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<![CDATA[Pengembangan E-Modul Asam Basa Berbasis Literasi Sains ]]>
<![CDATA[Nadya Ulfa]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Edukimia Vol 3, No 3 (2021): Edukimia - Vol. 03, Issue 03 ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/ekj.v3.i3.a299
<![CDATA[Teaching material is one of the aspects to improve scientific literacy skills had by students, but based on the analysis of school textbooks, especially on acid-base materials, 2 chemistry textbook do not yet have the maximum application of scientific literacy. The aim of this research is to develop acid base e-module based on scientific literacy. The method implemented is Research and Development (R and D) method by Borg and Gall which is limited to 7 out of 10 stages. The instrument used in this study was questionnaire of validity and practicality. Validation was carried out by 5 validators while the practicality test was distributed to 2 chemistry teachers and 20 students of Class XI Science of SMA Negeri 10 Medan. Based on the validation results obtained from the validators, the average result is 4,70 which a very feasible criteria. The average value of teachers and students practicality responses was 4,60 and 4,42 with a very feasible criteria so it was concluded the acid-base e-module based on scientific literacy is valid, practical and also feasible to be used in learning activities for high school students. The follow-up of this research is to conduct a trial of the effectiveness of using e-modules in improving students’ scientific literacy skills.]]>
<![CDATA[Pengembangan Modul Berbasis Guided Inquiry Pada Pokok Bahasan Laju Reaksi ]]>
<![CDATA[Ani Sutiani]]>;
<![CDATA[Dinda Maisyarah]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 3, No 1 (2021): APRIL 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v3i1.24100
<![CDATA[This study aims to design a guided inquiry-based module on the subject of reaction rates and to analyze the feasibility of a guided inquiry-based module on the subject of reaction rates. The method in this research uses the research and development or Research and Development method which is limited to only 5 stages, namely the data and information collection stage, the product planning stage, the initial product development stage, the initial field trial stage and the revision stage of the trial results. The research subject was a guided inquiry-based module. The object of research was the material reaction rate. The product developed was validated by 4 expert validators consisting of 2 material expert validators and 2 media expert validators. In addition, the responses of 2 chemistry teachers were also seen. Initial field trials were carried out by giving questionnaire sheets to 8 students. The results showed that the guided inquiry-based module on the subject of reaction rates was declared feasible after validation by material experts, media experts, teacher and student responses. Evaluation of material experts with an average percentage of 83.10% with the valid / feasible category, the assessment of media experts with an average percentage of 83.09% with the valid / feasible category, the percentage of teacher responses to 87.49% with the very interesting category and the percentage of responses 83.08% students with very interesting category.]]>
<![CDATA[Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Pertanyaan Kritis Terhadap Hasil Belajar Siswa Materi Laju Reaksi ]]>
<![CDATA[Elvi Sayani]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19742
