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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat
Tasviri Efkar
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Efektivitas Problem Solving untuk Meningkatkan Motivasi Belajar dan Penguasaan Konsep Materi Elektrolit/Non Elektrolit Aerli Nurfita Dewi; Ratu Betta Rudibyani; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The purpose was to describe the, effectiveness of problem solving to improve learning motivation and concept mastery on electrolyte and non-electrolyte solution topic.  This research was conducted at MAN Pringsewu used kuasi esperimental method with Equivalent (pretest-posttest) control group design.  The sample was obtained by purposive sampling technique, it was obtained sample was the X MIA 2 as Experimental class and X MIA 4 as control class.  Effectiveness was evidenced by improvement of the improve learning motivation and concept mastery students’ used t-test and effect size test. The result of this research shown that student activity is very high, teacher ability is high, the improve learning motivation and concept mastery students is high and effect size had large criteria.  Based on them, problem solving was effective and had big effect size to improve of the improve learning motivation and concept mastery students on electrolyte and non-electrolyte solution topic.Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran problem solving dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit. Penelitian ini telah dilakukan di salah satu MAN Pringsewu menggunakan metode kuasi eksperimen dengan Non Equivalent (Pretest-posttest) control group design.  Sampel diperoleh melalui teknik purposive sampling diperoleh sampel yaitu kelas X MIA 2 sebagai kelas eksperimen dan X MIA 4 sebagai kelas kontrol.  Keefektivan dibuktikan dari peningkatan motivasi belajar dan penguasaan konsep siswa yang menggunakan uji-t serta didukung oleh kemampuan guru dan uji ukuran pengaruh.  Hasil penelitian menunjukkan bahwa rata-rata aktivitas siswa sangat tinggi, kemampuan guru selama pembelajaran tinggi, motivasi belajar dan penguasaan konsep siswa tinggi serta ukuran pengaruh yang besar.  Berdasarkan hal tersebut, model problem solving efektif dan memiliki ukuran pengaruh yang besar dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit.Kata Kunci: motivasi belajar, penguasaan konsep, problem solving.
THE ENHANCEMENT OF COMMUNICATION SKILLS AND MASTERY OF CONCEPTS IN SOLUBILITY AND SOLUBILITY PRODUCT LESSON BY LEARNING MODEL OF GUIDED INQUIRY ahmad tohir; nina kadaritna; tasviri efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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The objective of this research is to describe effectiveness of the learning model of guided inquiry in improving communication skills and mastery of concepts in solubility and solubility product lesson. Samples in this research were students of State Senior High School 1 Tumijajar of classes XI Sciences 3 and XI Sciences 4 even semester School Year 2011-2012 that have equal academic abilities. This research used a quasi experiment method with Nonequivalent Control Group Design. Effectiveness of the learning model of guided inquiry was measured by significant differences in control class and experiment class, shown by significant gain. Based on the results of this research, average value of N-gain for communication skills in control and experiment class were 0,59 and 0,66; and the average value of N-gain for mastery of concepts in control and experiment class were 0,39 and 0,55. Hypothesis testing in this research used test two average different with t-test.  The hypothesis result test show that class that used learning model of guided inquiry had higher communication skills and mastery of concepts than class with conventional learning model. This indicated that learning model of guided inquiry was effective to improving communication skills and mastery of concepts in solubility and solubility product lesson.  Keywords: guided inquiry, communication skills and mastery of concepts
