concepts understanding of student’s grade XI MIA SMA NEGERI 2 GOWA study on buffer solution’s subject. This research was quasi-experimental. The research design was a non-equivalent control group. There are two variables; the independent variable was the instructional model that has two variances, namely the experimental classes with discovery learning and experimental classes with direct learning models. The dependent variable was self-direct learning and understanding of concepts. Methods of collected data through data collection by means of learning outcomes test data and the provision of learning independence questionnaires was analyzed. The results of the study reveals the value of tcount in the hypothesis test of the effect instructional models with self-directed learning shown 0.572 with pvalue > 0.05 is 0.570. In the hypothesis test the influence of the instructional models with understanding the concept reveals the value of tcount of 3.275 with pvalue  < 0.05 is 0.002. Keywords: instructional model, self-directed learning, understanding concept, buffer solution.
ANALISIS KOMPETENSI GURU KIMIA DALAM MENGIMPLEMENTASIKAN MODEL PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMK SMAK MAKASSAR ., Asniati; ., Mansyur; Gani, Tabrani
Chemistry Education Review (CER) Volume 1 Nomor 2 Maret 2018
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.179 KB) | DOI: 10.26858/cer.v0i1.3807

Abstract

Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Penelitian ini bertujuan untuk mengetahui; (i) gambaran pelaksanaan standar kompetensi guru dalam menerapkan model pembelajaran berbasis kurikulum 2013 di SMK-SMAK Makassar; (ii) gambaran penerapan model pembelajaran kurikulum 2013 oleh guru pada proses pembelajaran kimia di SMK-SMAK Makassar. Metode pengumpulan data melalui observasi setiap pertemuan di kelas; wawancara dan dokumentasi berupa catatan kecil dan rekaman video. Hasil penelitian ini menunjukan bahwa; (i) gambaran penerapan standar kompetensi guru dalam menerapkan model pembelajaran kurikulum 2013 di SMK-SMAK Makassar menunjukan kriteria kompetensi sangat kompeten; pada kriteria kompetensi sangat kompeten dengan mengedepankan aspek-aspek kompetensi guru profesional, sedangkan (ii) gambaran pengamatan implementasi model pembelajaran kurikulum 2013 pada saat proses pembelajaran kimia di SMK-SMAK Makassar menunjukan kategori keterlaksanaan sangat baik.
Pengembangan e-LKPD Berbasis Model Discovery Learning pada Materi Pokok Asam Basa Pratama, Anugrah; Gani, Tabrani; Danial, Muhammad
Chemistry Education Review (CER) Volume 5 Nomor 1 September 2021
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.324 KB) | DOI: 10.26858/cer.v5i1.26363

Abstract

This study aims to: (1) determine the process of developing e-LKPD based on the discovery learning model on acid and base materials to improve learning outcomes. (2) determine the level of validity, practicality and effectiveness of e-LKPD based on discovery learning models on acid and base materials to improve learning outcomes. This type of research is Research and Development (R&D). This development research procedure follows the ADDIE model which consists of 5 phases, namely: analysis, design, development, implementation, and evaluation. The results showed that the level of validity of the e-LKPD based on the discovery learning model on the average acid and base material was stated to be very valid and feasible to use. This is based on the results of validation by expert validators with a general validation value of 3.50 or a very valid category. The practicality of the e-LKPD media with the discovery learning model is stated to be practical with a presentation of around 70% - 100%. The e-LKPD media with the discovery learning model is very effective to use. Completeness or achievement of the pretest KKM or those who scored 75 and above were 5 people (13.89%) and increased to 36 student (100%). The developed e-LKPD media contains, (1) title cover, (2) KD and Learning Indicators, (3) brief material, (4) stimulus video, (5) problem formulation column, (6) observation column, (7 ) conclusion column.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS INKUIRI TERBIMBING PADA MATERI SENYAWA HIDROKARBON KELAS XI SMAN 1 MAKASSAR ., Mardiana; Gani, Tabrani; ., Hasri
Chemistry Education Review (CER) Volume 2 Nomor 2 Maret 2019
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.293 KB) | DOI: 10.26858/cer.v2i2.8955