<![CDATA[One of the subject matter of Chemistry in high school, loaded with concepts is Reaction Rate that be better taught through Guided Inquiry based on critical questions. This study aims to determine the learning outcomes learned through Guided Inquiry learning model based on critical questions is higher than Direct Instruction learning model. The study population was all students of class XI MIA SMA Negeri 1 Pantai Cermin which amounted to three classes adds up to 35 to 40 students. The sampling technique in this study was purposive sampling. The selected sample is XI MIA 2 as an experimental class given the treatment of the guided inquiry model based on critical questions and XI MIA 1 as a control class treated with DI model. The results showed student learning outcomes in the experimental class at 86% and in the control class at 75% while student learning activities in the experimental class at 84.6% and in the control class at 72.7%. Hypothesis test results show tcount> ttable (8.4289> 1.668), meaning that H0 is rejected and Ha is accepted, that is the results of student chemistry learning using the GI model based on critical questions higher than learning with DI model.]]>
<![CDATA[Penerapan Model Pembelajaran Berbasis Proyek dengan Media Real Lab dan Virtual Lab untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Siswa dalam Materi Titrasi Asam Basa ]]>
<![CDATA[Siti Rohana Siregar]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Jamalum Purba]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 1, No 2 (2019): OKTOBER 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v1i2.15526
<![CDATA[This study aims to determine the differences in chemistry learning outcomes and students' creative thinking abilities, as well as the correlation between the two students who are taught using the PjBL learning model using Real Lab media and Virtual Lab. While students' creative thinking skills use observation sheets. The data obtained from the results of the study, namely: (1) To test the hypothesis of student learning outcomes obtained tcount = 2.15 while ttable = 1.998 (2) To test the hypothesis of creative thinking abilities students obtained tcount = 3.40 while ttable = 1.998 ( 3) To test the correlation of creative thinking abilities on student learning outcomes obtained rtable = 0.339 while r1 = 0.391 and r2 = 0.403 with contributions of = 15.26% and 16.27% in each class, the rest is influenced by other variables. So that the conclusion is drawn that there is a difference between learning outcomes and students 'creative thinking abilities that are learned using PjBL learning models by using Real Lab media and Virtual Lab media. There is a positive and significant correlation between students' creative thinking abilities and student learning outcomes in each experimental class.]]>
<![CDATA[Pengembangan Lembar Kerja Siswa (LKS) Berbasis Model Pembelajaran Inkuiri Terbimbing Pada Materi Termokimia ]]>
<![CDATA[Ani Sutiani]]>;
<![CDATA[Fayaddah Fayaddah]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 3, No 2 (2021): OKTOBER 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v3i2.28174
<![CDATA[This study aims to determine the feasibility of the worksheets student based on the BSNP criteria and to find out the responses of students to the designed worksheets. The method in this research uses the method of Research and Development (R&D) according to the Borg and Gall stages. The research subjects were worksheets based on guided inquiry learning models. The object of research is the thermochemical material. The results showed that the worksheets student that had been compiled had met the eligibility criteria according to the BSNP standards based on the content feasibility aspect, the presentation feasibility aspect, and the language feasibility aspect, which was obtained an average percentage of 88.55% with valid / feasible criteria and based on the feasibility aspect of graphic -the average percentage of 87.41% with valid / feasible criteria. As for the results of student responses to the designed worksheets is very high with an average percentage of 88.60%.]]>
<![CDATA[Analisis Hubungan Antara Kemampuan Matematika dan Analisis Kimia Terhadap Hasil Belajar Kimia Materi Kesetimbangan Kimia ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Jamalum Purba]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Mery Adelin Panggabean]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 1 (2022): APRIL 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v4i1.32904