PERBANDINGAN PENGUASAAN KONSEP TERMOKIMIA MODEL LC 6 PHASE DENGAN LC 3 PHASE Yani Efrina; Tasviri Efkar; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The purpose of research was to find out the mastering comparison of thermochemical concept between learning cycle 6 phase model and learning cycle 3 phase model at MAN Krui Kabupaten Pesisir Barat.  The population in this research is all of XI grade science students in academic year 2012/2013.  Samples  was taken by using purvosive sampling technique.  We got class XI IPA1 as a class experiment 1 and XI IPA2 as a class experiment  2.  This research used non-equivalent pretest posttest control group design.  The result of this research showed that there is a difference in score average of mastering thermochemical concept between learning cycle 6 phase model and learning cycle 3 phase model.  The average of thermochemical concept mastering by implementing learning cycle 6 phase model is higher than learning cycle 3 phase model, because learning cycle 6 phase model has more detail steps to improve the thermochemical concept mastering.Tujuan penelitian adalah untuk mengetahui perbandingan penguasaan konsep termokimia antara model learning cycle 6 phase dengan learning cycle 3 phase pada siswa MAN Krui Kabupaten Pesisir Barat.  Populasi dalam penelitian adalah semua siswa kelas XI IPA tahun ajaran 2012/2013.  Sampel diambil menggunakan teknik purposive sampling.  Diperoleh kelas XI IPA1 sebagai kelas eksperimen I dan kelas XI IPA2 sebgai kelas eksperimen II.  Penelitian menggunakan rancangan non-equivalent pretest posttest control group design.  Hasil dari penelitian terdapat perbedaan rata-rata nilai penguasaan konsep termokimia antara model learning cycle 6 phase dengan learning cycle 3 phase dan rata-rata penguasaan konsep termokimia dengan model learning cycle 6 phase lebih tinggi dibandingkan model learning cycle 3 phase.  Hal ini karena model learning cycle 6 phase memiliki tahap-tahap lebih terperinci dalam meningkatkan penguasaan konsep termokimia.     Kata kunci :   model learning cycle 3 phase, model learning cycle 6 phase, penguasaan konsep.
Pengaruh LKS Berbasis Model SiMaYang dalam Meningkatkan Self Confidence dan Penguasaan Konsep Yayi Aisyah Dewi Putri; Sunyono Sunyono; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research was aimed to describe the effect and of  SiMaYang model which based on student worksheet to improve self confidence and concept mastery on electrolyte and non electrolyte topic. Population in this study was all students of  X MIA SMAN 1 Natar. Samples in this study were students of X MIA 6 as experimental class and students of X MIA 8 as control class which obtained by clauster random sampling technique. The research method was quasi experiment with non equivalence pretest-posttest control group design. The result showed that 0,53 of n-Gain on self confidence, and then the n-Gain of concept mastery in experiment class was 0,71. Based  on the result of this research, it can be conclude that LKS based on SiMaYang model have a medium effect in improving self confidence and have a high effect in improving concept mastery on electrolyte and non electrolyte topics.Penelitian ini bertujuan mendeskripsikan pengaruh penggunaan Lembar Kerja Siswa berbasis model SiMaYang  dalam meningkatkan self confidence dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit. Populasi dalam penelitian ini adalah semua siswa kelas X MIA SMAN 1 Natar. Sampel dalam penelitian ini dipilih dengan teknik clauster random sampling, siswa kelas X MIPA 6 sebagai kelas eksperimen dan siswa kelas X MIPA 8 sebagai kelas kontrol. Metode penelitian yang digunakan yaitu kuasi eksperimen dengan desain non equivalence pretest-posttest control group design. Hasil penelitian menunjukkan bahwa rata-rata n-gain self confidence sebesar 0,53, dan  n-Gain penguasaan konsep kelas eksperimen sebesar 0,71.  Berdasarkan hasil penelitian ini dapat disimpulkan bahwa LKS berbasis model SiMaYang berpengaruh sedang dalam meningkatkan self confidence dan berpengaruh tinggi dalam meningkatkan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit. Kata kunci: elektrolit dan non elektrolit, lembar kerja siswa, SiMaYang, penguasaan konsep, self confidence
