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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jurnal Penelitian Pendidikan IPA (JPPIPA) JOURNAL OF SCIENCE AND SOCIAL RESEARCH JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Dewi Syafriani
Universitas Negeri Medan
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN DAN AKTIVITAS BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA MATERI LAJU REAKSI Asih Sukma Ningsih; Dewi Syafriani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 2 (2025): May 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i2.3027

Abstract

Abstract: The student-centered learning process is the main goal of education, which is to help each student reach their full potential by encouraging the development of intrinsic abilities such as their critical thinking abilities This study aims to find out the significant differences in the average critical thinking abilities of students who are given learning with different learning models and learning activities that vary on reaction rate material. This type of research is a quasi experiment. The research sample consisted of XI F1F as experimental class I and XI F1G as experimental class II which each amounted to 35 students. The research instrument was in the form of an essay test of 3 questions and an observation sheet. The method used is two-way ANOVA with Multivariate General Linear Model (GLM). The results of the study obtained the price of sig. 0.000 for the critical thinking ability score using varied learning models and also learning activities which means Ha is accepted and Ho is rejected. So it can be concluded that there is a significant difference in the average value of students critical thinking skills learned using varied learning models and varied learning activities. Keywords: Learning Cycle 7E, Experiential Learning, Critical Thinking Skills, Learning Activities Abstrak: Proses pembelajaran yang berpusat pada siswa adalah tujuan utama dari pendidikan, yaitu membantu setiap siswa mencapai potensi penuh mereka dengan mendorong pengembangan kemampuan intrinsik seperti kemampuan berpikir kritis mereka Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan rata-rata kemampuan berpikir kritis siswa yang diberi pembelajaran dengan model pembelajaran yang berbeda dan aktivitas belajar yang bervariasi pada materi laju reaksi. Jenis penelitian ini yaitu quasi experiment. Sampel penelitian terdiri dari XI F1F sebagai kelas eksperimen I dan XI F1G sebagai kelas eksperimen II yang masing-masing berjumlah 35 siswa. Instrumen penelitian berupa tes esai sebanyak 3 soal dan lembar observasi. Metode yang digunakan ialah ANOVA dua jalur (ANOVA two way) with General Linear Model (GLM) multivariate. Hasil penelitian diperoleh harga sig. 0,000 untuk nilai kemampuan berpikir kritis menggunakan model pembelajaran yang bervariasi dan juga aktivitas belajar yang berarti Ha diterima dan Ho ditolak. Sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan rata-rata nilai kemampuan berpikir kritis siswa yang dibelajarkan dengan menggunakan model pembelajaran yang bervariasi dan aktivitas belajar yang bervariasi. Kata kunci: Learning Cycle 7E, Experiential Learning, Kemampuan Berpikir Kritis, Aktivitas Belajar
THE EFFECT OF PROBLEM-BASED LEARNING AND DISCOVERY LEARNING MODELS ON STUDENTS CHRITICAL THINKING SKILLS Irma Yuliani Nasution; Dewi Syafriani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.5538

