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<![CDATA[Hubungan kemampuan berpikir kritis mahasiswa dengan penggunaan media sosial terhadap capaian pembelajaran pada masa pandemi Covid-19 ]]>
<![CDATA[Bernadetha Nadeak]]>;
<![CDATA[Citra Puspa Juwita]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[Lamhot Naibaho]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol 8, No 2 (2020): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/146600
<![CDATA[Online learning is an option to replace the face-to-face lecture system directly during the Covid-19 pandemic. This choice also coincides with the use of social media to support learning. This condition affects the critical thinking skills of students who are required to survive, adapt in order to attend lectures with the new system, students are required to be skilled in using social media, familiar with the online system so that they can keep up with all learning. This study aims to determine the correlation of critical thinking skills and the use of social media on learning outcomes in the online learning process during the Covid-19 pandemic. The policy of learning from home with online learning using social media such as Facebook, Instagram, and Youtube has become a policy set by the Universitas Kristen Indonesia for the implementation of lectures. This research uses a quantitative approach, with a correlation design conducted online to 254 students who are then analyzed using correlation analysis and multiple correlation analysis. The results showed that there was a positive correlation between (1) critical thinking with student learning outcomes (2) use of social media with student learning outcomes (3) critical thinking and use of social media with student learning outcomes means the results of the study, it can be concluded that there is a correlation between critical thinking and use of social media with student learning outcomes.]]>
<![CDATA[Pengaruh Kreativitas dalam Pembelajaran Inkuiri Berbasis Multimedia terhadap Hasil Belajar Siswa pada Pokok Bahasan Ikatan Kimia ]]>
<![CDATA[Elferida Sormin]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 1 No 1 (2016): Juli ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v1i1.68
<![CDATA[The purposes of the research are : 1. To determine differences in learning outcomes of student with Inquiry_based Learning in Multimedia and Conventional Learning. 2. To determine differences in chemistry learning outcomes of student who have high creativity and low creativity. 3. To determine the interaction between Inquiry based learning in multimedia with the level of creativity in improving student chemistry learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first as a class experiment applied Inquiry based learning in multimedia and the second class of controls implemented Conventional Learning. The instrument used in this study is chemistry learning outcomes test in multiple choice as 30 questions that have been declared valid and reliable. The results were found: there are differences in physical students learning outcomes are taught by Inquiry based learning in multimedia and Conventional Learning. There is a difference in student’s learning outcomes that have high Creativity and Low Creativity. There is no interaction between the Inquiry based Learning in multimedia with student’s level of Creativity in improving learning outcomes chemistry. Keywords: Inquiry based learning in multimedia, level of creativity]]>
<![CDATA[Pengembangan Macromedia Flash Dalam Pembelajaran Kimia Pada Materi Ikatan Kimia Untuk Meningkatkan Minat Belajar Siswa ]]>
<![CDATA[Elferida Sormin]]>;
<![CDATA[Rosmelia Daeli]]>
<![CDATA[ EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 2 No 2 (2018): Januari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/edumatsains.v2i2.601
<![CDATA[This study aims to determine: the effect of the use of Macromedia Flash to student interest. The population in this study were high school PSKD 7 Depok and Sample in this research were students of class XI-IPA SMA PSKD 7 Depok academic year 2016/2017. Data collection tool used in this study is the use of a questionnaire pre-test and post test with purposive technique. Collecting data using a questionnaire to collect data on students' perceptions of learning macromedia flash media usage data and student interest. Test requirements have been carried out in the form of normality test, test Homoegnitas, Hypothesis Testing with SPSS 2.0 for windows and Analysis of the data used in this study is a Likert Scale Test. The results of data analysis showed there was a positive influence among student interest in the use of learning media. Based on data analysis and hypothesis testing are carried out found that: (1) There is an increased interest of students of class XI-IPA SMA PSKD 7 Depok FY 2016/2017 in the matter of chemical bonds using Macromedia Flash it can be seen from the total score in the category Likert scale strongly agree (total score of 2603) and the data is normally distributed with sig> 0.05 and homogeneous with sig> 0, 05. (2) The percentage interest of students in chemical bonding materials increased by 18% after using Macromedia Flash. Keywords: Instrucsional Media, Learning nteresting, Macromedia Flash.]]>
<![CDATA[The effectiveness of using flipbook maker to improve the chemistry learning outcomes of senior high school students ]]>
<![CDATA[Nova Irawati Simatupang]]>;
<![CDATA[Elferida Sormin]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 12, No 1 (2020): April ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v12i1.17710