Pengaruh Isu Sosiosaintifik dalam Meningkatkan Sikap Kreatif Siswa pada Materi Larutan Elektrolit Dan Non-Elektrolit Meliana Sri agustin; Sunyono Sunyono; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The research was aimed to describe  the effect of socioscientific issue in improving students’ creative attitudes ability on electrolyte and nonelectrolyte solutions .  The populations of this research were all students of X MIA at SMA Bandar Lampung.  This research used quasi experiment with Pretest Posttest Control Group Design, cluster random sampling technique was used in determining the samples, thus X MIA1 was chosen as an experiment class and X MIA2 was a control class.  The effect of socioscientific issues was analyzed by the difference of two average test and effect size test.  The results of the research showed that students’ creative attitudes in experimental class were higher than on the control class..  The conclution of this research was the socioscientific issues learning has the ‘large’ and ‘positive’ effects in improving students' creative attitudes ability on electrolyte and non-electrolyte solutions .                                                                                Keywords: creative attitudes, socioscientific issue learning, electrolyte and non-electrolyte solution. Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran berbasis isu sosiosaintifik dalam meningkatkan sikap kreatif siswa pada materi larutan elektrolit dan non elektrolit.  Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA di SMA Bandar Lampung.  Metode dalam penelitian ini adalah kuasi experimen dengan Pretest Posttest Control Group Design, pengambilan sampel dipilih dengan teknik cluster random sampling, didapatkan kelas X MIA 1 sebagai kelas eksperimen dan X MIA 2 sebagai kelas kontrol.  Pengaruh pembelajaran berbasis isu sosiosaintifik dianalisis menggunakan uji perbedaan dua rata-rata dan uji effect size.  Hasil penelitian menunjukkan bahwa sikap kreatif siswa pada kelas eksperimen lebih tinggi dari pada kelas kontrol.  Kesimpulan dalam penelitian ini yaitu pembelajaran berbasis isu sosiosaintifik berpengaruh besar dan positif dalam meningkatkan sikap kreatif siswa pada materi larutan elektrolit dan non-elektrolit.Kata kunci : sikap kreatif, pembelajaran isu sosiosaintifik, larutan elektrolit dan non-elektrolit.http://dx.doi.org/10.23960/jppk.v8.i2.201906 
THE ENHANCEMENT OF SKILL IN MENTION THE EXAMPLE AND IDENTIFYING CONCLUSION IN REACTION RATE MATERIAL BY GUIDED INQUIRY LEARNING MODEL mila marlinda; ila rosilawati; tasviri efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This study aims to determine the effectiveness of guided inquiry learning model in improving the skills mentioned examples and identified conclusion in reaction rate material. Subjects in this study were students of class XI IPA2 SMAN 2 Gadingrejo totaling 34 people, consisting of 14 male students and 20 female students. This study used a pre-experimental method with One Group Pretest Posttest Design. Research cite skills mentioned examples and identified conclusion, data analysis used N-gain. The results showed n-Gain skills and identify examples mentioned conclusion is 0.63 (medium category) and persentation KKM 75%, identified conclusion is 0.66 (medium category) and persentatiaon KKM 85%. Based on the difference test,  this suggests learning guided inquiry model is effective in improving the skills mentioned examples and identify conclusions class XI IPA2 reaction rate on the material. Keywords: guided inquiry, the skills mentioned examples and skills identified conclusion, reaction rate
