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IMPLEMENTASI MODEL PEMBELAJARAN PROJECT BASED LEARNING (PJBL) TERINTEGRASI KETERAMPILAN GENERIK SAINS (KGS) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI PADA MATERI TERMOKIMIA Naibaho, Adelia; Sinaga, Marudut; Sutiani, Ani; Mucthar, Zainuddin; Dibyantini, Ratu Evina
CHEDS: Journal of Chemistry, Education, and Science Vol 8, No 2 (2024)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/cheds.v8i2.9113

Penelitian ini bertujuan untuk mengetahui pengaruh Evaluasi Pengetahuan Awal (EPA) dan Lembar Kerja Peserta Didik (LKPD) terhadap kemampuan berpikir tingkat tinggi siswa yang dinyatakan dalam bentuk Evaluasi Hasil Belajar (EHB) menggunakan model pembelajaran Project Based Learning (PjBL) terintegrasi Keterampilan Generik Sains (KGS). Penelitian ini dilaksanakan di SMA Swasta Padang Bulan Medan dengan populasi penelitian adalah seluruh siswa kelas XI MIA dan sampel dalam penelitian yaitu kelas XI MIA 1 yang diperoleh melalui teknik purposive sampling. Instrumen yang digunakan pada penelitian ini, terdiri dari; EPA dan EHB masing-masing sebanyak 20 butir soal serta LKPD sebanyak 10 butir soal. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara EPA dan LKPD terhadap kemampuan berpikir tingkat tinggi siswa. Selain itu juga terdapat perbedaan kemampuan berpikir tingkat tinggi antara siswa dengan EPA rendah dan siswa dengan EPA tinggi

IMPLEMENTATION OF CHEMISTRY LEARNING INNOVATION INTEGRATED WITH GENERIC SCIENCE SKILLS TO ENHANCE HOTS ABILITY Ani Sutiani; Zainuddin Muchtar; Ratu Evina Dibyantini; Marudut Sinaga; Freddy Tua Musa Panggabean
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.43214

The integration of 21st-century learning and generic science skills (GSS) is critical in developing students' higher-order thinking skills (HOTS), especially in chemistry education. This quasi-experimental study aimed to analyze the effects of implementing four GSS-integrated digital learning models (PjBL-GSS, PBL-GSS, IBL-GSS, and DL-GSS) and students’ initial abilities on their HOTS performance. A total of 397 students participated, grouped by initial ability levels and assigned to different learning models. Data were collected using validated instruments including scholastic tests and HOTS assessments, and analyzed using descriptive statistics and two-way ANOVA. The results showed significant effects of both initial abilities and learning models on HOTS, with IBL-GSS being the most effective, especially for high-ability students. Moreover, significant interactions were found between initial ability and the type of model used. The study suggests that selecting appropriate digital learning models based on students' prior knowledge is essential to foster optimal HOTS outcomes. Teachers are encouraged to align instructional design with both GSS indicators and students’ learning readiness.

Implementasi Project Based Learning di Perguruan Tinggi untuk Meningkatkan Kemampuan Berpikir Kritis: Sebuah Tinjauan Hasibuan, Hanisah; Sari, Sri Adelila; Sinaga, Marudut
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 4 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i4.2107

Project based learning (PjBL) dianggap sebagai pendekatan yang efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa. Tujuan studi ini adalah untuk meninjau secara sistematis studi-studi empiris tentang implemenyasi project based learning dan bagaimana hal itu mempengaruhi kemampuan mahasiswa dalam berpikir kritis. Metode tinjauan literatur digunakan dalam penelitian ini. Informasi dikumpulkan dari sejumlah basis data akademik, termasuk Google Scholar, Sciencedirect, dan Scopus. Penelitian yang relevan kemudian dianalisis untuk menentukan tren, kesimpulan, dan variabel penting yang mempengaruhi hubungan antara PjBl dan kemampuan berpikir kritis. Hasil ini menunjukkan bahwa peningkatan kemampuan berpikir kritis mahasiswa secara signifikan terkait dengan penerapan PjBL. Penugasan proyek, kerja kelompok, dan refleksi diri semuanya membantu dalam hal ini. Namun, suasana belajar kolaboratif, dukungan dosen dalam memfasilitasi, dan desain proyek yang terorganisir dengan baik semuanya sangat penting untuk efektivitasnya. Sehingga perlu dilakukan penelitian lanjutan untuk menilai efektifitas penerapan project based learning di perguruan tinggi dalam meningkatkan kemampuan berpikir kritis mahasiswa

