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Adsorption of Soluble Ammoniac Using A Porous Polymer Composite Cu-(TAC) And Activated Carbon Empty Fruit Palm Oil Maulina, Rissah; Selly, Rini; Nasution, Hafni Indriati; Jasmidi, Jasmidi; Zubir, Moondra; Rahmah, Siti; Faradilla, Putri
Indonesian Journal of Chemical Science and Technology (IJCST) Vol. 6 No. 2 (2023): JULY 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ijcst.v6i2.62308

This study aims to determine the stages in the process of making activated carbon, synthesis of porous polymer composites Cu(TAC) and activated carbon composites (KA-Cu(TAC) for adsorption of dissolved ammonia (NH4OH). To know the characterization results of activated carbon and KA- Cu(TAC), as well as knowing the optimum mass, concentration, and contact time of activated carbon KA-Cu(TAC) for the adsorption of dissolved ammonia. The research stages started from Empty Oil Palm Bunches (EFB) used as biosorbents for carbon production at 500oC. The resulting product was activated with H3PO4, then modified with porous polymer Cu(TAC) to make a composite. The KA-Cu(TAC) composite was synthesized by reflux method. Then MOFs, activated carbon and KACu(TAC) composite were characterized by BET. The BET characterization results showed that the successfully synthesized KA-Cu(TAC) composite experienced an increase in surface area.In the NH4OH adsorption process the optimum mass efficiency on activated carbon still increased at 8 grams while the KA-Cu(TAC) composite obtained an efficiency of 36, 6% and optimally at a mass of 4 g. At variations in concentration, the efficiency of the two samples still decreased. And the optimum time efficiency obtained in the NH4OH adsorption process with activated carbon was 70% and the KA-Cu(TAC) composite was 86.6%, both samples were equally optimal at 75 minutes.

Pengaruh Model Project Based Learning Terintegrasi STEAM Terhadap Aktivitas dan Hasil Belajar Kimia Siswa Pada Materi Laju reaksi Sitorus, Miranda Putri Anggiani; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/c5tnmj85

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terintegrasi STEAM terhadap aktivitas belajar dan hasil belajar siswa pada materi laju reaksi, serta mengkaji hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian terdiri dari dua kelas XI dengan jumlah total 72 siswa, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes pilihan ganda untuk mengukur hasil belajar dan lembar observasi untuk menilai aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Selain itu, rata-rata hasil belajar posttest siswa pada kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi < 0,05 dan nilai effect size sebesar 0,924 yang termasuk kategori besar. Hasil uji korelasi menunjukkan adanya hubungan positif yang kuat antara aktivitas belajar dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL terintegrasi STEAM efektif dalam meningkatkan aktivitas dan hasil belajar siswa, serta berkontribusi terhadap pembelajaran yang lebih aktif, kontekstual, dan bermakna pada materi laju reaksi. The Influence of PjBL - STEAM on Student Activities and Learning Outcomes on the Reaction Rate Material This study aims to analyze the effect of the STEAM-integrated Project Based Learning (PjBL) model on students’ learning activities and learning outcomes in reaction rate material, as well as to examine the relationship between these two variables. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 72 eleventh-grade students divided into an experimental class and a control class. The instruments used were a multiple-choice test to measure learning outcomes and an observation sheet to assess students’ learning activities. The results showed that students’ learning activities in the experimental class were higher than those in the control class, with a statistically significant difference. In addition, the average posttest score of students in the experimental class was higher than that of the control class, with a significance value of < 0.05 and an effect size of 0.924, which falls into the large category. The correlation analysis also revealed a strong positive relationship between learning activities and learning outcomes. Therefore, it can be concluded that the implementation of STEAM-integrated PjBL is effective in improving students’ learning activities and learning outcomes, as well as fostering more active, contextual, and meaningful learning in reaction rate material.

Pengaruh Model Project Based Learning Terintegrasi STEAM Terhadap Aktivitas dan Hasil Belajar Kimia Siswa Pada Materi Laju reaksi Sitorus, Miranda Putri Anggiani; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/c5tnmj85

