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<![CDATA[Korelasi Keterampilan Proses Sains dan Keterampilan Metakognitif Terhadap Hasil Belajar Kimia Pada Materi Titrasi Asam Basa di SMA ]]>
<![CDATA[Widia Arta Siregar]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 1, No 2 (2019): OKTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v1i2.15515
<![CDATA[This study aims to determine whether there is a linear and significant relationship between science process skills and student chemistry learning outcomes; metacognitive skills with student chemistry learning outcomes; science process skills and metacognitive skills with student chemistry learning outcomes. The population in this study were all students of class XI Mathematics and Senior High School Angkasa 1 Lanud Medan consisting of 2 classes. The research sample is one class taken by purposive technique. Based on the results of data analysis, it is concluded that there is a linear and significant relationship between science process skills and chemistry learning outcomes with a correlation value of 0.621 (high correlation) and the contribution of science process skills by 38.56%. In addition there is also a linear and significant relationship between metacognitive skills on student chemistry learning outcomes with a correlation value of 0.5 (enough correlation) and the contribution of metacognitive skills by 25%. And there is also a linear and significant relationship between science process skills and metacognitive skills on student chemistry learning outcomes with a correlation value of 0.809 (high correlation) and a contribution of 65.44%.]]>
<![CDATA[KONTRIBUSI KEMAMPUAN MATEMATIKA PADA HASIL BELAJAR KIMIA SISWA KELAS XI SMA TERHADAP POKOK BAHASAN HIDROLISIS GARAM ]]>
<![CDATA[Yustika Mawarini Simanjuntak]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17838
<![CDATA[This study aims to study whether there is a linear and significant relationship, which is positive and greater than mathematical abilities on student chemistry learning outcomes. The population in this study were all students of class XI MIPA of SMA Negeri 1 Lubuk Pakam which consisted of 7 classes. The research sample is one class taken by purposive technique. This study uses 15 objective test instruments that have been questioned for validity, suitability, power differences and reliability of 0.806 (high) for mathematical ability data and reliability of 0.799 (high) for chemistry learning outcome data. For the first hypothesis test results namely linearity regression test using ANAVA regression test shows Fcount> Ftable (30.7503> 4.13), for the second hypothesis test result is a comparison test using the product moment test shows rcount> rtable (0.6891> 0.329). Based on hypothesis testing, then Ho is rejected and accepted that there is a linear and significant relationship and there is a positive conflict between mathematical ability and student chemistry learning outcomes. To test the coefficient of determination determines whether the ability of mathematical agreement with student chemistry learning outcomes is 47.49% while 52.51% is influenced by other factors.]]>
<![CDATA[PENGEMBANGAN BUDIDAYA JAMUR TIRAM DI LINGKUNGAN KAMPUS FMIPA UNIMED ]]>
<![CDATA[Martina Restuati]]>;
<![CDATA[Ahmad Shafwan S. Pulungan]]>;
<![CDATA[Ricky Andi Syahputra]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Nanda Pratiwi]]>;
<![CDATA[Rahmad Gultom]]>
<![CDATA[ AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 1 (2021): Amaliah: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LP2M UMN AL WASHLIYAH ]]>
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DOI: 10.32696/ajpkm.v5i1.709
<![CDATA[Universitas Negeri Medan sebagai kampus yang memiliki Jurusan Biologi yang mempelajarai berbagai jamur dan pekembangannya dalam matakuliah mikrobiologi serta didukung oleh lahan yang mendukung untuk melakukan pengembangan jamur. Mengingat cukup potensi budidaya jamur tiram di Unimed khususnya FMIPA diperlukan suatu upaya untuk meningkatkan pengetahuan mahasiswa dan masyarakat sekitar. Upaya yang dilakukan adalah memberikan pelatihan bagaimana cara pengembangan tanaman jamur tiram melalui lima tahapan, yaitu : (1) pemamparan materi tentang pengemasan jamur tiram, (2) perizinan usaha jamur tiram, (3) sertifikasi halal produk jamur tiram, (4) Pendampingan perizinan dan sertifikasi halal, (5) review terhadap pelatihan yang telah dilaksanakan serta menarik kesimpulan. Dengan diberikannya pengetahuan dan pemahaman dalam melakukan pengembangan budidaya tanaman jamur tiram akan menjadi bekal bagi para mahasiswa untuk pengembangan yang lebih maksimal sehingga dapat dipasarkan ke supermarket dan memberikan income generate bagi FMIPA Unimed khususnya Jurusan Biologi. Dengan diberikannya pengetahuan dan pemahaman dalam melakukan budidaya tanaman jamur tiram akan menjadi bekal bagi para mahasiswa untuk pengembangan yang lebih maksimal dan pemberian pelatihan budidaya jamur tiram dan dihasilkan akan memiliki nilai ekonomis cukup tinggi. Kegiatan ini dapat membantu mahasiswa sebagai bekal untuk berwirausaha dan sebagai sarana pembelajaran. Selain itu kegiatan ini akan membantu untuk mewujudkan impian FMIPA Unimed menjadikan menjadi kampus penghasil jamur tiram.]]>