The Role of Augmented Reality in Transforming Education to Support Sustainable Development Goals: A Literature Review Sari*, Sri Adelila; Hasibuan, Hanisah; Sinaga, Marudut; Talib, Corrienna Abdul
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.47732

Access to quality education remains a challenge in developing nations, including Indonesia. Augmented reality (AR) has emerged as a promising tool to address this gap. This review aimed to examine AR applications in education from 2001 to 2024, focusing on their impact on learning outcomes and accessibility. The study analyzed 171 articles selected through a systematic search in databases like scopus and IEEE explore. Key aspects reviewed include AR tools, applications, evaluation methods, and target demographics. Findings highlight ARs effectiveness in STEM education, vocational training, and cultural learning through features like 3D visualizations, interactive simulations, and animations, enhancing engagement and skill acquisition. AR aligns with sustainable development goals 4 (quality education), 9 (industry, innovation, and infrastructure), and 10 (reduced inequality) by improving access to education and reducing inequalities. However, challenges such as inadequate teacher training, limited infrastructure, and the need for localized content hinder broader implementation. The review concludes that AR tools should address pedagogical and contextual needs for optimal impact. Recommendations include expanding teacher training, improving access to technology, and developing culturally relevant content. Future research should explore scalable, long-term AR solutions to enhance global education

Analysis of Students' Initial Ability Based on Generic Science Skills in Reaction Rate Material Situmorang, Yani Kartini; Sinaga, Marudut; Sutiani, Ani; Dibyantini, Ratu Evina; Muchtar, Zainuddin
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 5 No. 1 (2023): APRIL 2023 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v5i1.43133

This writing aims to determine the validity of the test instrument and initial results scholastic ability test and KGS-based final evaluation test instrument on reaction rate material. This research uses Research and Development research and development methods. The research subject was class XI B which consisted of 36 students. This study used a scholastic test instrument and a final chemistry evaluation with 20 questions each. Based on the results of the validation test by the expert validator, it can be seen that the average percentage results obtained for Material Aspects are 87.08%, Construction Aspects are 87.92%, Language Aspects are 89.17%, and Additional Rules are 100%. The Scholastic test instrument consists of 20 questions that are tested on students namely; 17 valid questions and 3 invalid questions. The results of the final evaluation ability test were 20 items tested on students, 18 questions were valid and 2 questions were invalid. Scholastic ability test trials obtained namely; 3% "very poor", 16% "poor", 39% "enough", 14% "good" and 28% "very good", while the final chemistry evaluation test was obtained namely; 0% is "very less". 11% "poor", 31% "poor: 25% "good" and 33% "very good".

The need analysis for computational chemistry based learning media atomic structure and chemical bonding basic chemistry courses Nugraha, Asep Wahyu; Sinaga, Marudut; Darmana, Ayi; Sutiani, Ani; Aini, Nisa Qurrata
Jurnal Pendidikan Kimia Vol. 16 No. 1 (2024): April
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i1.56258

The aim of this research is to analyze students' needs for computational chemistry-based learning media on atomic structure and chemical bonding in the Basic Chemistry course. The population of this study were the first grade students of the Chemistry Department, FMIPA Unimed. The number of samples in this study was 93 students from three classes. The instruments used are multiple choice questions and questionnaires to determine mastery of atomic structure and chemical bonding. The research results show that the average score is 34.430 (poor category). The average score achieved in atomic structure material was 33.16 (very poor). The lowest score achieved in the atomic properties sub-material was 9.3. The average score achieved in chemical bonding material was 36.1 (very poor). The lowest score achieved in the properties of ionic compound sub-material was 17.5. The results of the questionnaire showed that the atomic structure material that students considered the most difficult was the wave mechanics atomic model at 72.233 (quite difficult), while for chemical bonding material it was the octet and duplet rule at 71.055 (quite difficult).

