Articles
<![CDATA[PEMANFAATAN SLIDE MASTER POWER POINT UNTUK PEMBELAJARAN KIMIA PADA MATERI PENERAPAN LAJU REAKSI ]]>
<![CDATA[SONNY ROHIMAT]]>
<![CDATA[ STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 1 No. 1 (2021) ]]>
Publisher : <![CDATA[Pusat Pengembangan Pendidikan dan Penelitian Indonesia ]]>
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DOI: 10.51878/strategi.v1i1.286
<![CDATA[ABSTRAK Mata pelajaran kimia merupakan salah satu mata pelajaran yang tidak disukai oleh banyak peserta didik karena dirasa membosankan, sulit, dan menakutkan. Salah satu cara yang dapat menjadikan pembelajaran lebih jelas, menarik, interaktif, dan efisien adalah penggunaan media pembelajaran yang tepat. Salah satu pembelajaran berbasis komputer yang dapat digunakan sebagai media pembelajaran yang dapat mengakomodasi kecerdasan verbal, audio, maupun visual peserta didik adalah aplikasi power point dengan memanfaatkan fitur slide master. Penelitian dilakukan secara kualitatif dengan menggunakan metode deskriptif di SMA Negeri 6 Kota Serang pada kelas XI MIPA 4 tahun pelajaran 2019/2020 semester ganjil. Penelitian ini terdiri dari dua tahap, yaitu pembuatan media pembelajaran interaktif menggunakan master slide pada aplikasi Microsoft Power Point dan pembelajaran kimia memanfaatkan media pembelajaran tersebut dengan menggunakan model discovery learning. Media pembelajaran dengan memanfaatkan fitur slide master pada aplikasi Microsoft Power Point bisa dibuat untuk materi Penerapan Laju Reaksi. Hal ini didukung dengan model discovery learning yang mendorong peserta didik melakukan penemuan secara kolaboratif.]]>
<![CDATA[Penggunaan Google Form dalam Penilaian Harian Kimia di SMAN 6 Kota Serang pada Awal Pandemi Covid-19 ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Indonesian Journal of Mathematics and Natural Science Education Vol 2 No 1 (2021): Indonesian Journal of Mathematics and Natural Science Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, IAIN Jember ]]>
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DOI: 10.35719/mass.v2i1.55
<![CDATA[Kurikulum 2013 merupakan kurikulum berbasis kompetensi dengan menggunakan Kompetensi Dasar (KD) sebagai kompetensi minimum yang harus dicapai oleh peserta didik. Akan tetapi, pembelajaran pada semester genap tahun pelajaran 2019/2020 mengalami kendala akibat adanya wabah Covid-19, termasuk dalam pembelajaran di SMAN 6 Kota Serang. Untuk mengatasi masalah tersebut maka penilaian harian pada pembelajaran kimia di kelas XI MIPA 3 dilakukan secara daring dengan menggunakan aplikasi Google Form. Kegiatan yang dilakukan adalah menuntaskan proses pembelajaran KD 3.12 tentang larutan penyangga secara daring melalui Google Classroom, membuat instrumen penilaian, serta melaksanakan penilaian harian menggunakan Google Form. Pelaksanaan penilaian ini berlangsung dengan baik walaupun ada beberapa kendala dan kekurangan. Abstract The 2013 Curriculum is a competency-based curriculum using Basic Competencies (KD) as the minimum competence that must be achieved by students. However, learning in the even semester of the 2019/2020 school year experienced problems due to the Covid-19 outbreak, including learning at SMAN 6 Kota Serang. To solve this problem, daily assessments on chemistry learning in class XI MIPA 3 are carried out online using the Google Form application. The activities carried out were completing the KD 3.12 learning process about buffer solutions online through Google Classroom, making assessment instruments, and carrying out daily assessments using Google Form. The implementation of this assessment went well despite several obstacles and shortcomings. Kata Kunci: Covid-19, Google Form, Online Daily Assessment.]]>
<![CDATA[ANALISIS KEEFEKTIFAN PEMBELAJARAN KIMIA SECARA DARING DI SMA NEGERI 6 KOTA SERANG PADA MASA PANDEMI COVID-19 ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ EDUPROXIMA (JURNAL ILMIAH PENDIDIKAN IPA) Vol 3, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Bhinneka PGRI ]]>
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DOI: 10.29100/eduproxima.v3i2.2088
