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<![CDATA[Pengembangan bahan ajar modul berbasis discovery learning pada materi laju reaksi ]]>
<![CDATA[Leady Tresia Silaban]]>;
<![CDATA[Marudut Sinaga]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.78
<![CDATA[This research aims to (1) knowing the results of a chemical study on the action based reaction materials used at school by BSNP standards,(2) knowing that the modules on discovery learning on the action-based reaction rate matter are appropriate for media experts and materials experts,(3) knowing the results of student learning after being given the discovery learning module on reaction rate materials. (4) know students' responses to the discovery learning based modules on reaction rate materials. Research results from an average of 81% of those produced from teaching materials analysis have both the strenghts and deformityof content, language worthiness, presentation and feasibility of expertise. Average pretest class experiment in 57,25%. Whereas the average score of 83,5% experimental posttest class. N-gain values a normalized chemical student experiment class based on the percentage of that is 83,82%. Student response or satisfaction percentages of deveoloped modules are acquired on an averaged of 93%, which could be concluded that the developedment of the taught materials the discovery learning based modules on a action-based reaction rare matter is higher than the minimum criteria (KKM) set. T_count more that t_table (8,747 more that 1,685) and H0 is therefore denied and Ha received. Thus it may be concluded that the there is an impact on the development of taught materials the discovery learning based modules on action on reaction materials.]]>
<![CDATA[Pengembangan Bahan Ajar Modul Terintegrasi Problem Based Learning pada Materi Laju Reaksi ]]>
<![CDATA[Simorangkir, Risdayati]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.71
<![CDATA[This study aims to (1) determine the results of the analysis of chemistry teaching materials on the reaction rate material used in schools according to the BSNP standard, (2) describe the feasibility (validity) of the integrated problem based learning module teaching materials on the reaction rate material based on the BSNP criteria (3 ) knowing student learning outcomes have increased after being given teaching materials Integrated Problem Based Learning Module on the reaction rate material, (4) knowing students about teaching materials for integrated problem based learning module on reaction rate materials that have been developed. This research uses the method (R&D) with the ADDIE model covering the stages (analysis, design, development, implementation and evaluation). The product developed was validated by 4 expert validators consisting of 2 chemistry lecturers and 2 chemistry teachers. From the results of hypothesis testing carried out produces tcount > ttable, which is 6.567 > 1.0705618. The assessment of the presentation of the level of student interest in the module that has been developed is 88.33 (very high).]]>
<![CDATA[Pengembangan bahan ajar modul berbasis discovery learning pada materi laju reaksi ]]>
<![CDATA[Silaban, Leady Tresia]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i3.78
<![CDATA[This research aims to (1) knowing the results of a chemical study on the action based reaction materials used at school by BSNP standards,(2) knowing that the modules on discovery learning on the action-based reaction rate matter are appropriate for media experts and materials experts,(3) knowing the results of student learning after being given the discovery learning module on reaction rate materials. (4) know students' responses to the discovery learning based modules on reaction rate materials. Research results from an average of 81% of those produced from teaching materials analysis have both the strenghts and deformityof content, language worthiness, presentation and feasibility of expertise. Average pretest class experiment in 57,25%. Whereas the average score of 83,5% experimental posttest class. N-gain values a normalized chemical student experiment class based on the percentage of that is 83,82%. Student response or satisfaction percentages of deveoloped modules are acquired on an averaged of 93%, which could be concluded that the developedment of the taught materials the discovery learning based modules on a action-based reaction rare matter is higher than the minimum criteria (KKM) set. T_count more that t_table (8,747 more that 1,685) and H0 is therefore denied and Ha received. Thus it may be concluded that the there is an impact on the development of taught materials the discovery learning based modules on action on reaction materials.]]>
<![CDATA[IMPLEMENTATION OF DISCOVERY LEARNING MODEL INTEGRATED WITH SCIENCE GENERIC SKILLS TO IMPROVE HIGHER ORDER THINKING SKILLS ON THERMOCHEMISTRY MATERIAL ]]>