<![CDATA[This research was conducted at SMA Negeri 7 Medan on the Analysis of the Relationship Between Mathematical Ability and Chemical Analysis of Students' Chemistry Learning Outcomes in Chemical Equilibrium Material. The population in this study were all students of class XI MIPA SMA Negeri 7 Medan as many as 7 classes. Sampling using purposive sampling technique. The sample taken in this study was class XI MIPA 2. The instruments used consisted of: (1) mathematical ability test instruments in the form of multiple choice questions; (2) chemical analysis ability test instrument in the form of essay questions; (3) the test instrument for chemistry learning outcomes is in the form of multiple choice questions. The results of this study are: (1) there is a linear and significant relationship between mathematical ability and chemistry learning outcomes with a value of Sig(1-tailed) 0.000 <0.05; (2) there is a linear and significant relationship between analytical ability on chemistry learning outcomes with a Sig(1-tailed) value of 0.000 <0.05; (3) there is a significant relationship between mathematical ability and chemical analysis ability on chemistry learning outcomes with a value of Sig(1-tailed) 0.000<0.05.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK TERHADAP HASIL BELAJAR LAJU REAKSI SISWA ]]>
<![CDATA[Aisyatur Radhwa Marpaung]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.16736
<![CDATA[One of the subject matter of Chemistry High School which has quite extensive studies and full of concepts is Reaction Rate. The subject matter will be more precisely taught through Problem Based Learning (PBL) with scientific approach that designed with surrounding environment. This study aims to determine difference between increasing learning outcomes learned through PBL with scientific approach and increasing learning outcomes learned through Direct Instruction (DI) with scientific approach on Reaction Rate. The population was all students of XI MIA MAN. The sampling technique in this study was purposive sampling. The results showed an increase in student learning outcomes in experimental class by 84% and in control class by 79%. Based on test of the real difference with the statistical technique t at the level of significance α = 0.05 on the results of this study it can be concluded that increase in student learning outcomes through the PBL with scientific approach is higher than increase in learning outcomes taught through the DI with scientific approach to Reaction rate.]]>
<![CDATA[Analisis PBL Menggunakan Animasi dan Peta Konsep Melalui KBK Dalam Meningkatkan Hasil Belajar Mahasiswa ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Jamalum Purba]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 1, No 1 (2019): APRIL 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v1i1.12533
<![CDATA[Salah satu materi pokok dalam mata kuliah Kimia Umum-II yang memiliki kajian yang cukup luas, sarat dengan konsep dan bersifat abstrak adalah kelarutan/hasil kali kelarutan. Materi pokok tersebut akan lebih tepat diajarkan dengan PBL menggunakan animasi maupun peta konsep sehingga mahasiswa mudah memahmi dan menjadikan perkuliahan lebih bermakna. Selain itu, faktor lain yang juga berpengaruh terhadap pencapaian hasil belajar mahasiswa adalah kemampuan berpikir kritis (KBK) mahasiswa. Hasil penelitian disimpulkan bahwa: 1) terdapat pengaruh yang signifikan penerapan PBL menggunakan animasi terhadap hasil belajar kimia mahasiswa yaitu rata-rata hasil belajar kimia mahasiswa yang diajarkan dengan PBL menggunakan animasi lebih tinggi dibandingkan hasil belajar mahasiswa yang diajarkan dengan model PBL menggunakan peta konsep; 2) terdapat pengaruh yang signifikan KBK mahasiswa terhadap hasil belajar kimia mahasiswa yaitu rata-rata hasil belajar kimia mahasiswa yang memiliki KBK tinggi lebih baik atau lebih tinggi dibandingkan hasil belajar kimia mahasiswa yang memiliki KBK rendah; 3) tidak terdapat pengaruh yang signifikan interaksi antara penerapan PBL menggunakan animasi maupun peta konsep ditinjau dari KBK mahasiswa terhadap hasil belajar kimia yang dicapai mahasiswa.]]>
<![CDATA[Pola Hidup Sehat dan Penyusunan Menu Sehat dalam Masa New Normal Covid-19 kepada Dharma Wanita Pegawai Negeri Sipil Badan Pusat Statistik Simalungun ]]>