<![CDATA[Pembelajaran secara daring dalam rangka pencegahan penyebaran wabah Covid-19 sudah berlangsung satu tahun. Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran kimia secara daring yang telah dilaksanakan di SMA Negeri 6 Kota Serang. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan metode survei. Responden penelitian adalah peserta didik kelas XII MIPA di SMA Negeri 6 Kota Serang tahun pelajaran 2020/2021. Instrumen berupa angket yang berisi pertanyaan-pertanyaan yang berkaitan dengan pembelajaran kimia secara daring. Hasil penelitian ini menggambarkan keefektifan pembelajaran kimia yang berkaitan dengan tingkat kepuasan, pilihan media pembelajaran, ketersampaian materi pembelajaran, kekurangan atau kendala pembelajaran daring, serta pilihan moda pembelajaran peserta didik. Jawaban responden juga disertai dengan alasan atau penjelasan atas jawaban yang dipilih.]]>
<![CDATA[WEBINAR MENGEMAS HASIL PENELITIAN MENJADI ARTIKEL JURNAL ILMIAH UNTUK GURU KIMIA ]]>
<![CDATA[Sonny Rohimat]]>;
<![CDATA[Dwi Susilo]]>;
<![CDATA[Iswarni Iswarni]]>
<![CDATA[ ABDIKARYA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 3 No 1 (2021): ABDIKARYA: Jurnal Pengabdian dan Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[Lembaga Pengembangan, Penelitian dan Pengabdian Kepada Masyarakat Universitas Banten Jaya ]]>
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DOI: 10.47080/abdikarya.v3i1.1292
<![CDATA[One of the documents which are proofs a teacher's participation in online training or webinars is a certificate. When the Association of Indonesian Chemical Science Educators (PPSKI) in Banten Province held a webinar for chemistry teachers, the e-certificate of the activity could be received by each participant quickly and accurately. This very fast and accurate distribution of e-certificates uses the help of the Autocrat add-on on the Google Sheets attendance list. The steps taken in this activity are creating an e-certificate design; creating the attendance list format; creating Google Slides format; installing the Autocrat add-on; sharing the attendance list link. However, there were some participants who said that their e-certificates had not been received due to an error in filling in their email addresses or problems with the internet network.]]>
<![CDATA[Experiment-based Learning in The Topic of Natural Acid-Base Indicators During A Limited Face-to-face Learning Process ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Indonesian Journal of Mathematics and Natural Science Education Vol 3 No 1 (2022): Indonesian Journal of Mathematics and Natural Science Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, IAIN Jember ]]>
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DOI: 10.35719/mass.v3i1.86
<![CDATA[The implementation of limited face-to-face learning is carried out while still complying with health protocols to prevent the spread of Covid-19. The curriculum used is the 2013 curriculum for emergency conditions. The implementation of the distance learning policy for more than two years has caused various problems for both teachers and students. In the subjects of the natural sciences, including chemistry, one of the problems that arises almost everywhere is the achievement of basic competency skills that require the implementation of experimental learning methods. This research was conducted to overcome these problems in line with the policy of implementing limited face-to-face learning by applying practical learning on natural acid-base indicator material. The research was conducted descriptively with the research subject as many as 19 students on a limited schedule of face-to-face learning at school. The research consisted of two stages, i.e., the preparation stage which consisted of curriculum analysis, student analysis, analysis of learning resources, and preparation of learning tools, and the implementation stage, i.e., the experimental learning process through natural acid-base indicator practicum activities which is carried out in the laboratory using a discovery learning model. All stages of learning were carried out well and all students showed a positive attitude towards the competence of activeness and cooperation.]]>
<![CDATA[PELATIHAN MANDIRI MERDEKA BELAJAR PADA PLATFORM MERDEKA MENGAJAR ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ PREDIKSI (PROFESI PENDIDIKAN INDONESIA) Vol 2, No 2 (2022): PREDIKSI (Profesi Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Universitas Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/prediksi.v2i2.15735