Abstract

Abstract: This study aims to determine the effect of the Problem-Based Learning (PBL) model and the Discovery Learning (DL) model on students' critical thinking skills and to identify which aspects of critical thinking are most developed in the topic of reaction rates. The research employed a quasi-experimental design. The sample consisted of two experimental classes: class XI-1 as the first experimental group and class XI-4 as the second, each comprising 34 students. The research instrument was an essay test consisting of three questions. Hypothesis testing was conducted using an Independent Sample T-Test, which yielded a significance value of 0.001. Since the significance value is less than α (0.05), the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected, indicating a significant effect of the PBL and DL models on students' critical thinking skills in the topic of reaction rates. The analysis of critical thinking aspects shows that the ability to elementary clarifications was the most developed. This is evidenced by the n-gain percentage, which reached 94% for students taught using the PBL model and 86% for those taught using the DL model. Keywords: Problem-Based Learning, Discovery Learning, Critical Thinking Skills, Reaction Rate Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning (PBL) model Discovery Learning (DL) terhadap kemampuan berpikir kritis siswa dan mengetahui aspek berpikir kritis yang paling terkembangkan pada materi laju reaksi. Jenis penelitian ini yaitu quasi experiment. Sampel penelitian terdiri dari XI-1sebagai kelas eksperimen I dan XI-4 sebagai kelas eksperimen II yang masing-masing berjumlah 34 siswa. Instrumen penelitian berupa tes esai sebanyak 3 soal . Uji hipotesis menggunakan uji Independent Sample T-Test dengan hasil penelitian diperoleh harga sig. 0,001. Nilai sig. < α (0,05) sehingga Ha diterima dan Ho ditolak yang artinya terdapat pengaruh yang signifikan kemampuan berpikir kritis siswa yang diberi pembelajaran menggunakan model PBL dan model DL pada materi laju reaksi. Hasil analisis aspek yang diperoleh indikator aspek memberikan penjelasan sederhana adalah aspek kemampuan berpikir kritis yang paling terkembangkan, terlihat dari persentase n-gain 94% untuk yang dijarkan menggunakan model PBL dan 86% untuk yang dijarkan menggunakan model DL. Kata kunci: Problem Based Learning, Discovery Learning, Kemampuan Berpikir Kritis, Laju Reaksi
DEVELOPMENT OF A CHEMISTRY E-MODULE BASED ON EXPERIENTIAL LEARNING ON REACTION-RATE MATERI Alfina Alfina; Dewi Syafriani
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol. 8 No. 3 (2025): August 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i3.5539

Abstract

Abstract: This research aims to develop chemistry e-modules based on Experiential Learning (EL) model on reaction rate material and test its validity, practicality, and effectiveness. The method used is the ADDIE development model. The research subjects were 30 students of class XI MIPA 2 at SMA Swasta PAB 8 Saentis. The results of the validity of the e-module by material and media experts showed a percentage of content feasibility of 83%, presentation of 84%, EL aspects of 80%, graphics of 81%, and language of 87%, with an average of 83% which is included in the “very feasible” category. Practicality of e-modules from learner responses obtained an average percentage of 82% in the “very practical” category. The effectiveness test through N-Gain shows an increase in learning outcomes from a pretest score of 43.83 to a posttest of 85.17, with an N-Gain score of 73.54% which is classified as “quite effective”. From the overall results, the EL-based chemistry e-module on reaction rate material is declared valid, practical, and effective enough to be used as teaching material in the chemistry learning process. Keywords: E-Modules, Experiential Learning, Reaction Rate, ADDIE Abstrak: Penelitian ini bertujuan untuk mengembangkan e-modul kimia berbasis model Experiential Learning (EL) pada materi laju reaksi serta menguji validitas, praktikalitas, dan efektivitasnya. Metode yang digunakan adalah model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian adalah 30 peserta didik kelas XI MIPA 2 di SMA Swasta PAB 8 Saentis. Hasil validitas e-modul oleh ahli materi dan media menunjukkan persentase kelayakan isi sebesar 83%, penyajian 84%, aspek EL 80%, kegrafikan 81%, dan bahasa 87%, dengan rata-rata 83% yang termasuk kategori "sangat layak". Praktikalitas e-modul dari respon peserta didik memperoleh persentase rata-rata 82% dengan kategori sangat praktis. Uji efektivitas melalui N-Gain menunjukkan peningkatan hasil belajar dari nilai pretest sebesar 43,83 menjadi posttest 85,17, dengan skor N-Gain sebesar 73,54% yang tergolong cukup efektif. Dari keseluruhan hasil, e-modul kimia berbasis EL pada materi laju reaksi dinyatakan valid, praktis, dan cukup efektif sehingga layak digunakan sebagai bahan ajar dalam proses pembelajaran kimia. Kata kunci: E-Modul, Experiential Learning, Laju Reaksi, ADDIE
Co-Authors Alfina Alfina Ani Sutiani Asih Sukma Ningsih Bajoka Nainggolan Eva Betty Simanjuntak Fitthriyah Atika Ginting, Elfrida Ida Duma Riris Irma Yuliani Nasution Junifa Layla Sihombing Marham Sitorus Mutiara Agustina Nst Nita Nazelina Nasution Nova Damanik Pratiwi, Alfira Julian Putri Widyanti Retno Dwi Suyanti Sari, Dwy Puspita Sisca Jenifer Siti Aminah Br Bancin Tulus Panindoan Lumbantobing