<![CDATA[Gulo, Yiska Hairani]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 1 (2024): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aims to determine the effect of Evaluation of Prior Knowledge (EPA) and Learner Worksheets (LKPD) on students' higher order thinking skills expressed in the form of Evaluation of Learning Outcomes (EHB) using the Discovery Learning (DL) learning model integrated with Science Generic Skills (KGS) on Thermochemical Material. The research was conducted at SMA Swasta Methodist Tanjung Morawa T.A 2023/2024 with all XI PSP classes as the population and XI PSP classes who took Chemistry subjects on Thursdays obtained by purposive sampling technique as research samples. The research design used is a double paradigm with two independent variables, namely; EPA and LKPD, and one dependent variable namely; EHB. The test instruments used in this study were EPA, LKPD and EHB as many as 25 items developed by previous researchers and nontest instruments in the form of student observation sheets. The results showed that there was a significant influence between EPA and LKPD on EHB. From the independent t-test, which has been carried out, students with high EPA obtained higher EHB than students with low EPA.Keywords: DL integrated KGS, EPA, LKPD, EHB, Thermochemistry]]>
<![CDATA[Implementation of an Integrated Problem Based Learning Model in Generic Science Skills in Thermochemical Material ]]>
<![CDATA[Happy Nina Nola Chrystine Sinamo]]>;
<![CDATA[Marudut Sinaga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 6, No 2 (2024): OCTOBER 2024 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v6i2.56468
<![CDATA[This research aims to determine the effect of Prior Knowledge Evaluation, Student Worksheets on student learning outcomes using the Problem Based Learning Model Integrated Generic Science Skills on Thermochemical Material. This research was carried out at SMAN 2 Percut Sei Tuan in the 2022/2023 academic year, the research was designed using a dual paradigm with two independent variables, namely Prior Knowledge Evaluation and Student Worksheets and one dependent variable, namely Evaluation of Learning Outcomes. The population in this study was all class XI at SMAN 2 Percut Sei Tuan. The sample used class XI B as an experimental class taught with Prior Knowledge Evaluation, Student Worksheets and Evaluation of Learning Outcomes tools using the Generic Science Skills Integrated PBL Learning Model. Sampling was using purposive sampling technique. The instruments used in this research consisted of 25 Prior Knowledge Evaluation questions, 15 Student Worksheets questions and 28 Evaluation of Learning Outcomes in multiple choice form which had been developed by previous researchers. The results of this study that thereare significant influence between Prior Knowledge Evaluation and Student Worksheets on learning outcomes. There are differences in learning outcomes between students who have low Prior Knowledge Evaluation and high Prior Knowledge Evaluation.]]>
<![CDATA[Implementation of an Integrated Guided Inquiry Learning Model in Generic Science Skills to Improve HOTS ]]>
<![CDATA[Hutabarat, Chiasrilya Maria]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 6 No. 1 (2024): APRIL 2024 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v6i1.56467
<![CDATA[This research aims to determine the effect of evaluation of prior knowledge and student worksheets on students' high order thinking skill (HOTS) expressed in the form of learning outcome evaluation using an integrated guided inquiry learning model of generic science skills. The research design used is a dual paradigm with two independent variables, namely evaluation of prior knowledge with student worksheets, and one dependent variable, namely learning outcome evaluation. This research was carried out at SMA Negeri 14 Medan in the 2022/2023 academic year with the research population being all students in class XI Science and the sample in the research was class XI Science 3 which was obtained through a purposive sampling technique. The instruments used in this research consisted of the evaluation of prior knowledge with learning outcome evaluation each have 30 questions and the student worksheets has 15 questions. The research results show that there is a significant influence between evaluation of prior knowledge and student worksheets on students' higher-order thinking skill. Apart from that, there are also differences in higher order thinking skill between students with low evaluation of prior knowledge and students with high evaluation of prior knowledge.]]>
<![CDATA[Implementation of an Integrated Problem Based Learning Model in Generic Science Skills in Thermochemical Material ]]>
<![CDATA[Happy Nina Nola Chrystine Sinamo]]>;