<![CDATA[The Merdeka Mengajar Platform was launched as a follow-up to the decision on guidelines for implementing the learning recovery curriculum after the Covid-19 pandemic, which was the result of an evaluation of the implementation of the previous curriculum which was deemed unable to overcome learning loss. This research is a description of self-training activities on the topic of Merdeka Belajar with the aim of providing an adequate description to teachers so that they are more interested in participating in self-training on the Merdeka Mengajar platform. This research was conducted qualitatively using a descriptive method through three stages of activities, namely preparation, self-training, and real action. The training is carried out using an application that is downloaded and installed on an android phone, as well as logging in using a belajar.id account. The training is carried out by completing five modules which consist of materials in the form of learning videos, comprehension exercises, reflective stories, and ending with a post test, then followed by real actions in the form of spreading an understanding of Merdeka Belajar in a combination online and offline. Based on the feedback, in general, participants gained a better understanding of the concept of Merdeka Belajar and began to plan follow-up activities for dissemination. The results of the dissemination are reported in a real action sheet on the Merdeka Mengajar platform.]]>
<![CDATA[PEMANFAATAN MACROMEDIA FLASH UNTUK MEDIA PEMBELAJARAN KIMIA SECARA DARING ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Jurnal Pendidikan Sultan Agung Vol 2, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/jp-sa.v2i2.20429
<![CDATA[Penelitian ini dilakukan sebagai salah satu langkah untuk menyikapi kebijakan belajar dari rumah dengan cara membuat media pembelajaran interaktif berbasis elektronik. Penelitian dilakukan secara kualitatif dengan menggunakan metode deskriptif dengan dua tahap utama, yaitu pembuatan media pembelajaran interaktif menggunakan aplikasi Macromedia Flash Professional 8, serta pembelajaran kimia secara daring dengan memanfaatkan media pembelajaran tersebut. Rancangan media pembelajaran ini terdiri dari tujuh halaman utama dengan masing-masing halaman akan disimpan dalam sebuah scene. Tampilan awal media pembelajaran diisi dengan scene loading dan scene menu, halaman utama terdiri atas scene tujuan, scene materi, dan scene evaluasi, serta bagian akhir media pembelajaran terdiri atas scene keluar dan scene ending. Pembuatan media pembelajaran dilakukan dengan cara memasang aplikasi Macromedia Flash Professional 8 pada laptop serta menyiapkan berbagai konten berupa tulisan, gambar, tombol, serta file suara yang akan digunakan. Langkah berikutnya adalah pembuatan scene, pengisian konten, dan publikasi. Tahap kedua adalah pemanfaatan media pembelajaran yang telah dibuat melalui pembelajaran secara mandiri dengan menggunakan komputer atau ponsel android.]]>
<![CDATA[Workshop Pengenalan Gimkit untuk Asesmen Formatif Mode Game Online ]]>
<![CDATA[Sonny Rohimat]]>;
<![CDATA[Solfarina Solfarina]]>;
<![CDATA[Samsiah Samsiah]]>;
<![CDATA[Fajar Izza Ramdhani]]>;
<![CDATA[Raisya Fitri]]>;
<![CDATA[Nisa Aliyah]]>
<![CDATA[ Jurnal Nusantara Berbakti Vol. 1 No. 4 (2023): Oktober : Jurnal Nusantara Berbakti ]]>
Publisher : <![CDATA[Universitas Kristen Indonesia Toraja ]]>
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DOI: 10.59024/jnb.v1i4.266
<![CDATA[Assessment is a process carried out to collect information related to student learning development, analyze and interpret it in deciding learning achievement based on certain criteria and aspects. The use of digital-based learning media can provide a pleasant experience for students in the assessment process, but there are still many teachers who have not used it because of the lack of information to teachers about the use of online learning applications and assessment media, especially those based on online game modes. This workshop aims to socialize Gimkit as a digital platform that can be used for learning assessment. This workshop aims to socialize Gimkit as a digital platform that can be used for learning assessment by presenting two resource persons, namely the Chair of the Untirta Chemistry Education Department and the Chair of the Indonesian Teachers Association (IGI) of Serang City. The first resource person explained the application of information technology in learning assessment, while the second resource person introduced the Gimkit platform and demonstrated and practiced the assessments created by the participants. Based on the results of reflection and evaluation, this workshop activity really helped teachers and students innovate to develop fun assessment activities in the classroom.]]>