<![CDATA[This research was conducted by applying a flipbook maker to improve student chemistry learning outcomes on the subject of hydrocarbons. The aims of this study was to determine the effectiveness of the use of flipbook maker to improving student chemistry learning outcomes. The use of this flipbook can increase students interest in learning chemistry which also affects the increase in students chemistry learning outcomes. The population in this research were all students of XI senior high school (SHS) Darussalam Tangerang. The sample of the study was students of XI MIA 1 consisting of 32 students. The sample was selected by the purposive sampling techniqe. The instrument used was multiple choice questions consisting of 20 items. Based on the pre requisite test, the data obtained were normally distributed with sig = 0.094 > 0.05 and homogeneous with sig = 0.014 > 0.05. Hypothesis testing is done using one sample t-test with significance level of 0.05 using the SPSS. From the research results obatined tcount (15.346) > ttable (1.670) and significant value of 0.000 < 0.05. Based on this, it can be concluded that use flipbook makers is effective to improving student chemistry learning outcomes. Keywords: Chemistry; flipbook-maker; hydrocarbon; learning outcomes]]>
<![CDATA[Effectiveness of use of online games kahoot! chemical to improve student learning motivation ]]>
<![CDATA[Leony Sanga Lamsari Purba]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[Nelius Harefa]]>;
<![CDATA[Sumiyati Sumiyati]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 11, No 2 (2019): August ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v11i2.14463
<![CDATA[Qualitative descriptive study quasi-experimental method is intended to determine the effectiveness of using online games Kahoot! to increase student motivation to learn chemistry. The population in this study were all students of class X private secondary schools (SMAs) Pusaka 1 Jakarta. The sample was selected by random sampling technique, the entire class X MIA 1 with the number of 40 students. The results showed the use of online games Kahoot! effective to increase student motivation to learn chemistry. Increased motivation to learn by using the test gain with the gain of 0.73 with the interpretation of the increase motivation to learn the high category. All the indicators of motivation to learn, which has the intention to succeed in learning, to feel the need to be learned, have ideals, appreciate the lessons and study give a percentage increase motivation to learn different. The most significant increase occurred in the indicator have a desire to succeed in learning, with high gain values, namely 0.82. The lowest increase occurred in the indicator value learning, the value of the gain medium, which is 0.70. Thus, the use of online games Kahoot! help improve students' motivation to learn chemistry when applied to learning. Kahoot! use of online games! help improve students' motivation to learn chemistry when applied to learning. Kahoot! use of online games! help improve students' motivation to learn chemistry when applied to learning.Keywords:Chemical; industry 4.0; kahoot!; learning; media; motivation]]>
<![CDATA[The difference of students’ learning outcomes with project based learning using handout and sway Microsoft 365 ]]>
<![CDATA[Nelius Harefa]]>;
<![CDATA[Novia Fransisca Dewi Silalahi]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[Leony Sanga Lamsari Purba]]>;
<![CDATA[Sumiyati Sumiyati]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 11, No 2 (2019): August ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v11i2.14459
<![CDATA[This study aimed to determine the difference of students’ learning outcomes with project based learning using handout and sway Microsoft 365. The sample was selected using purposive sampling into experimental group I and experimental group II with 64 students. The experimental group I used the project based learning using sway Microsoft 365, while the experimental group II used the project based learning using handout. The difference test between experimental group I and experimental group II student tcount (5.411) > ttable (2.425) at significance α = 0.05, it concluded that there was the difference of students’ learning outcomes used project based learning using handout and sway Microsoft 365.Keywords:Handout; learning outcomes; project based learning; sway Microsoft 365]]>
<![CDATA[Students’ learning outcomes on hydrocarbon materials through mind mapping method ]]>
<![CDATA[Andriani Andriani]]>;
<![CDATA[Nelius Harefa]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[St Fatimah Azzahra]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 13, No 3 (2021): December ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v13i3.29381
<![CDATA[The purpose of this study was to determine the effect of the Mind Mapping learning method on student learning outcomes in class XI MIPA SMAN 1 Siberut Tengah on hydrocarbon material. The research sample amounted to 28 students, who were selected using the Purpose Sampling technique. The instrument used was a test instrument for chemistry learning outcomes, in the form of pretest and posttest which were analyzed using SPSS 22 for window to determine the results of the T-test on the Independent Sample Test. Normality test using Shapiro-Wilk test on sig. > 0.05 that is equal to 0.034. The results of hypothesis testing using the Independent Sample Test which shows that the value of sig. (2-tailed) 0.000 < 0.05, which means Ha is accepted. Thus, it is concluded that there is an effect of using Mind Mapping to improve student chemistry learning outcomes. Keywords: Hydrocarbon materials, learning outcomes, mind mapping method]]>