Abstract

Penelitian ini bertujuan untuk: 1) menghasilkan perangkat pembelajaran yang valid, praktis, dan efektif; 2) mengetahui hasil belajar peserta didik kelas XI IPA SMA Negeri 1 Makassar tahun pelajaran 2018/2019 setelah digunakan perangkat pembelajaran berbasis inkuiri terbimbing. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model Thiagarajan (Model 4-D)  dan uji coba perangkat pembelajaran yang  meliputi: RPP, LKPD, dan THB dilaksanakan  pada peserta didik kelas XI IPA 4 SMA Negeri 1 Makassar  dengan jumlah 34 orang. Hasil uji coba perangkat dalam penelitian ini menunjukan bahwa perangkat pembelajaran yang telah dikembangkan memenuhi kriteria sangat valid, praktis dan efektif  digunakan. Kriteria sangat valid diperolah dari nilai rata-rata total keseluruhan aspek dari  RPP sebesar 3,86, LKPD sebesar 3,84, dan THB sebesar 3,81. Kriteria praktis diperoleh dari nilai rata-rata total keseluruhan aspek keterlaksanaan perangkat pembelajaran sebesar 1,68 dengan kategori terlaksana seluruhnya . Kriteria efektif dalam penelitian ini dilihat dari peningkatan pretest-posttest. Hal ini didukung oleh hasil perhitungan N- gain. Kata kunci  : Pengembangan Perangkat, Model Inkuiri Terbimbing, Hasil Belajar   ABSTRACTThe study aims at (1) producing learning device which is valid, practical, and effective, (2) discovering the learning of grade XI at SMAN 1 Makassar of academic year 2018/2019 after the guided inquiri based learning device being used. The type of this study was development research which referred to Thiagarajan (4-d Model) and the test of learning device which covered RPP, LKPD and THB which implemented to grade XI IPA 4 students at SMAN 1 Makassar with the total of 34 students.  The result of the study reveals that the learning device developed has met the criteria of very valid, practical and effective to be applied. The very valid criteria are obtained from the average of the total aspects from RPP 3,86, LKPD 3,84 to beHasil uji coba perangkat dalam THB 3,81. The practical criterion is obtained from the average of the total aspects of learning device implementation by 1,68 with entirely implemented category. The effective criteria are based on the improvement of pretest and posttest. Is the supported by the result of N-Gain. Keywords: Development of device, guided inquiry model, learning outcomes.
PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS XI MIPA SMAN 2 SOPPENG (STUDI PADA MATERI POKOK ASAM BASA) Nugraha, Dirsyah Dedi; Gani, Tabrani; Anwar, Muhammad
Chemistry Education Review (CER) Volume 2 Nomor 2 Maret 2019
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.186 KB) | DOI: 10.26858/cer.v2i2.8747

Abstract

ABSTRAKPenelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui adanya pengaruh model pembelajaran dan gaya belajar terhadap hasil belajar peserta didik kelas XI MIPA SMAN 2 Soppeng. Variabel bebas dalam penelitian ini adalah model pembelajaran dan gaya belajar peserta didik, serta variabel terikatnya adalah hasil belajar peserta didik pada materi pokok asam basa. Populasi penelitian ini adalah peserta didik kelas XI MIPA SMAN 2 Soppeng yang berjumlah 7  kelas, sampel penelitian ini ditentukan dengan teknik random sampling yaitu terdiri atas 2 kelas yaitu Kelas XI MIPA 1 (Kelas A) dan XI MIPA 4 (Kelas B).  Desain penelitian adalah Faktorial. Data hasil penelitian diperoleh dengan memberikan tes hasil belajar pada materi asam basa berupa post-test yang terdiri dari 30 butir soal pilihan ganda. Teknik analisis data menggunakan analisis statistik deskriptif dan inferensial. Pengujian hipotesis yang dilakukan dengan uji F (ANOVA) menghasilkan nilai signifikan lebih besar daripada nilai α (α=0,05) . Hasil uji hipotesis dengan Uji F membuktikan bahwa terdapat pengaruh model pembelajaran terhadap hasil belajar, terdapat pengaruh gaya belajar terhadap hasil belajar dan terdapat pengaruh interaksi model pembelajaran dan gaya belajar berpengaruh terhadap hasil belajar peserta didik kelas XI MIPA SMAN 2 Soppeng studi pada materi asam basa. Kata kunci: model pembelajran, gaya belajar, hasil belajar.  ABSTRACTThis study was a quasi-experimental research, which aimed determining the influence of instructional models and learning style learning outcomes of grade XI MIPA student at SMAN 2 in Soppeng. The independent variables in the study were instructional model and students’ learning style; whereas, the dependent variable was learning outcomes on acis base material. The study population was a students at grade XI MIPA student at SMAN 2 in Soppeng  which consists of 7 classes, and the sample was selected by employing random sampling technique and obtained two classes, namely  class XI MIPA 1 as an Class A and XI MIPA 4 as Class B with random sampling technique. Data were obtained by providing students achievement test acid base subject matter in the form of post-test which consists of 30 items multiple choice. Data were analyzed using descriptive and inferential statistical analysis. Hypothesis testing is done by F test (ANOVA). F-test results proved that learning model gave influence on students’ learning, learning style and interaction of instructional model and learning style on students’ learning outcomes of grade XI MIPA student at SMAN 2 in Soppeng studied on acid base. Keywords: Instructional model, learning style, learning outcomes.
PENGARUH MODEL PEMBELAJARAN TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR PESERTA DIDIK KELAS XI MIPA SMA NEGERI 8 MANDAI (Studi Materi Pokok Larutan Penyangga) ., Faisal; Gani, Tabrani; Danial, Muhammad
Chemistry Education Review (CER) Volume 2 Nomor 1 September 2018
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.033 KB) | DOI: 10.26858/cer.v0i0.8488

