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All Journal EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Inovasi Pendidikan IPA Edu Sains: Jurnal Pendidikan Sains dan Matematika Jurnal Tadris Kimiya Alotrop Jurnal Pendidikan dan Ilmu Kimia Lantanida Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Orbital: Jurnal Pendidikan Kimia Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia JURNAL AGRONIDA Jambura Journal of Educational Chemistry Jurnal Riset Pendidikan Kimia (JRPK) JCER (Journal of Chemistry Education Research) International Journal of STEM Education for Sustainability Jurnal Pendidikan Indonesia (Japendi) MERDEKA: Jurnal Ilmiah Multidisiplin
Siti Suryaningsih, Siti
Pendidikan Kimia Fakultas Ilmu Tarbiyah Dan Keguruan UIN Syarif Hidayatullah
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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The Correlation of Guided Inquiry Model with SETS Approach on Students' Critical Thinking Skills R. Melisa Nelvita Sari; Siti Suryaningsih; Luki Yunita
EDUSAINS VOL 10, NO 2 (2018): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v10i2.10268

Abstract

KORELASI MODEL INKUIRI TERBIMBING BERPENDEKATAN SETS TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA AbstractCritical thinking skills in chemistry subject is still low. Teacher-centered learning is one of the causes of low critical thinking skills. The objective of this study was to investigate the correlation of guided inquiry learning model with the Science, Environment, Technology and Society (SETS) approach on students’ critical thinking skills at chemical equilibrium material. The research method was Quasi Experiment with Nonequivalent Control Group Design, and the samples were taken using purposive sampling. The samples consisted of 36 students in the control and the experimental classes. The research instrument consisted of 12-item essay test which represented 11 indicators of critical thinking skill. Data analysis was performed using the Independent Sample T-test through SPSS 22 version. The results of hypothesis testing showed a correlation of the use of guided inquiry model with SETS approach on students' critical thinking skills in the experimental class with sig values <0.05. The percentage result of the posttest data showed an increase in critical thinking skills of students in the experimental class. The conclusion of this study is that the use of guided inquiry model with SETS approach can improve students' critical thinking skills. The highest critical thinking skills indicator in the experimental class is inducing and judging inductions, while the lowest indicator is observing and judging observation reports.AbstrakKeterampilan berpikir kritis pada mata pelajaran kimia masih rendah. Pembelajaran yang berpusat pada  guru adalah salah satu penyebab rendahnya keterampilan berpikir kritis. Tujuan penelitian untuk mengetahui korelasi model pembelajaran inkuiri terbimbing berpendekatan Science, Environment, Technology, dan Society (SETS) terhadap keterampilan berpikir kritis siswa pada materi kesetimbangan kimia. Metode penelitian adalah Quasi Experiment dengan desain Nonequivalent Control Group Design, dan teknik yaitu purposive sampling. Sampel penelitian sebanyak masing-masing 36 orang pada kelas kontrol dan eksperimen. Instrumen penelitian berupa tes esai sebanyak 12 butir soal yang mewakili 11 indikator keterampilan berpikir kritis. Analisis data menggunakan Independent Sample T-test melalui SPSS versi 22. Hasil uji hipotesis menunjukkan adanya korelasi penggunaan model inkuiri terbimbing berpendekatan SETS terhadap keterampilan berpikir kritis siswa kelas eksperimen dengan nilai sig. < 0,05. Hasil persentase data posttest menunjukkan adanya peningkatan keterampilan berpikir kritis siswa pada kelas eksperimen. Kesimpulan dari penelitian ini bahwa penggunaan model inkuiri terbimbing berpendekatan SETS mampu meningkatkan keterampilan berpikir kritis siswa. Indikator keterampilan berpikir kritis tertinggi di kelas eksperimen adalah membuat induksi dan mempertimbangkan hasil induksi dan indikator terendah adalah mengobservasi dan mempertimbangkan hasil observasi.  
GENDER DIFFERENCES IN THE RELATIONSHIP BETWEEN ANXIETY, SELF-EFFICACY AND STUDENTS LEARNING OUTCOMES ON CHEMISTRY SUBJECT Siti Amaliyah; Siti Suryaningsih; Luki Yunita
EDUSAINS Vol 13, No 1 (2021): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v13i1.12991