<![CDATA[Hubungan Kemampuan Matematika dan Kemampuan Awal dengan Hasil Belajar Kimia Siswa SMA Kelas XI pada Pokok Bahasan Larutan Penyangga ]]>
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Nora Susanti]]>;
<![CDATA[Marudut Sinaga]]>;
<![CDATA[Lesrida Situmorang]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v4i2.39261
<![CDATA[Chemistry is one of the most difficult subjects for most students. There are many factors that influence the success of students in learning chemistry, including mathematical abilities and students' initial abilities. This study aims to determine the relationship between mathematical ability and initial ability with students' chemistry learning outcomes. The sample of this study consisted of one class, namely class XI IPA 2 students who were taken by random sampling technique. Data analysis used simple regression test with variance test (variance fingerprint) and multiple regression, as well as correlation test and coefficient of determination at a significance level of 5%. The results showed that (1) there was a significant relationship between mathematical ability and student chemistry learning outcomes, with a contribution of 16%; (2) There is a significant relationship between initial ability and student chemistry learning outcomes, with a contribution of 33.64%; (3) There is a significant relationship between mathematical ability and initial ability simultaneously with student chemistry learning outcomes with a coefficient of determination of 51.27%.Ilmu kimia merupakan salah satu pelajaran tersulit bagi kebanyakan siswa. Ada banyak factor yang mempengaruhi keberhasilan siswa dalam belajar kimia, diantaranya kemampuan matematika dan kemampuan awal siswa. Studi ini bertujuan untuk mengetahui hubungan kemampuan matematika dan kemampuan awal dengan hasil belajar kimia siswa. Sampel penelitian ini terdiri dari satu kelas yaitu siswa kelas XI IPA 2 yang diambil dengan teknik random sampling. Analisis data menggunakan uji regresi sederhana dengan uji varians (sidik ragam) dan regresi ganda, serta uji korelasi dan koefisien determinasi pada taraf signifikasi 5%. Hasil penelitian menunjukkan bahwa (1) Ada hubungan yang signifikan antara kemampuan matematika dengan hasil belajar kimia siswa, dengan kontribusi sebesar 16%; (2) Ada hubungan yang signifikan antara kemampuan awal dengan hasil belajar kimia siswa, dengan kontribusi sebesar 33,64%; (3) Ada hubungan yang signifikan antara kemampuan matematika dan kemampuan awal secara simultan dengan hasil belajar kimia siswa dengan koefisien determinasi sebesar 51,27%.]]>
<![CDATA[Hubungan Motivasi, Kepercayaan Diri dan Kemampuan Awal dengan Kemampuan HOTS Siswa pada Materi Kesetimbangan Kimia ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Ricky Andi Syahputra]]>;
<![CDATA[Marudut Sinaga]]>;
<![CDATA[Lisnawaty Simatupang]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v4i2.39316
<![CDATA[HOTS is a lesson designed to prepare the 21st century generation. Each student's HOTS ability is certainly different, and this is certainly influenced by many factors. This study aims to determine the relationship between learning motivation, self-confidence and initial ability with students' HOTS abilities. The sample of this study was 32 students of class XI MIPA 2 taken by random sampling technique. Data analysis used multiple linear simple regression test. The results showed that (1) there was a positive and significant relationship between learning motivation and students' HOTS abilities, (2) there was a positive and significant relationship between self-confidence and students' HOTS abilities; (3) there is a positive and significant relationship between initial ability and students' HOTS ability; and (4) there is a significant relationship between learning motivation, self-confidence and initial ability with students' HOTS abilities with a determination coefficient of 67.8%.HOTS merupakan pembelajaran yang dirancang untuk menyiapkan generasi abad 21. Kemampuan HOTS setiap siswa tentu berbeda-beda, dan hal tersebut tentunya dipengaruhi oleh banyak faktor. Studi ini bertujuan untuk mengetahui hubungan motivasi belajar, kepercayaan diri dan kemampuan awal dengan kemampuan HOTS siswa. Sampel penelitian ini adalah siswa kelas XI MIPA 2 sebanyak 32 orang yang diambil dengan teknik random sampling. Analisis data menggunakan uji regresi sederhana linier berganda. Hasil penelitian menunjukkan bahwa (1) ada hubungan yang positif dan signifikan antara motivasi belajar dengan kemampuan HOTS siswa, (2) ada hubungan yang positif dan signifikan antara kepercayaan diri dengan kemampuan HOTS siswa; (3) ada hubungan yang positif dan signifikan antara kemampuan awal dengan kemampuan HOTS siswa; dan (4) ada hubungan yang signifikan antara motivasi belajar, kepercayaan diri dan kemampuan awal dengan kemampuan HOTS siswa dengan koefisien determinasi sebesar 67,8%.]]>
