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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Learning Indonesian Journal of Chemistry Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Hydrogen: Jurnal Kependidikan Kimia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Indonesian Journal on Learning and Advanced Education (IJOLAE)
Sri Rahayu
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
DO DIFFERENT DISCUSSION ACTIVITIES IN DEVELOPING SCIENTIFIC ARGUMENTATION AFFECT STUDENTS’ MOTIVATION IN CHEMISTRY? Sri Rahayu; Klaudia E.N Bambut; Fauziatul Fajaroh
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32228

Abstract

Argumentation has an influence on students’ cognitive skills as well as learning motivation through the increase in confidence, science, and social activities. Argumentation skills can be trained through different patterns of discussion — cooperative and collaborative. This study aimed to reveal the learning motivation of students who enacted their argumentation skills using Argument-Driven Inquiry (ADI) with cooperative and collaborative discussions. The research design was a case study that engaged 95 Grade 11 students who were learning the chemical equilibrium topic. The research instrument employed was the ARCS motivation questionnaire that consisted of four aspects, namely attention, confidence, relevance, and satisfaction. The quantitative data were collected from the ARCS questionnaire and the qualitative data were collected from classroom observation, interview, and students’ discussion process. The data were analyzed using designed criteria and percentages, and were described qualitatively. The study found that students who learn chemistry through cooperative-ADI gain a high average motivation. For each aspect of motivation, the majority of students in the cooperative-ADI discussion show a higher level of motivation compared to students’ level in the collaborative-ADI discussion. The study has implications on how to design a discussion group in terms of motivation.
Investigating the immersion of inquiry in lecture in improving students’ understanding about scientific inquiry Muntholib Muntholib; Sri Rahayu; Naif Alsulami; Mohd Shafie Rosli
Jurnal Cakrawala Pendidikan Vol 41, No 3 (2022): Cakrawala Pendidikan (October 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i3.33020

Abstract

This study aimed to examine the extent to which scientific inquiry procedures during a lecture improvelead to an improvement in students’ understanding of scientific inquiry. The study implemented a one-group pretest-posttest design. Participants were 53 first-year students from the Chemistry Department atin a public university in Malang Ccity. Students’ understandings of scientific inquiry were assessed before and after the instruction using the Views About Scientific Inquiry (VASI) questionnaire. TThe participants’ responses were analysed descriptively and classified into three categories: informed, partially informed, and naïve, with Cohen’s inter-rater reliability value of 0.81.he participants’ responses were analysed descriptively and classified into three categories, namely informed, partially informed, and naïve views with Cohen’s inter-rater reliability value of 0.81. The results showed that (1) before treatment, students' understanding of scientific inquiry was at the level of partially informed and naïve, and (2) the immersion of scientific inquiry procedures in lectures improved students' understanding of scientific inquiry with the improved strength of Cohen's d-effect size was 1.10 (much larger than the typical category) or average normalized gain was 0.3 (medium category).
Co-Authors Agus Agus Amry, Urwatil Wutsqo Anggraini, Ade Ika Anike Sem Anisyah Dasa Astarina Arif Hidayat Arum Setyaningsih Arum Setyaningsih Asnan Wahyudi Baiq Asma Nufida Baiq Asma Nufida Baiq Asma Nufida Bambang Kuswandi Citra Ayu Dewi Dedy Hariyadi Deni Ainur Rokhim Dharmawati Dharmawati Dita Setya Arini Endang Budiasih Eris Ratnawati Fauziatul Fajaroh Habiddin Halimah Mustika Nurhayati Hasanah, Uswatun Hayuni Retno Widarti I Wayan Dasna Ibrohim Ika Rahmawati Ima Rosyida Indah Yulaikah Intan Diah Purwandari Intan Mahanani Isma Yanti Vitarisma Sukirno Putri Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Klaudia E.N Bambut Mardi Lestari Margaretha Bhrizda Permatasari Miftahul Aini Mohd Shafie Rosli Muhammad Ali Kurniawan Muntholib Munzil Naif Alsulami Naif Mastoor Alsulami Noor Fathi Maratusholihah Nursida Djaen Nurul Fitriah Aras Parlan . Parlan Parlan Parmin Parmin Parmin Parmin Parmin Parmin Putu Anindita Widhiya Putri Risti Peni Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Setiawan, Nur Candra Eka Sitti Nurul Qamariyah Srini M Iskandar Stephani Diah Pamelasari, Stephani Diah Suhadi Ibnu Suryati Suryati Suryati Suryati Susriyati Mahanal Wako Uriu Yahmin Yahmin Yusran Khery Yusran Khery Yusran Khery