Efektivitas LKS Berbasis Multipel Representasi dalam Meningkatkan Kemampuan Berpikir Kritis Septiana Dwi Mulyani; Ratu Betta Rudibiyani; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This researched purposed to describe the affectifty of LKS multipel representasi's basis to increased students critical thinking skill. The population on this researched are the all students class X MA Al-Fatah Natar of year2017/2018 in class X MIA A and X MIA B as well as sample using total sampling. This research utilize my method experiment attention with Non Eqiuvalent ( pretest posttest ) Control Group Design. The result of observationaling to point out that effectivity LKS multipel representasi's basis had medium criteria. The average value n-Gain students critical thinking skill as 0,48. Base on those researched LKS multipel representasi's basis increase students critical thinking skill on electrolyte and non electrolyte topic. Penelitian ini bertujuan untuk mendeskripsikan efektivitas LKS berbasis multipel representasi dalam meningkatkan kemampuan berpikir kritis siswa. Populasi dalam penelitian ini adalah semua siswa kelas X MA Al-Fatah Natar Tahun Ajaran 2017/2018 yaitu kelas X MIA A dan X MIA B yang dijadikan sampel dan diperoleh dengan menggunakan total sampling. Penelitian ini merupakan kuasi eksperimen menggunakan Non Eqiuvalent (pretest-posttest) Control Group Design. Hasil penelitian menunjukkan bahwa keefektivan LKS berbasis multipel representasi berkriteria sedang, nilai rata-rata n-Gain kemampuan berpikir kritis siswa sebesar 0,48. Berdasarkan hal tersebut, LKS berbasis multipel representasi efektif dalam meningkatkan kemampuan berpikir kritis pada materi larutan elektrolit dan non elektrolit.Kata kunci: LKS, multipel representasi, kemampuan berpikir kritis
ANALISIS KETERAMPILAN BERPIKIR ORISINIL PADA MATERI LARUTAN ELEKTROLIT-NONELEKTROLIT MENGGUNAKAN INKUIRI TERBIMBING Ali Rifa'i; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 2 (2014): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research aimed to describe the skill of originality thinking on the electrolyte- nonelectrolyte solutions matery by using Guided Inquiry models learning for high, intermediate and low groups of student. The subjects were students of class X1 SMA Negeri 2 Metro. This research used the pre-experimental method, a one-shot case study design, and statistic descriptive research. The results showed that the skill of originality thinking in high level group 71,43% were excellent, 14,29% were good, and 14,29 were enough. In intermediate level group , 29,41% were excellent, 58,82% were good, and 11,76% were enough. In the low level group, 14,29% were excellent, 28,57% were good and 57,14% were enough.Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir orisinil pada materi larutan elektrolit-nonelektrolit menggunakan model pembelajaran inkuiri terbimbing untuk siswa kelompok tinggi, sedang dan rendah. Subyek penelitian ini adalah siswa kelas X1 SMA Negeri 2 Metro.  Penelitian ini menggunakan metode pre-eksperimen, desain one shot case study, dan analisis statistik deskriptif.  Hasil penelitian menunjukan bahwa keterampilan berpikir orisinil pada kelompok tinggi, 71,43% berkriteria sangat baik, 14,29% berkriteria baik, dan 14,29% lainnya berkriteria cukup.  Pada kelompok sedang, 29,41% berkriteria sangat baik, 58,82% berkriteria baik dan 11,76% lainnya berkriteria cukup.  Pada kelompok rendah, 14,29% berkriteria sangat baik, 28,57% berkriteria baik, dan 57,14% lainnya berkriteria cukup.Kata kunci: inkuiri terbimbing, keterampilan berpikir orisinil, larutan elektrolit-nonelektrolit.
Pengaruh Model Pembelajaran SiMaYang dalam Meningkatkan Keterampilan Proses Sains Nurmala Nurmala; Sunyono Sunyono; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The research was aim to describe the effect of SiMaYang learning model in improving student’s science process skills and effect size of SiMaYang learning model in improving student’s science process skills on acid base material. This research used pretest-postest control group design and it was conducted at one of Senior High School in Bandarlampung with cluster random sampling technique. 11th IPA-2 class as experiment class and 11th IPA-3 class as control class. The Effect of SiMaYang learning model was measured with difference of two average test and effect size test. The result show that SiMaYang Learning Model has a big effect to improving student’s science process skills.Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran SiMaYang dalam meningkatkan keterampilan proses sains siswa serta ukuran pengaruh model pembelajaran SiMaYang dalam meningkatkan keterampilan proses sains pada materi asam basa. Penelitian ini menggunakan pretest-postest control group design di salah satu SMA di Bandarlampung dengan teknik cluster random sampling. Kelas XI IPA 2 sebagai kelas eksperimen dan kelas XI IPA 3 sebagai kelas kontrol. Pengaruh model pembelajaran SiMaYang diukur  dengan uji perbedaan dua rata-rata dan uji effect size. Hasil Penelitian menunjukkan bahwa model pembelajaran SiMaYang berpengaruh besar dalam meningkatkan keterampilan proses sains siswa.Kata kunci: keterampilan proses sains, model pembelajaran SiMaYang, ukuran pengaruh