Abstract

PERBEDAAN GENDER DALAM HUBUNGAN ANTARA KECEMASAN, EFIKASI DIRI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN KIMIAAbstractLearning outcomes of male and female students have different results. Psychological factors in chemistry subjects including anxiety and self-efficacy as factors related to each other. The purpose of this study was to determine the relationship of anxiety and self-efficacy of the chemistry learning outcomes of class X science students related to gender in two public high schools in South Tangerang city for the academic year of 2017/2018. This is a correlational study using a quantitative approach. The population in this study involved 300 students selected through a purposive sampling method which resulted in 161 students relevant to this study including 87 females and 74 males students. The instruments used in the study were anxiety questionnaires and self-efficacy questionnaires with 30 items on each questionnaire, and also for collecting learning outcomes data middle test scores. The results showed the value of sig. 0,00 <α (0,025) which of H0 is rejected and H1 is accepted. The coefficient of determination (R2) shows the percentage contribution of influence on male 26.11% and female 37.08% which can be concluded that there is a relationship between anxiety and self-efficacy towards learning outcomes of chemistry male students have a smaller contribution than female students. Replication of the study in different science disciplines and comparing science and non-science majors are also recommended.AbstrakHasil belajar siswa laki-laki dan siswa perempuan mempunyai perbedaan capaian hasil akhir.  Pada pelajaran kimia faktor psikologi meliputi kecemasan dan self-efficacy menjadi faktor yang berhubungan satu dengan yang lain. Tujuan penelitian ini untuk mengetahui hubungan kecemasan dan self-efficacy terhadap hasil belajar kimia siswa kelas X IPA berkaitan dengan perbedaan gender pada dua sekolah Sekolah Menengah Atas Negeri di Tangerang Selatan tahun ajaran 2017/2018. Penelitian ini merupakan penelitian korelasional dengan pendekatan kuantitatif. Populasi berjumlah 300 siswa dengan penarikan sampel purposive sampling sejumlah 161 siswa meliputi 87 siswa perempuan dan 74 siswa laki-laki. Instrumen yang digunakan berupa angket kecemasan dan self-efficacy sejumlah 30 butir pernyataan pada masing-masing angket serta data hasil belajar berupa nilai Ujian Tengah Semester. Hasil penelitian menunjukkan nilai sig. 0,00 < α (0,025) dimana H0 ditolak dan H1 diterima. Koefisien determinasi (R2) menunjukkan presentase kontribusi pada hubungan yang disumbangan secara simultan pada siswa laki-laki lebih kecil sebesar 26,11% dari siswa perempuan sebesar 37,08% sehingga secara keseluruhan dapat disimpulkan bahwa hubungan antara kecemasan dan self-efficacy terhadap hasil belajar kimia pada siswa laki-laki mempunyai sumbangan lebih kecil dari siswa perempuan dengan capaian hasil belajar yang lebih tinggi. Replikasi studi dalam disiplin ilmu yang berbeda dan membandingkan jurusan sains dan non-sains juga dianjurkan.
BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL Suryaningsih, Siti; Agung, Salamah; Barke, Hans-Dieter; Nisa, Fakhira Ainun
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.41779

Abstract

 During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning process. Using a literature review, this study collects and analyzes relevant articles from national and international journals through several search engine systems, such as Taylor & Francis Online, Springer, etc., and indexed databases, such as SCOPUS, DOAC, and Eric, both from the period of 2014-2022. This study found that the 4Cs of the 21st-century skills, namely, critical thinking and problem solving, communication, collaboration, and creative thinking, can be built from the activities in each stage of the STEAM-PjBL learning process.  While the skills are evident from the literature review, a further empirical study is encouraged to be conducted to ensure how the skills can be successfully developed and further improved 
BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL Suryaningsih, Siti; Agung, Salamah; Barke, Hans-Dieter; Nisa, Fakhira Ainun
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.41779

Abstract

 During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning process. Using a literature review, this study collects and analyzes relevant articles from national and international journals through several search engine systems, such as Taylor & Francis Online, Springer, etc., and indexed databases, such as SCOPUS, DOAC, and Eric, both from the period of 2014-2022. This study found that the 4Cs of the 21st-century skills, namely, critical thinking and problem solving, communication, collaboration, and creative thinking, can be built from the activities in each stage of the STEAM-PjBL learning process.  While the skills are evident from the literature review, a further empirical study is encouraged to be conducted to ensure how the skills can be successfully developed and further improved 
Co-Authors Ai Fiyani Ainun Nisa, Fakhira Aldiansyah, Fauzan Aprianti, Rizqa Fadhila Arini Nurhidayah Khoirunisa Bahriah, Evi Sapinatul Barke, Hans-Dieter Buchori Muslim Buchori Muslim Dewi Kurnia Sari Dewi Yuniati Dila Fairusi Evi Sapinatul Bahriah Fakhira Ainun Nisa Fauzan Aldiansyah Gaosiatul Chasanah Husnul Khotimah Iqbal Bakhits Taufiqurrohman Islami, Dini Ivan Muhammad Maful Janatun, Tuti Lilis Lisnawati Linda Ardianti, Dewi Luki Yunita Manda Rahmawanti Manik, Alusti Cundo Nadiyah Aulia Rahmah Nanda Saridewi, Nanda Nisa, Fakhira Ainun Nur Rochman Nur Sirril Hayat Nurlita, Riska Nurul Anjar Wati Nurul Mubin R. Melisa Nelvita Sari Riska Nurlita Rizqa Fadhila Aprianti Sa'adah, Munirotus Salamah Agung, Salamah Setyono Shoimatul Maemanah Siti Amaliyah Tika Ayudia Hartana Tri Suciati Via Fitriani Wati, Nurul Anjar