<![CDATA[Penggunaan Google Form dalam Penilaian Harian Kimia di SMAN 6 Kota Serang pada Awal Pandemi Covid-19 ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Indonesian Journal of Mathematics and Natural Science Education Vol. 2 No. 1 (2021): Indonesian Journal of Mathematics and Natural Science Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, UIN Kiai Haji Achmad Siddiq Jember ]]>
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DOI: 10.35719/mass.v2i1.55
<![CDATA[Kurikulum 2013 merupakan kurikulum berbasis kompetensi dengan menggunakan Kompetensi Dasar (KD) sebagai kompetensi minimum yang harus dicapai oleh peserta didik. Akan tetapi, pembelajaran pada semester genap tahun pelajaran 2019/2020 mengalami kendala akibat adanya wabah Covid-19, termasuk dalam pembelajaran di SMAN 6 Kota Serang. Untuk mengatasi masalah tersebut maka penilaian harian pada pembelajaran kimia di kelas XI MIPA 3 dilakukan secara daring dengan menggunakan aplikasi Google Form. Kegiatan yang dilakukan adalah menuntaskan proses pembelajaran KD 3.12 tentang larutan penyangga secara daring melalui Google Classroom, membuat instrumen penilaian, serta melaksanakan penilaian harian menggunakan Google Form. Pelaksanaan penilaian ini berlangsung dengan baik walaupun ada beberapa kendala dan kekurangan. Abstract The 2013 Curriculum is a competency-based curriculum using Basic Competencies (KD) as the minimum competence that must be achieved by students. However, learning in the even semester of the 2019/2020 school year experienced problems due to the Covid-19 outbreak, including learning at SMAN 6 Kota Serang. To solve this problem, daily assessments on chemistry learning in class XI MIPA 3 are carried out online using the Google Form application. The activities carried out were completing the KD 3.12 learning process about buffer solutions online through Google Classroom, making assessment instruments, and carrying out daily assessments using Google Form. The implementation of this assessment went well despite several obstacles and shortcomings. Kata Kunci: Covid-19, Google Form, Online Daily Assessment.]]>
<![CDATA[Experiment-based Learning in The Topic of Natural Acid-Base Indicators During A Limited Face-to-face Learning Process ]]>
<![CDATA[Sonny Rohimat]]>
<![CDATA[ Indonesian Journal of Mathematics and Natural Science Education Vol. 3 No. 1 (2022): Indonesian Journal of Mathematics and Natural Science Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, UIN Kiai Haji Achmad Siddiq Jember ]]>
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DOI: 10.35719/mass.v3i1.86
<![CDATA[The implementation of limited face-to-face learning is carried out while still complying with health protocols to prevent the spread of Covid-19. The curriculum used is the 2013 curriculum for emergency conditions. The implementation of the distance learning policy for more than two years has caused various problems for both teachers and students. In the subjects of the natural sciences, including chemistry, one of the problems that arises almost everywhere is the achievement of basic competency skills that require the implementation of experimental learning methods. This research was conducted to overcome these problems in line with the policy of implementing limited face-to-face learning by applying practical learning on natural acid-base indicator material. The research was conducted descriptively with the research subject as many as 19 students on a limited schedule of face-to-face learning at school. The research consisted of two stages, i.e., the preparation stage which consisted of curriculum analysis, student analysis, analysis of learning resources, and preparation of learning tools, and the implementation stage, i.e., the experimental learning process through natural acid-base indicator practicum activities which is carried out in the laboratory using a discovery learning model. All stages of learning were carried out well and all students showed a positive attitude towards the competence of activeness and cooperation.]]>