DIFFERENCES BETWEEN HYDROCARBON CONTROL CONCEPTS STAD TYPE COOPERATIVE LEARNING MODEL ACCOMPANYING PROBLEM POSING WITH STRATEGY CONVENTIONAL LEARNING Joni Saputra; Tasviri Efkar; Ila Rosilawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The study aims to describe (1) the existence of the average difference between the value of mastery of concepts hydrocarbon type STAD cooperative learning model along with problem posing strategies with conventional learning, (2) the average value of mastery of concepts which higher hydrocarbons between cooperative learning model types STAD with problem posing strategies with conventional learning. The population in this study were all students of class X SMAN 13 Bandar Lampung academic year 2011/2012. Sampling was done by purposive sampling. The samples in this study were 30 students of class X1 as a class experiment 1 and 30 X7-class students as a class experiment 2. The study design used was The Matching-Only Posttest-Only Control Group Design. The results showed that (1) there is a difference between the students 'mastery of concepts Hydrocarbon type STAD cooperative learning strategies with problem posing and conventional learning and (2) the average students' mastery of concepts Hydrocarbons using STAD cooperative learning model type with problem posing strategy is higher than the average student mastery of concepts in hydrocarbon material using conventional learning.Keywords: type STAD cooperative learning strategies with problem posing, conventional learning, mastery of concepts
Co-Authors Ade Wahyu Saputra Aerli Nurfita Dewi Afdal Bahri Afriani Afriani Agita Viola Putri Ahmad Tohir Aldes Penkin Putriani Alfiatun Nikmah Ali Rifa'i Ali Sugandi Ama Nur Anna Ana Zuhriatun Nisa Anadia Rosaria Anggun Purnama Sari Anita Amelia Anna Musmita Sari Aprilia Dwi Puspita Aria Aditia Jaya Arif Irman Setyo Wibowo Arum Khalista Faezaty Atika Agustina Ayu Azzahara Al Balqis bayu saputra Bella Nur Farida Deny Nico Vrasley Desi Permata Sari Desia Abrisa Dewi Yuliana Dwi Siti Asyiah Dyah Emi Wahyuni Eka Irmayta Eka Yunita Zuliana Elia Rahmah Elok SuciWahyuni emmawati sofya Emmawaty Sofya Erika Mirna Sari Esty Indriyani Safitri Eva Margaretha purba Febriyola Kurnia Utami Febry Zahara Feriyanda Putratama Fitri Septi Lutfiani Widodo Fitria Yuliza Fredinan Yulianda Galuh Ayuningtyas Dwi Untari Gesti Eka Saputri Herni Agustiani I Gusti Bagus Wiksuana I Wayan Agustika Ika Yuniarti Ila Rosilawati Ira Mutia Sari Ira Novita Sari Jehan Sari Dewi Jihan Rifka Nabilla Johan Adhi Nugroho Kadek Yuliya Dewi Astuti Kenia Mahargyani Laurence Mart Sihaloho Lina Astutik Lisa Tania Lista Misria Malida Aprilliza Maria Dwi Natalia Maria Mustika Sari Marina Setyarini Meliana Sri agustin Mentari Bela Wahyudienie Mentari Panca Rahayu Mifta Hanifa mila marlinda Mutiatul Karimah Nabella Islamiyati Yuan Nanik Susanti Pravitasari Neny Sherliani Ni Made Purnama Rini Ni Wayan Chacha Novia Nina Kadaritna Nomi Suryani Noor Fadiawati Nur Insani Nurlaili Fitria Nurmala Nurmala Nurmala Nurmala pitri yunia Putu Endriyana Wijaya Rani Qudwah Mutawakkilah rahmanudin rahmanudin Ratu Beta Rudibyani Ratu Betta Rudibiyani Ratu Betta Rudibyani Reliyana Reliyana Resi Indah Ning Suwarni resi sari yandra Reva Dwi Pertiwi ria septiana Rina Meri M Risko Apriandi Riya Pebriyani rizky dewi nursanty Rizky Monika Gusnandalia Rohmawati Rohmawati Rosmawati Rosmawati Ryzal Perdana Septiana Dwi Mulyani SITI AISAH Siti Hardiyanti Sunyono - - tarik azis tazkia tirta victorya tumirah tumirah Vina Rosalina Vini Agustiani Wanggi Setra Wiwit Gunawi Wuny Noviyanti Yani Efrina Yayi Aisyah Dewi Putri Yogi Aprianto Yuca Aryanti Yudha Franstya Yunita Sari