<![CDATA[Hubungan Motivasi Belajar dan Kepercayaan Diri dengan Kemampuan Literasi Kimia serta Dampaknya Terhadap HOTS Mahasiswa ]]>
<![CDATA[Jamalum Purba]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Nora Susanti]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v4i2.39459
<![CDATA[Science education has an important role in preparing quality human resources in the face of globalization. The potential of science education can be seen from the ability to communicate, critical thinking, problem solving, mastery of technology and the ability to adapt to changes and times. The process and learning of science can produce quality human beings by demonstrating scientific awareness (scientific literacy) and higher order thinking skills. This study aims to determine the relationship between learning motivation and self-confidence with chemical literacy skills and their impact on HOTS abilities. The sample of this research is 30 students of chemistry education study program. The instrument used is a learning motivation and self-confidence questionnaire as well as a chemical literacy ability test and the HOTS test that have met the valid and relatable criteria. Data analysis using path analysis test. The results showed that learning motivation and self-confidence had a significant positive relationship and influence on HOTS abilities, either directly or indirectly through chemical literacy skills. Chemical literacy ability has a significant positive relationship and effect on HOTS ability. Chemical literacy ability is a positive intervening factor between learning motivation and self-confidence on HOTS abilities.Pendidikan sains memiliki peran penting dalam mempersiapkan sumber daya manusia yang berkualitas dalam menghadapi era globalisasi. Potensi pendidikan sains dapat dilihat dari kemampuan berkomunikasi, berpikir kritis, pemecahan masalah, penguasaan teknologi dan kemampuan beradaptasi dengan perubahan dan zaman. Proses dan pembelajaran sains dapat menghasilkan manusia yang berkualitas dengan menunjukkan kesadaran sains (literasi sains) dan keterampilan berpikir tingkat tinggi. Studi ini bertujuan untuk mengetahui hubungan antara motivasi belajar dan kepercayaan diri dengan kemampuan literasi kimia serta dampaknya terhadap kemampuan HOTS. Sampel penelitian ini adalah mahasiswa prodi pendidikan kimia sebanyak 30 orang. Instrumen yang digunakan adalah angket motivasi belajar dan kepercayaan diir serta tes kemampuan literasi kimia dan tes HOTS yang telah memenuhi kriteria valid dan relabel. Analisis data menggunakan uji analisis jalur. Hasil penelitian menunjukkan bahwa motivasi belajar dan kepercayaan diri memiliki hubunagn dan pengaruh positif signifikan terhadap kemampuan HOTS baik secara langsung maupun tidak langsung melalui kemampuan literasi kimia. Kemampuan literasi kimia memiliki hubungan dan berpengaruh positif signifikan terhadap kemampuan HOTS. Kemampuan literasi kimia merupakan faktor intervening positif antara motivasi belajar maupun kepercayaan diri terhadap kemampuan HOTS.]]>
<![CDATA[Analysis Student Motivation and Learning Outcomes by Apllying Problem Based Learning and Discovery Learning Models ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Jamalum Purba]]>;
<![CDATA[Jasmidi Jasmidi]]>;
<![CDATA[Rica Ariani Purba]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 1 (2023): APRIL 2023 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v5i1.42419
<![CDATA[Problem Based Learning and Discovery Learning are models that can increase motivation and learning outcomes of Macromedia Flash-based students on chemical equilibrium materials. The instruments used in this study are test instruments with a cognitive level of C3-C5 and non-test instruments of learning motivation questionnaires. This study aims to: 1) To determine the differences in learning outcomes with the PBL and DL models; and 2) To find a linear and significant relationship between motivatIon and student learning outcomes. The sample was 64 students of class XI MIPA 1 and MIPA 2 who were taken using random sampling techniques. Data analysis using a two-party t-test and a correlation test. The results: 1) There were differences in chemistry learning outcomes of students who were using the PBL and DL models. Where student learning outcomes obtained PBL model (18,219±2,268) and student learning outcomes using the DL model (16,438±2,327) with tvalue (3,101) > ttable (2.00) and a sig value (0.003)< sig(0.05). 2) There is a linear and significant correlation between motivation and student learning outcomes where in the PBL model obtained r count (0.773) > r table (0.349) and dl model obtained rcount (0.770) > r table (0.349) with sig(0.000) value < sig (0.05).]]>