Abstract

Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh model pembelajaran terhadap keterampilan berpikir kritis dan hasil belajar peserta didik kelas XI MIPA SMA Negeri 8 Mandai materi pokok larutan penyangga. Desain penelitian Pretest treatment Postest Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI MIPA SMA Negeri 8 Mandai tahun pelajaran 2017/2018 yang berjumlah 4 kelas. Penentuan sampel dilakukan secara random kelas dan terpilih kelas XI MIPA 1 sebagai kelas yang dibelajarkan model pembelajaran discovery learning dan kelas XI MIPA 2 sebagai kelas yang dibelajarkan dengan model pembelajaran langsung. Data dianalisis menggunakan analisis deskriptif dan uji independent sample T-Test. Hasil analisis deskriptif diperoleh data rata-rata nilai N-gain keterampilan berpikir kritis pada kelompok model pembelajaran discovery learning sebesar 0,67 dengan kategori sedang dan kelompok model pembelajaran langsung sebesar 0.55 dengan kategori sedang. Nilai N-gain hasil belajar pada kelompok model pembelajaran discovery learning sebesar 0,76 dengan kategori tinggi dan kelompok model pembelajaran langsung sebesar 0.66 dengan kategori sedang. Hasil pengujian hipotesis menunjukkan terdapat pengaruh model pembelajaran terhadap keterampilan berpikir kritis dan hasil belajar kelas XI MIPA SMA Negeri 8 Mandai pada materi pokok larutan penyangga. Kata kunci: Model pembelajaran, keterampilan berpikir kritis, hasil belajar, dan larutan penyangga.
PENGEMBANGAN STRATEGI PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK ., Alwi; Gani, Tabrani; Danial, Muhammad
Chemistry Education Review (CER) Volume 2 Nomor 2 Maret 2019
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.27 KB) | DOI: 10.26858/cer.v2i2.8966

