Garuda - Garba Rujukan Digital

Tabrani Gani

Universitas Negeri Makassar

Author-ID : 2861609

Chemistry Education Engineering

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Pengaruh model pembelajaran dan kemampuan awal terhadap kemampuan berpikir kritis dan pemahaman konsep peserta didik Muhammad Danial; Tabrani Gani; Husnaeni Husnaeni
Journal of Educational Science and Technology (EST) Volume 3 Number 1 April 2017
Publisher : Universitas Negeri Makassar

which was taught by guided inquiry learning model with the learners who learned the learning discovery learning model. (2) differences in the ability to understand the concepts of learners who are taught by guided inquiry learning model with learners who are taught by the learning model of discovery learning. (3) differences in the critical thinking ability of learners who have high initial ability and low initial ability are taught by guided inquiry learning model with learners who are taught by discovery learning learning model. (4) the difference in the ability of conceptual understanding between learners who have high initial ability and low initial ability that is taught by guided inquiry learning model with learners who are taught by discovery learning learning model. (5) the difference between the critical thinking ability of learners with high initial ability and low initial ability which is taught by guided inquiry learning model and discovery learning. (6) the difference between the difference in the understanding of high-ability early-skilled learners and low initial skills learned by guided inquiry learning and discovery learning models. Research is a quasi-experimental research (quasi experiment). The results of the research are: (1) There are differences of learning model to the critical thinking ability of learners; (2) There are differences of learning model to; (3) There is a difference of students' early ability to critical thinking ability of learners; (4) There is a difference in the learner's early ability to understand the concept of the learner; (5) There is a difference between the difference in the critical thinking ability of learners with high initial ability and low initial ability taught by the learning model; (6) There is a difference between the difference in understanding the concept of learners with high initial ability and low initial ability learned by the learning model.

Pengembangan Teknik Cerdas Cermat Kimia Berbasis HOTS dalam Model Team Games Tournament untuk Meningkatkan Motivasi Belajar dan Keterampilan Berpikir Kritis Peserta Didik Surya Ningsi; Tabrani Gani; Army Auliah
Chemistry Education Review (CER) Volume 4 Nomor 1 September 2020
Publisher : Program Pasca Sarjana UNM

The use of appropriate techniques will determine the success of achieving student competencies in learning. Learning techniques that tend to be monotonous make students less actively involved in learning and less training students’ critical thinking skills. Development of chemistry quiz technique based on HOTS in TGT Model is expected to be implemented effectively in class and assist students in learning chemistry. This development research aims at discovering: (1) the description of the development of chemistry quiz technique based on HOTS in TGT Model; and (2) the extent of the quality of chemistry quiz technique based on HOTS in TGT Model to enhance learning motivation and critical thinking skills of students on Atomic Structure material. The study consists of several stages, namely analysis, design, development, implementation, and evaluation. The product developed was test to 35 students of grade X MIA 4 at SMAN 3 Bone of Academic Year 2019/2020. The validity of the product was test by two assessors. This study employed the stages of TGT model, namely class presentation, group work, games, tournament, and appreciation. The stages of chemistry quiz was started from association activity and presented in a form of a quiz or question which used HOTS questions along with the games to motivate the students in learning and think critically. The results of the study reveal that: (1) the mean score of product validity is 3.71 (very valid); (2) the data of learning motivation questionnaire X ̅ = 3.31 (high); (3) the mean score of N-Gain of KBK is 0.79 (high); (4) The teacher and students indicated a very positive response with the percentage of 96.88% and 87.11%. Therefore, the conclusion is the chemistry quiz technique based on HOTS in TGT Model developed in chemistry learning on Atomic Structure material is valid, practical, and effective to enhance learning motivation and critical thinking skills of students.

Pengembangan Perangkat Pembelajaran pada Materi Asam Basa dalam Model Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Sri Mardiyanti Kasim; Sudding Sudding; Tabrani Gani
Chemistry Education Review (CER) Volume 5 Nomor 2 Maret 2022
Publisher : Program Pasca Sarjana UNM

This study is a development research that aims to develop learning devices on acid-base material in discovery learning model to increase students' motivation and learning outcomes that are valid, practical, and effective. The development model used in this research was the 4D development model from Thiagarajan. The learning devices that had been developed had gone through the validation phase by the validator/expert and had gone through the trial phase, resulting in learning devices that are valid, practical, and effective. The results of the study indicate that: (1) the process of developing learning devices using a 4-D model included 4 stages, namely: (a) the definition stage (define), (b) the design stage, (c) the development stage (develop), and (d) the dissemination stage, (2) the learning devices are stated to have met the validity criteria including RPP, LKPD, and THB, each of which is in very valid category.The learning devices are stated to be practical because the practicality test relates to: (a) the implementation of the device in discovery learning model has the average value M = 1.94 in the interval 1.5≤M≤2.0 with fully implemented category; (b) the teachers’ responsesare positive with a percentage of 91.75% with very practical criteria; and (c) the students' responses are very positive with a percentage of 87.65% with very practical criteria. The learning devicesare stated to be effective because it had met effective criteria with the results: (a) there are differences in the average learning motivation of students before and after the trial; (b) the learning outcomes meet the effective criteria with a class completeness percentage of 82%.

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