<![CDATA[Marudut Sinaga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 6 No. 2 (2024): OCTOBER 2024 EDITION ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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<![CDATA[This research aims to determine the effect of Prior Knowledge Evaluation, Student Worksheets onstudent learning outcomes using the Problem Based Learning Model Integrated Generic ScienceSkills on Thermochemical Material. This research was carried out at SMAN 2 Percut Sei Tuan inthe 2022/2023 academic year, the research was designed using a dual paradigm with twoindependent variables, namely Prior Knowledge Evaluation and Student Worksheets and onedependent variable, namely Evaluation of Learning Outcomes. The population in this study wasall class XI at SMAN 2 Percut Sei Tuan. The sample used class XI B as an experimental classtaught with Prior Knowledge Evaluation, Student Worksheets and Evaluation of LearningOutcomes tools using the Generic Science Skills Integrated PBL Learning Model. Sampling wasusing purposive sampling technique. The instruments used in this research consisted of 25 PriorKnowledge Evaluation questions, 15 Student Worksheets questions and 28 Evaluation of LearningOutcomes in multiple choice form which had been developed by previous researchers. The results of this study that thereare significant influence between Prior Knowledge Evaluation and Student Worksheets on learning outcomes. There are differences in learning outcomes between students who have low Prior Knowledge Evaluation and high Prior Knowledge Evaluation.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PESERTA DIDIK PADA MATERI IKATAN KIMIA ]]>
<![CDATA[Sianturi, Irianani Ainung]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ CHEDS: Journal of Chemistry, Education, and Science Vol 9, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/cheds.v9i1.10964
<![CDATA[Penelitian ini bertujuan untuk mengetahui hasil belajar siswa yang diajar dengan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) lebih tinggi daripada hasil belajar siswa yang diajar dengan metode ceramah tanya jawab pada materi ikatan kimia. Penelitian ini juga menguji korelasi antara aktivitas siswa dengan peningkatan hasil belajar. Metode penelitian yang digunakan adalah Quasi Eksperimen, dengan dua kelas sampel yaitu kelas eksperimen dengan model pembelajaran TAI dan kelas kontrol dengan metode ceramah. Analisis data menunjukkan bahwa siswa dengan model pembelajaran TAI memiliki hasil belajar yang lebih tinggi. Pengujian hipotesis dengan uji-t (α = 0,05) menunjukkan (6,69 1,994) yang berarti Ho ditolak dan Ha diterima. Hal ini menegaskan bahwa TAI menghasilkan hasil belajar yang lebih baik. Uji korelasi juga menunjukkan (0,758 0,329) yang menunjukkan adanya hubungan yang signifikan antara aktivitas siswa dengan peningkatan hasil belajar pada pembelajaran berbasis TAI pada materi ikatan kimia.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) BERBANTUAN MEDIA JAVALAB SCIENCE SIMULATIONS PADA MATERI IKATAN KIMIA ]]>
<![CDATA[Tambunan, Kristine Desiyanti]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ CHEDS: Journal of Chemistry, Education, and Science Vol 9, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/cheds.v9i1.10944
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Think Pair Share berbantuan media JavaLab Science Simulations terhadap aktivitas belajar dan hasil belajar siswa pada materi ikatan kimia. Metode penelitian yang digunakan adalah one group Pretest-Postest Design. Sampel dalam penelitian ini terdiri dari satu kelas eksperimen. Hasil analisis data menunjukkan rata-rata hasil belajar siswa pada kelas eksperimen sebesar 85,55 dan rata-rata aktivitas belajar siswa sebesar 82,11. Terjadi peningkatan hasil belajar siswa sebesar 52,08% dengan nilai N-Gain yang diperoleh sebesar 0,78 (78%) dengan presentase peningkatan hasil belajar tergolong tinggi dan efektif. Hasil pengujian hipotesis dengan menggunakan Uji Korelasi antara aktivitas belajar terhadap hasil belajar diperoleh rhitung 0,582 rtabel 0,329, maka hipotesis (Ha) diterima dan hipotesis (H0) ditolak. Dengan demikian diperoleh hasil bahwa terdapat korelasi yang signifikan antara aktivitas belajar dengan hasil belajar siswa yang diajar dengan model pembelajaran kooperatif tipe Think Pair Share berbantuan media Simulasi Sains JavaLab pada materi ikatan kimia.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN LEMBAR KERJA PESERTA DIDIK BERBASIS TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE PADA IKATAN KIMIA ]]>
<![CDATA[Sirait, Martina]]>;
<![CDATA[Sinaga, Marudut]]>
<![CDATA[ CHEDS: Journal of Chemistry, Education, and Science Vol 9, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/cheds.v9i1.10935
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui hubungan antara aktivitas belajar siswa dengan peningkatan hasil belajar siswa dengan menggunakan model Problem Based Learning berbasis LKPD Rock Based Learning TPACK pada pokok bahasan ikatan kimia. Metode penelitian yang digunakan adalah pra eksperimen (pretest-posttest one group design). Hasil analisis data menunjukkan rata-rata aktivitas belajar siswa dengan menggunakan model PBL sebesar 81,81% dan peningkatan hasil belajar siswa sebesar 0,831 dengan presentase 83% tergolong efektif. Hasil hipotesis dengan menggunakan uji korelasi dan α = 0,05 diperoleh rhitung rtabel (0,673 0,334) sehingga Ho ditolak dan Ha diterima. Dapat disimpulkan bahwa terdapat hubungan yang signifikan antara aktivitas belajar dengan peningkatan hasil belajar siswa yang belajar dengan model PBL pada materi ikatan kimia.]]>