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terintegrasi STEAM terhadap aktivitas belajar dan hasil belajar siswa pada materi laju reaksi, serta mengkaji hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian terdiri dari dua kelas XI dengan jumlah total 72 siswa, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes pilihan ganda untuk mengukur hasil belajar dan lembar observasi untuk menilai aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Selain itu, rata-rata hasil belajar posttest siswa pada kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi < 0,05 dan nilai effect size sebesar 0,924 yang termasuk kategori besar. Hasil uji korelasi menunjukkan adanya hubungan positif yang kuat antara aktivitas belajar dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL terintegrasi STEAM efektif dalam meningkatkan aktivitas dan hasil belajar siswa, serta berkontribusi terhadap pembelajaran yang lebih aktif, kontekstual, dan bermakna pada materi laju reaksi. The Influence of PjBL - STEAM on Student Activities and Learning Outcomes on the Reaction Rate Material This study aims to analyze the effect of the STEAM-integrated Project Based Learning (PjBL) model on students’ learning activities and learning outcomes in reaction rate material, as well as to examine the relationship between these two variables. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 72 eleventh-grade students divided into an experimental class and a control class. The instruments used were a multiple-choice test to measure learning outcomes and an observation sheet to assess students’ learning activities. The results showed that students’ learning activities in the experimental class were higher than those in the control class, with a statistically significant difference. In addition, the average posttest score of students in the experimental class was higher than that of the control class, with a significance value of < 0.05 and an effect size of 0.924, which falls into the large category. The correlation analysis also revealed a strong positive relationship between learning activities and learning outcomes. Therefore, it can be concluded that the implementation of STEAM-integrated PjBL is effective in improving students’ learning activities and learning outcomes, as well as fostering more active, contextual, and meaningful learning in reaction rate material.

Pengaruh Model Discovery Learning Berbantuan Powtoon terhadap Minat dan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Nonelektrolit Utami, Aura Yandira; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e4rq8b80

Penelitian ini bertujuan menganalisis perbedaan peningkatan minat belajar dan hasil belajar siswa yang mengikuti pembelajaran menggunakan model discovery learning berbantuan Powtoon dibandingkan dengan pembelajaran konvensional berbantuan Powtoon pada materi larutan elektrolit dan nonelektrolit. Selain itu, penelitian ini juga mengkaji hubungan antara minat belajar dengan hasil belajar siswa setelah proses pembelajaran berlangsung. Penelitian menerapkan metode kuasi eksperimen dengan rancangan pretest-posttest control group design. Populasi penelitian mencakup enam kelas XI di SMA Negeri 1 Percut Sei Tuan, dengan dua kelas yang dipilih melalui teknik cluster random sampling, yaitu kelas XI-Matlanko 1 sebagai kelas eksperimen dan XI-Matlanko 3 sebagai kelas kontrol, yang masing-masing terdiri atas 36 siswa. Pengumpulan data dilakukan menggunakan tes hasil belajar berbentuk objektif serta angket minat belajar. Analisis data meliputi uji normalitas, homogenitas, perhitungan N-Gain, independent sample t-test, dan korelasi Pearson. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh peningkatan hasil belajar yang lebih tinggi (N-Gain = 0,84; kategori tinggi) dibandingkan kelas kontrol (N-Gain = 0,69; kategori sedang). Peningkatan minat belajar juga lebih besar pada kelas eksperimen (0,58) dibandingkan kelas kontrol (0,35), meskipun keduanya termasuk kategori sedang. Uji t mengonfirmasi adanya perbedaan yang signifikan pada peningkatan minat dan hasil belajar (sig. = 0,000 < 0,05). Analisis korelasi menunjukkan hubungan positif berkekuatan sedang antara minat dan hasil belajar (r = 0,406; R² = 0,164). Temuan ini menunjukkan bahwa penerapan model discovery learning berbantuan Powtoon lebih efektif dalam meningkatkan minat dan hasil belajar siswa dibandingkan pembelajaran konvensional berbantuan media yang sama. The Effect of Powtoon-Assisted Discovery Learning on Students’ Interest and Learning Outcomes in Electrolyte and Non-Electrolyte Solutions This study aimed to examine the differences in the improvement of students' learning interest and learning achievement between those taught using the Powtoon-assisted Discovery Learning model and those taught using conventional instruction supported by the same media on the topic of electrolyte and nonelectrolyte solutions. Additionally, the study investigated the relationship between students' learning interest and learning achievement following the instructional process. A quasi-experimental method employing a pretest-posttest control group design was adopted. The research population comprised six Grade XI classes at SMA Negeri 1 Percut Sei Tuan, from which two classes were selected through cluster random sampling. Class XI-Matlanko 1 served as the experimental group, while Class XI-Matlanko 3 functioned as the control group, with 36 students in each class. Data were collected using an objective achievement test and a learning interest questionnaire. The data were analyzed through normality and homogeneity tests, N-Gain analysis, an independent samples t-test, and Pearson correlation. The findings revealed that the experimental group achieved a higher learning achievement gain (N-Gain = 0.84, high category) than the control group (N-Gain = 0.69, moderate category). Likewise, the improvement in learning interest was greater in the experimental group (0.58) than in the control group (0.35), although both were categorized as moderate. The t-test indicated statistically significant differences in both learning achievement and learning interest (p < 0.05). Furthermore, Pearson correlation analysis demonstrated a moderate positive relationship between learning interest and learning achievement (r = 0.406; R² = 0.164). These findings suggest that, within the context of this study, the Powtoon-assisted Discovery Learning model is more effective than conventional instruction in enhancing students' learning interest and academic achievement.

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