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All Journal EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya Jurnal Ilmiah Kanderang Tingang BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Ilmiah Berkala: Sains dan Terapan Kimia
I Made Sadiana
Universitas Palangka Raya
Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Energy Engineering Materials Science & Nanotechnology Other

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Journal : Jurnal Ilmiah Kanderang Tingang

 1 
Profil Penguasaan Konsep Sistem Periodik Unsur pada Siswa Kelas X MIPA SMA Negeri 1 Palangka Raya Tahun Ajaran 2018/2019 Hasa Oktavia; I Made Sadiana; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 10 No 2 (2019): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (983.215 KB) | DOI: 10.37304/jikt.v10i2.40

Abstract

Kimia memiliki beberapa jenis konsep dari segi dimensinya, salah satunya adalah keabstrakan. Sistem periodik unsur merupakan salah satu materi dalam kimia yang bersifat abstrak. Tujuan penelitian ini adalah untuk mendeskripsikan penguasaan konsep siswa kelas X MIPA 7 SMA Negeri 1 Palangka Raya. Subjek penelitian ini adalah 28 siswa kelas X MIPA 7 SMA Negeri 1 Palangka Raya tahun ajaran 2018/2019 yang sudah menerima pembelajaran sistem periodik unsur. Data penelitian ini berupa dokumen RPP yang didapat dari guru yang bersangkutan, data penguasaan konsep yang didapat melalui tes uraian sistem periodik unsur berjumlah 11 butir soal dari 3 indikator dan data hasil wawancara siswa. Data-data yang diperoleh kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa profil penguasaan konsep siswa pada topik sistem periodik unsur yaitu sebesar 61,7% dan berada pada kategori sedang. Penguasaan konsep siswa terbagi kedalam 2 kategori yaitu tinggi dan sedang. Sebanyak 5 siswa berada pada kategori tinggi, dan sebanyak 23 siswa berada pada kategori sedang. Siswa mampu menjelaskan perkembangan sistem periodik unsur menurut Triade DÓ§bereiner, Oktaf Newlands, Mendeleev, dan Moseley dengan penguasaan konsep sebesar 37,5% dan berada pada kategori rendah. Siswa mampu menentukan letak suatu unsur di dalam tabel periodik berdasarkan konfigurasi elektron dengan penguasaan konsep sebesar 100% dan berada pada kategori tinggi. Siswa mampu menentukan sifat periodik suatu unsur berdasarkan sifat keperiodikan unsur seperiode dengan penguasaan konsep sebesar 56,8% dan berada pada kategori sedang.
Profil Penguasaan Konsep Ikatan Kimia pada Siswa Kelas X SMA Negeri 4 Palangka Raya Tahun Ajaran 2017/2018 Abdul Malik Sampurna; Mulawi Mulawi; I Made Sadiana
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.69

Abstract

The concept of chemical bonds is one of the subject matter of high school chemistry class X. This study aims to describe the mastery of the concept of chemical bonds in class X students of SMA Negeri 4 Palangka Raya in 2017/2018 Academic Year. This research is a descriptive qualitative research. The subjects of this study were 29 grade X students of SMA Negeri 4 Palangka Raya in 2017/2018 Academic Year who had received chemical bonding learning materials. The data used in this study are RPP documents obtained from the teacher concerned. Data on students' mastery of concepts was obtained through chemical bond description tests using 7 essay items covering 5 indicators. Supporting data using the results of interviews with students. Mastery of students' concepts in writing electron configurations and determining the electron valence of elements 94% with very high categories. Mastery of concepts illustrates the structure of Lewis 62% of the medium category. Mastery of concepts illustrates how an element to achieve stability of 74% in the high category. Mastery of concepts classifies the noble and non-gas elements 22% low category. Mastery of concepts explains the duplet rules and 20% octet rules in the low category. Mastery of the concept explains the process of forming 49% ion bonds in the medium category. Mastery of concepts illustrates Lewis's structure and determines the chemical formula of a single covalent bond compound of 51% of the moderate category. The mastery of the concept illustrates Lewis's structure and determines the chemical formula of 65% double covalent bonding compounds in the medium category. Mastery of concepts illustrates Lewis's structure and determines the chemical formula of 40% triple covalent bonding compounds in the low category. Mastery of the concept explains the process of forming coordination covalent bonds 29% in the low category. Mastery of the concept explains the process of forming metal bonds and explains the properties of metal-bound compounds respectively 31% and 45% in the low category.
Profil Penguasaan Konsep Struktur Atom pada Siswa Kelas X MIPA SMA Negeri 4 Palangka Raya Tahun Ajaran 2018/2019 Yulita Tasya; I Made Sadiana; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.70