Abstract

Tujuan penelitian ini adalah merancang strategi pembelajaran berbasis masalah untuk meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Mengembangkan strategi pembelajaran berbasis masalah diyakini lebih efektif diterapkan dalam pembelajaran kimia. Pembelajaran konvensional diyakini menjadi salah satu permasalahan kegagalan peserta didik. Hal ini menjadikan peserta didik berperan pasif dalam pembelajaran. Peneliti merumuskan dua pertanyaan penelitian sebagai berikut: (1) Bagaimana gambaran pengembangan strategi pembelajaran berbasis masalah yang dapat meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah peserta didik? (2) Bagaimana gambaran kualitas strategi pembelajaran berbasis masalah yang dikembangkan ditinjau dari kevalidan, kepraktisan, dan keefektifannya? Penelitian ini adalah penelitian dan pengembangan yang terdiri dari identifikasi, perancangan, pengembangan, dan implementasi. Identifkasi kebutuhan pembelajaran dihasilkan berdasarkan pengamatan selama proses pembelajaran untuk membuat prototipe strategi pembelajaran kemudian dilakukan uji coba untuk mendapatkan desain strategi pembelajaran dengan melakukan pretest-posttes di SMAN 3 Bone. Dalam pengumpulan data peneliti menggunakan angket, lembar pengamatan dan tes. Angket diberikan 35 peserta didik di tahun pelajaran 2018/2019. Instrumen yang digunakan dalam penelitian ini divalidasi oleh para ahli yang terkait di bidangnya. Hasil penelitian menunjukkan bahwa pengembangan strategi pembelajaran berbasis masalah dapat meningkatkan keterampilan berpikir kritis dan kemampuan pemecahan masalah peserta didik SMAN 3 Bone. Para guru dan peserta didik Di SMA 3 Bone menganggap bahwa strategi pembelajaran berbasis masalah praktis dan efektif untuk diimplementasikan dalam pembelajaran kimia. Kata kunci  : strategi pembelajaran, berpikir kritis, pemecahan masalah.  ABSTRACTThe study aims at designing problem-based learning strategy to improve critical thinking skill and problem solving ability of students. Developing problem-based learning strategy is believed to be more effective to be applied in Chemistry learning. The convensional learning is believe to be a problem which creates failure to students. It make studens being passive in leaning. The researcher formulates two research question as follow: (1) How is the description of the development of problem-based learning strategy that able to improve critical thinking skilla and problems solving ability of students? (2)  How is the description of the quality of problem-based learning strategy developid based on validity, practicality, and effectivenes? This study is research and development, which consists of identification, design, development, and implementation. Identification of learning needs is generated based on observation during the learning process to make a prototype learning strategy; then, conduct a trial to get the disign of learning strategies by doing the pretest-posttest at SMAN 3 Bone. In collecting the data, the researcher employs questionnaire, observation sheet, and test. Questionnaires were given to 35 students of academic year 2018/2019. The instrumen used in this study were validated by experts related to their field of studies. The results of the study reveal that the development of problem-based learning strategy can improve critical thinking skill and problem solving ability of s tudents at SMAN 3 Bone. Teachers and students at SMAN 3 Bone considered that the problem-based learning strategy is practical and effective to be applied in Chemistry learning. Keywords: learning strategies, critical thinking, problem solving.
Pengembangan Perangkat Pembelajaran IPA SMP Berbasis Discovery Learning Berorientasi Kemampuan Pemecahan Masalah dan Hasil Belajar Peserta Didik Rahmania, Rahmania; Danial, Muhammad; Gani, Tabrani
Chemistry Education Review (CER) Volume 3 Nomor 2 Maret 2020
Publisher : Program Pasca Sarjana UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.582 KB) | DOI: 10.26858/cer.v3i2.13770

Abstract

This study is development research, which aims at developing Natural Sciences (IPA) learning tools for SMP (junior high school) based on discovery learning oriented on problem solving skills and learning outcomes on acidic-base and salt material which is valid, practical and effective. The development model employed in this study referred to 4D development model, which consisted of define, design, develop, and disseminate. The learning tools developed are RPP, LKPD, BAPD, Media, and THB. The IPA learning tools for SMP based on discovery learning which had been developed was then validated by two experts. After being validated, the test of learning tools based on discovery learning was conducted at SMPN 36 Makassar in grade VII.9 with the total of 32 students. The results of the study reveal that the learning tools based on discovery learning developed which had been validated indicates that the mean score is 3.74 which is in very valid criteria. The learning tools based on discovery learning is stated as practical and effective, because the results of the practically test reveal (1) the implementation of learning tools based on discovery learning is in the average of M = 1.9 in the category of (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed on the implementation of learning tools based on discovery learning is in entirely implemented category, (2) the teacher gave a very positive response on the learning tools based on discovery learning with the percentage of 92.07%, and (3) the students gave a very positive response on the learning tools based on discovery learning with the percentage of 92.77%. The learning tools is also met the criteria of effective with the following results: (1) the improvement of problem solving skills of students from 27.22% becomes 74.50%, (2) the learning outcomes has met effective criteria that the average of the percentage is 83.48% with the classical completeness 87.50%, whereas, the improvement of learning outcomes based on N-gain test is 0.82 with high criteria. Therefore, the results of the study shows that the product of learning tools developed is categorized as valid, practical, and effective.