<![CDATA[PENGGUNAAN APLIKASI SCHOOLOGY PADA SMARTPHONE UNTUK MENINGKATKAN MINAT BELAJAR KIMIA SISWA SMA PUSAKA 1 JAKARTA ]]>
<![CDATA[Nova Irawati Simatupang]]>;
<![CDATA[Fenny Maria]]>;
<![CDATA[Elferida Sormin]]>
<![CDATA[ Eksakta : Jurnal Penelitian dan Pembelajaran MIPA Vol 5, No 2 (2020): Eksakta : Jurnal Penelitian dan Pembelajaran MIPA ]]>
Publisher : <![CDATA[Fakultas Keguruan Dan Ilmu Pendidikan, UM-Tapsel ]]>
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DOI: 10.31604/eksakta.v5i2.153-160
<![CDATA[his research aims to: (1) to find out whether there is an increase in students' interest in learning chemistry through the use of Schoology applications. (2) to find out how much increased interest in learning chemistry students through the use of Schoology applications. The type of research used is the quantitative description. Sampling technique, namely purposive sampling, the sample divided into two classes, namely the control class 38 students and the experimental class 38 students. The innovative course taught using a guided inquiry learning model utilizing application Schoology, while the control class uses a guided inquiry learning model without the application. The research instrument in the form of a questionnaire the scale of measurement using a Likert scale. Hypothesis testing using a paired sample t test with a significance of 0.05 obtained the results of tcount (5.561) > ttable (2.377) and significant value of 0.00 < 0.05. Based on data analysis and hypothesis testing assisted by SPSS for Windows Version 22.0, that there was an increase in students' interest in learning chemistry through the use of Schoology applications. To find out how much increased interest in students learning through the use of application Schoology by using the gain test results obtained at 35.5% in the medium category.]]>
<![CDATA[Analisis RPP Guru Kimia pada Kegiatan Sosialisasi Pengembangan Kompetensi melalui Pengembangan Ranah Afektif ]]>
<![CDATA[Nelius Harefa]]>;
<![CDATA[Familia Novita Simanjuntak]]>;
<![CDATA[Nova Irawati Simatupang]]>;
<![CDATA[Sumiyati Sumiyati]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[Leony Sanga Lamsari Purba]]>;
<![CDATA[St Fatimah Azzahra]]>
<![CDATA[ Abdimas Singkerru Vol. 1 No. 1 (2021) ]]>
Publisher : <![CDATA[Akademi Teknologi Industri Dewantara Palopo ]]>
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<![CDATA[Perencanaan merupakan salah satu unsur penting pada proses pembelajaran. Perencanaan yang baik umumnya berkontribusi positif pada keberlangsungan proses pembelajaran terutama dari sisi keteraturan. RPP merupakan perangkat perencanaan pembelajaran semester yang disusun oleh guru mata pelajaran. Dengan adanya RPP diharapkan pembelajaran dapat berlangsung optimal dan bermakna. Hasil analisis data menunjukkan bahwa RPP guru kimia yang menjadi sampel pada kegiatan tersebut berada pada kategori baik dengan nilai rata-rata 81,25. Data tersebut menunjukkan bahwa sebagian besar guru kimia sudah memiliki keterampilan yang baik dalam merancang kegiatan pembelajaran yang akan diterapkan di kelas. Dengan adanya keterampilan awal dalam merancang pembelajaran akan membantu guru dalam mengembangkan, merancang, menganalisis proses pembelajaran, mengevaluasi, dan mampu berkreasi menemukan solusi yang tepat apabila pembelajaran tidak berjalan semestinya. Perencanaan pembelajaran berperan penting dalam menunjang kelancaran proses pembelajaran, dengan adanya perencanaan pembelajaran maka siswa dapat mempersiapkan diri sebelum pembelajaran berlangsung. Kendati demikian, proses pembelajaran sejatinya bersifat fleksibel yang dipengaruhi oleh situasi, kondisi, sarana, prasarana, dan stakeholder pendidikan. Perencanaan pembelajaran yang baik tidak menjamin kebermaknaan suatu proses pembelajaran.]]>
<![CDATA[Efektivitas Pelatihan Pengelolaan Laboratorium dan Workshop Pembelajaran Sains untuk SMP dengan Pendekatan Kearifan Lokal di Kepulauan Mentawai ]]>
<![CDATA[Leony Sanga Lamsari Purba]]>;
<![CDATA[Familia Novita Simanjuntak]]>;
<![CDATA[Elferida Sormin]]>;
<![CDATA[Nelius Harefa]]>;
<![CDATA[Nova Irawati Simatupang]]>;
<![CDATA[Sumiyati Sumiyati]]>;
<![CDATA[St Fatimah Azzahra]]>
<![CDATA[ JURNAL Comunità Servizio : Jurnal Terkait Kegiatan Pengabdian kepada Masyarakat, terkhusus bidang Teknologi, Kewirausahaan dan Sosial Kemasyarakatan Vol. 4 No. 2 (2022): OKTOBER ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM), Univesitas Kristen Indonesia ]]>
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DOI: 10.33541/cs.v4i2.4220
<![CDATA[This community service activity is carried out to provide an understanding of environmental-based learning media, digital and virtual laboratories to teachers in the Mentawai Islands. The organizer of this PkM activity is the UKI Chemistry Education Study Program lecturer with Mentawai Islands teachers as participants. This activity starts from planning to evaluating the satisfaction of the implementation of PkM. Based on the information obtained, teachers who take part in the activities are generally teachers who teach <1 year (60%). Based on the evaluation results of the PkM service satisfaction survey, this activity was declared very feasible with a percentage of 92.8%. Furthermore, based on what was presented through a quiz to PkM participants, the most common activities regarding environment-based learning media and participants' expectations, in the future PkM writing papers will be held.]]>