<![CDATA[Ani Sutiani]]>;
<![CDATA[Rini Selly]]>;
<![CDATA[Tyas Permatasari]]>;
<![CDATA[Marini Damanik]]>
<![CDATA[ AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 1 (2021): Amaliah: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LP2M UMN AL WASHLIYAH ]]>
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DOI: 10.32696/ajpkm.v5i1.687
<![CDATA[Pengenalan pembelajaran online sebagai bentuk pengabdian kepada masyarakat oleh Balai Penelitian dan Pengabdian Universitas Negeri Medan dengan sosialisasi life skill untuk mendapatkan hidup sehat dan penyiapan menu sehat di era New Normal Covid-19 telah dilaksanakan secara sipil. Serikat Pekerja Istri, Badan Pusat Statistik Simalungun. Pengenalan pembelajaran online sebagai bentuk pengabdian kepada masyarakat oleh Balai Penelitian dan Pengabdian Universitas Negeri Medan dengan sosialisasi life skill untuk mendapatkan hidup sehat dan penyiapan menu sehat di era New Normal Covid-19 telah dilaksanakan secara sipil. Persatuan Istri Pembantu Badan Pusat Statistik Kabupaten Simalungun. Dalam pertemuan tersebut, tidak hanya pengenalan ruang kelas Google tetapi juga pedoman gaya hidup sehat yang disosialisasikan. Kebutuhan nutrisi selama periode COVID -19 normal baru diusulkan di akhir. Program pembelajaran online dan offline. Hampir 80% peserta akrab dengan Google Kelas. Namun mengenai konten, tampilan, dan fungsi dari google classroom sendiri, sebagian besar peserta kurang paham. Apalagi, sekitar 75% peserta telah mengaplikasikan piring makan mereka sebagai tugas yang harus dikumpulkan melalui Google Classroom. Menu sehat pada sajian yang dikonsumsi para peserta setiap hari. Waktu penelitian terbatas, jadi ini hanya membutuhkan beberapa bagian dari studi google kelas. Kegiatan pengabdian masyarakat ini berlangsung sukses karena peserta merasa puas. Mereka tahu metode google classroom, pedoman gaya hidup sehat dan, nutrisi perlu persiapan selama COVID-19 normal yang baru.]]>
<![CDATA[PENGEMBANGAN BUDIDAYA JAMUR TIRAM DI LINGKUNGAN KAMPUS FMIPA UNIMED ]]>
<![CDATA[Martina Restuati]]>;
<![CDATA[Ahmad Shafwan S. Pulungan]]>;
<![CDATA[Ricky Andi Syahputra]]>;
<![CDATA[Ani Sutiani]]>;
<![CDATA[Pasar Maulim Silitonga]]>;
<![CDATA[Nanda Pratiwi]]>;
<![CDATA[Rahmad Gultom]]>
<![CDATA[ AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 1 (2021): Amaliah: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LP2M UMN AL WASHLIYAH ]]>
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DOI: 10.32696/ajpkm.v5i1.709
<![CDATA[Universitas Negeri Medan sebagai kampus yang memiliki Jurusan Biologi yang mempelajarai berbagai jamur dan pekembangannya dalam matakuliah mikrobiologi serta didukung oleh lahan yang mendukung untuk melakukan pengembangan jamur. Mengingat cukup potensi budidaya jamur tiram di Unimed khususnya FMIPA diperlukan suatu upaya untuk meningkatkan pengetahuan mahasiswa dan masyarakat sekitar. Upaya yang dilakukan adalah memberikan pelatihan bagaimana cara pengembangan tanaman jamur tiram melalui lima tahapan, yaitu : (1) pemamparan materi tentang pengemasan jamur tiram, (2) perizinan usaha jamur tiram, (3) sertifikasi halal produk jamur tiram, (4) Pendampingan perizinan dan sertifikasi halal, (5) review terhadap pelatihan yang telah dilaksanakan serta menarik kesimpulan. Dengan diberikannya pengetahuan dan pemahaman dalam melakukan pengembangan budidaya tanaman jamur tiram akan menjadi bekal bagi para mahasiswa untuk pengembangan yang lebih maksimal sehingga dapat dipasarkan ke supermarket dan memberikan income generate bagi FMIPA Unimed khususnya Jurusan Biologi. Dengan diberikannya pengetahuan dan pemahaman dalam melakukan budidaya tanaman jamur tiram akan menjadi bekal bagi para mahasiswa untuk pengembangan yang lebih maksimal dan pemberian pelatihan budidaya jamur tiram dan dihasilkan akan memiliki nilai ekonomis cukup tinggi. Kegiatan ini dapat membantu mahasiswa sebagai bekal untuk berwirausaha dan sebagai sarana pembelajaran. Selain itu kegiatan ini akan membantu untuk mewujudkan impian FMIPA Unimed menjadikan menjadi kampus penghasil jamur tiram.]]>