Abstract

Atomic structure is one of the chemistry subject matter taught in high school / MA. This material was studied in class X SMA about the development of atomic theory, the basic particles making up atoms, electron configurations, and quantum numbers. This concept is the basic concept of chemistry to understand chemical bonds. This study aims to describe the profile of the mastery of the concept of Atomic Structure in class X high school students. This research is a type of descriptive study carried out in SMA Negeri 4 Palangka Raya with 30 research subjects as Grade X MIPA-1 students. The data used in this study were in the form of the chemistry teacher's lesson plan, the student's concept mastery data obtained through the description test, and student interview data. The results showed 1) an average of 62.16% were in the medium category. 2) Students can explain the development of atomic theory to show the advantages and disadvantages of each atomic theory with an average mastery of the concept of 68.75% with the medium category. 3) Students can determine the elementary particles (protons, electrons, and neutrons) of an atom based on atomic number and mass number with an average mastery of concepts of 61.47% in the medium category. 4) Students can classify elements into isotopes, isobars, and isotope with an average mastery of concepts of 88.88% with a high category. 5) Students can determine quantum numbers in the outermost electrons of an element or ion with an average mastery of concepts of 21.04% in the low category.
Profil Penguasaan Konsep Tatanama Senyawa dan Persamaan Reaksi Pada Siswa Kelas XI IPA-4 SMA Negeri 2 Sampit Tahun Ajaran 2018/2019 Dwi Azarianti; I Made Sadiana; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.79

Abstract

The concept of compound nomenclature and reaction equation is one of the chemical concepts taught in high school class X. This study aims to describe the mastery of the concept of compound nomenclature and reaction equations in class XI students. This research is a descriptive qualitative research. The subjects of this study were 30 students of class XI IPA-4 of SMA Negeri 2 Sampit in the 2018/2019 school year who had received compound nomenclature learning and reaction equations. Data collected in the form of RPP documents obtained from chemistry teachers, students' concept mastery data obtained through the description test with a total of 14 items from 4 indicators and data from student interviews. The results showed that students' mastery of concepts on the topic of compound nomenclature and student reaction equations that amounted to 74.18% were in the high category. Mastery of student concepts is divided into 3 (three) categories, namely very high, high, and moderate. Students in the very high category numbered 9 students, students in the high category numbered 12 students. Students in the medium category numbered 9 students. Students are able to write molecular formulas and empirical formulas of compounds of 81.66% with a high category, students are able to write the names of inorganic compounds and organic compounds by 75.18% with high categories, students are able to write chemical formulas of simple inorganic compounds and simple organic compounds of 84.58% with a high category and students are able to explain portions of a reaction equation of 47.92% with a low category.
Meta-Analisis Pengembangan Media Pembelajaran Kimia SMA Berbasis Android Mangido Sitorus; Abdul Hadjranul Fatah; I Made Sadiana; Nopriawan Berkat Asi; Anggi Ristiyana Puspita Sari
Jurnal Ilmiah Kanderang Tingang Vol 13 No 2 (2022): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v13i2.184

Abstract

This study aims to describe the suitability of learning objectives for the pretest and posttest questions, the syntax of the media development model, and chemistry learning materials for the learning syllabus. This study used qualitative meta-analysis research. The object of this research was taken from one thesis of the UNY chemistry education study program and two UPR thesis with the theme Development of android-based chemistry learning media. Data collection techniques in study used documentation techniques from learning objective documents, media development model syntax, learning materials, media expert and material expert assessment results sheets, pretest-posttest and learning outcomes. The results of the research show that media development model used by each thesis still has discrepancy with the theoretical syntax of the media development model. The purpose of learning with the application of the Bohr and Gall development model is discrepancy with the pretest-posttest. The learning objective of the thesis is to apply the DDD-E development model, a discrepancy in pretest-posttest with a N-gain of 0.43 (Medium). The learning objectives in application of the DDD-E development model were categorized according to the pretest-posttest questions with a N-gain of 0.71 (High), with the application of the media development model being categorized as appropriate.
Meta-Analisis Pengembangan Multimedia Pembelajaran Lectora Inspire Berbasis Multipel Representasi Pada Pembelajaran Kimia Putra Jaya Telaumbanua; Abdul Hadjranul Fatah; Nopriawan Berkat Asi; I Made Sadiana; Anggi Ristiyana Puspita Sari; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 14 No 1 (2023): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v14i1.183

Abstract

Media development is an effort to overcome students' difficulties in the learning process. The development of lectora inspire learning media tends to present macroscopic and symbolic aspects. Modification of the syntax of the development model found a lack of suitability of learning objectives for narrative representations in learning materials, and learning content for chemical representations which made media difficult to use. The purpose of this study is to analyze suitability; the syntax of the learning media development model on the theoretical development model syntax, learning objectives on teaching materials, and learning content on chemical representation criteria. This study applies a meta-analysis method with a qualitative approach. The results of the research show that the stage of defining the analysis of student characteristics has not been linked to the stage of constructing a criterion-referenced test (setting test standards). One learning objective was found in thesis A, and 3 learning objectives in thesis C which were categorized as partially appropriate, while the learning objectives in thesis B were all categorized as appropriate to the teaching material. Lectora inspire learning content still has a discrepancy with the chemical representation criteria. Lectora insipre learning media tend to contain the R1 (multiple), R2 (explicit), R3 (fully related and connected), R4 (narration according to representation) and R5 (quite connected ).
Co-Authors Abdul Hadjranul Fatah Abdul Hadjranul Fatah Abdul Malik Sampurna Abudarin, Abudarin Akhmad Damsyik Anggi Ristiyana Puspita Sari Chuchita Dwi Azarianti Hasa Oktavia Irma Ayu Virtayanti Karelius Karelius Lilis Rosmainar Mangido Sitorus Maya Erliza Anggraeni Mulawi Mulawi Nopriawan Berkat Asi Nurjennah Nurjennah Putra Jaya Telaumbanua Rasidah Rasidah Revianti Coenraad Sri Wahyutami Syarpin Syarpin Tia Monika Yulita Tasya