Pengembangan bahan ajar modul terintegrasi problem based learning pada materi laju reaksi Simorangkir, Risdayati; Sinaga, Marudut
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i3.71

This research aims to (1) analyze chemistry teaching materials on reaction rates used in schools according to BSNP standards; (2) describe the feasibility of integrated problem-based learning module teaching materials on reaction rate material based on BSNP criteria; and (3) know student learning outcomes after being given teaching materials for the integrated problem-based learning module on reaction rate material. This research uses the R&D method with the ADDIE model, which includes stages (analysis, design, development, implementation, and evaluation). The product developed was validated by four expert validators, consisting of two chemistry lecturers and two chemistry teachers. From the research results, it was found that the analyzed teaching materials were suitable in terms of content, presentation, contextual, graphic, and language, in accordance with the feasibility aspects of BSNP. Students show a high level of interest in the developed module based on the presentation assessment. Then, student learning outcomes using integrated problem-based learning module teaching materials on reaction rate material based on data processing are capable and effective in improving student learning outcomes.

Pengembangan bahan ajar modul berbasis discovery learning pada materi laju reaksi Silaban, Leady Tresia; Sinaga, Marudut
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i3.78

This study aims to analyze the effect of developing discovery-learning-based module teaching materials on reaction rate material. This type of research is called research and development (R&D). The sampling technique used was random sampling. The sample used is one class, namely class XI MIA 2, as an experimental class. The research instruments used in this study were both test instruments and non-test instruments. After obtaining the research data, the prerequisite tests were carried out, namely the normality test and the homogeneity test, finally making a decision. The discovery-based chemistry learning module on reaction rate material has been proven to be in accordance with BSNP. This module has also been effective in improving student learning outcomes, indicating a significant increase in understanding. In addition, at the limited dissemination stage, this module received very high ratings in various aspects, indicating great benefits for students in understanding chemistry materials on reaction rates. Thus, it can be concluded that there is an effect of developing discovery-learning-based module teaching materials on reaction rate material.

Pengembangan bahan ajar modul terintegrasi problem based learning pada materi laju reaksi Simorangkir, Risdayati; Sinaga, Marudut
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i3.71

This research aims to (1) analyze chemistry teaching materials on reaction rates used in schools according to BSNP standards; (2) describe the feasibility of integrated problem-based learning module teaching materials on reaction rate material based on BSNP criteria; and (3) know student learning outcomes after being given teaching materials for the integrated problem-based learning module on reaction rate material. This research uses the R&D method with the ADDIE model, which includes stages (analysis, design, development, implementation, and evaluation). The product developed was validated by four expert validators, consisting of two chemistry lecturers and two chemistry teachers. From the research results, it was found that the analyzed teaching materials were suitable in terms of content, presentation, contextual, graphic, and language, in accordance with the feasibility aspects of BSNP. Students show a high level of interest in the developed module based on the presentation assessment. Then, student learning outcomes using integrated problem-based learning module teaching materials on reaction rate material based on data processing are capable and effective in improving student learning outcomes.

Pengembangan bahan ajar modul berbasis discovery learning pada materi laju reaksi Silaban, Leady Tresia; Sinaga, Marudut
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i3.78

This study aims to analyze the effect of developing discovery-learning-based module teaching materials on reaction rate material. This type of research is called research and development (R&D). The sampling technique used was random sampling. The sample used is one class, namely class XI MIA 2, as an experimental class. The research instruments used in this study were both test instruments and non-test instruments. After obtaining the research data, the prerequisite tests were carried out, namely the normality test and the homogeneity test, finally making a decision. The discovery-based chemistry learning module on reaction rate material has been proven to be in accordance with BSNP. This module has also been effective in improving student learning outcomes, indicating a significant increase in understanding. In addition, at the limited dissemination stage, this module received very high ratings in various aspects, indicating great benefits for students in understanding chemistry materials on reaction rates. Thus, it can be concluded that there is an effect of developing discovery-learning-based module teaching materials on reaction rate material.

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