<![CDATA[Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models ]]>
<![CDATA[Menti Irawati Purba]]>;
<![CDATA[Ricky Andi Syahputra]]>;
<![CDATA[Jamalum Purba]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 2 (2023): OCTOBER 2023 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v5i2.55908
<![CDATA[This research aims to find out whether the Guided Inquiry learning model is better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material. The research method used is quasi experimental. The sample from this research consisted of two classes, namely experimental class I which was taught using the guided inquiry learning model, totaling 29 students and experimental class II, which was taught using the Discovery Learning model, totaling 27 students. The results of data analysis show that the average learning outcomes of students using Guided Inquiry (80.69) are higher than the average learning outcomes of students taught using the Discovery Learning model (74.63) and the average scientific literacy activities of students using Guided Inquiry (79.15 ) higher than the average using the Discovery Learning model (73.72). Hypothesis results using the right-hand t-test and α = 0.05 obtained tcount > ttable (2.34 > 1.675) for students' scientific literacy activities and tcount > ttable (2.49 > 1.675) for student learning outcomes so that in this study the null hypothesis (Ho) is rejected and the alternative hypothesis (H₂) is accepted. Thus, it was found that the Guided Inquiry learning model was better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material.]]>
<![CDATA[Utilization of Interactive Media Articulate Storyline In Chemical Bonding Learning For Grade X High School ]]>
<![CDATA[Yaparno Famahato Daeli]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 2 (2023): OCTOBER 2023 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v5i2.54512
<![CDATA[Educational media can enhance student outcomes and interest in learning about chemical bonds. This study utilized an interactive learning media, Articulate Storyline. This research attempts to: 1) Determine the learning outcomes of students taught using Articulate Storyline and 2) their interest in learning compared to conventional educational media, namely PowerPoint; and 3) identify the correlation between learning outcomes and the interest of students taught with Articulate Storyline. 50 students from classes X-3 and X-9 were selected based on their homogeneity status as the sample. A two-tailed t-test and a correlation coefficient test data analysis. Results: 1) The learning outcomes of students using Articulate Storyline were higher than those using PowerPoint, with scores obtained by students using Articulate Storyline (86.4 ± 4.90) and PowerPoint (81.4 ± 6.54), and a tcount (3.059) > ttable (1.677). 2) The learning interest of students using Articulate Storyline was higher than that of students using PowerPoint, with scores obtained by students using Articulate Storyline (82.65 ± 2.22) and PowerPoint (79.70 ± 2.85), and a tcount (3.94) > ttable (1.677). 3) There was a positive correlation between the learning outcomes and interest of students taught with Articulate Storyline, where the calculated rcount (0.931) > rtable (0.396).]]>
<![CDATA[Penerapan Media E-Booklet dalam Pembelajaran Ikatan Kimia di SMA ]]>
<![CDATA[Aknes Dianti Lingga]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 9 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i9.90
<![CDATA[This study aims to measure students' learning outcomes in class X SMA PAB 8 Saentis Percut Sei Tuan, taught between E-booklets and PPT media. The samples in this study were taken by random sampling technique by lottery. The type of research used is a quasi-experimental design (Quasi-Experimental Design. The data collection technique begins with the preparation stage and the implementation stage. As a prerequisite for hypothesis testing, the sample group data is tested for normality and homogeneity. Then hypothesis testing is carried out with SPSS Statistics 20 with criteria for a significant level of 5 %. Based on the results of data processing student learning outcomes, the average value of student learning outcomes in experimental class 1 using e-booklet media in the learning process is higher. Then the average value of student chemistry learning outcomes in practical class 2 using PPT media is reinforced in the second hypothesis test; the sig (2-tailed) score on SPSS is 0.015. This study also shows that the average value of student learning outcomes who are taught by the application of E-booklet media is higher than the KKM. This is reinforced by the first hypothesis test where the result of the sig (2-tailed) value of 0.000 using the one-sample t-test analysis on SPSS. According to the third hypothesis test, a significant value of 0.000 < 0.05 obtained in 84% of students taught by e-booklet media reached the KKM.]]>
