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<![CDATA[UPAYA MENINGKATKAN KETERAMPILAN GURU-GURU KIMIA DALAM MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH MELALUI KEGIATAN MGMP ]]>
<![CDATA[Haryani, Sri]]>;
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Wardani, Sri]]>
<![CDATA[ Jurnal Abdimas Vol 15, No 2 (2011) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M), Universitas Negeri Semarang ]]>
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<![CDATA[Kegiatan pengabdian kepada masyarakat diselenggarakan dengan tujuan untuk meningkatkan pemahaman dan pengimplementasian dalam mengembangkan perangkat pembelajaran berbasis masalah utamanya RPP sebagai implementasi KTSP bagi Guru-guru Kimia SMA di kota Semarang. Metode yang dilakukan dalam kegiatan ini meliputi ceramah dan tanya jawab untuk memperkenalkan pembelajaran berbasis masalah, penyuluhan, praktek serta demonstrasi/presentasi hasil diskusi kelompok mengenai pembuatan masalah dan langkah-langkah pembelajarannya. Hasil kegiatan pengabdian ini menunjukkan diperolehannya pengetahuan, wawasan dan keterampilan mengimplementasikan mengenai pembelajaran berbasis masalah. Presentasi hasil diskusi kelompok tentang pembuatan masalah dan langkah-langkah pembelajarannya selanjutnya dapat digunakan untuk menyususun RPP, namun demikian untuk cara mengases masih belum bisa dilakukan pada kegiatan ini.]]>
<![CDATA[PENGARUH PENDEKATAN AESOP’S BERBANTUAN GUIDANCE WORKSHEET TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Pahlevi, Mirza]]>;
<![CDATA[-, Sudarmin]]>;
<![CDATA[Prasetya, Agung Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Learning activity will be fun and optimal when applied using an appropriate learning media. One approach that can be used by teachers in teaching is the Aesop's approach with media assisted of Guidance Worksheet. This study aimed to determine whether the use of the Aesop's approach with media assisted of Guidance Worksheet have significant effect on student learning outcomes in subject of hydrocarbons and wether it have  effectiveness after it applied on an high school student in Semarang. This study uses a real experiment design. The sampling technique used is cluster random sampling, one class was as an experimental class using the Aesop's approach with media assisted of Guidance Worksheet while one class was as a control class using conventional methods. The intake of data research were obtained through the method of documentation, testing, observation and questionnaires. The average grade of post test in experimental class is 86.80 while in control class is 80.64. Hypothesis testing obtained t count (4,858) > t table (1,99), which means that an average grade of cognitive learning outcomes in experiment class was better than the control class. It can be concluded that the Aesop's approach with media assisted of Guidance Worksheet had an effect on chemistry learning outcomes of hydrocarbon subject and it increase the effectiveness of student learning.]]>
<![CDATA[PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS KOMPUTER DENGAN PENDEKATAN CHEMO-EDUTAINMENT TERHADAP HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Priatmoko, Sigit]]>;
<![CDATA[-, Miftakhudin]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 2, No 2 (2008): July 2008 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Penggunaan media pembelajaran berbasis komputer dengan pendekatan Chemoedutainment(CET) merupakan salah satu alternatif proses pembelajaran kimia yang variatifdan mampu meningkatkan hasil belajar kimia siswa. Penelitian ini bertujuan untuk mengetahuiada tidaknya pengaruh positif penggunaan media pembelajaran berbasis komputer denganpendekatan CET terhadap hasil belajar kimia siswa kelas XI SMA Negeri 16 Semarang.Populasi penelitian terdiri atas 78 siswa yang terbagi ke dalam 2 kelas. Kelas XI–IA 1 sebagaikelompok eksperimen diberikan pembelajaran menggunakan media berbasis komputerdengan pendekatan CET dan kelas XI-IA 2 sebagai kelompok kontrol yang diberikanpembelajaran secara konvensional. Berdasarkan hasil analisis uji kesamaan dua rata-ratadata hasil pre test, diketahui bahwa kedua kelompok berangkat dari kondisi awal yang sama.Hasil uji t data post test menunjukkan bahwa rata-rata hasil post test kelompok eksperimenlebih baik dibanding kelompok kontrol. Analisis pengaruh penggunaan media pembelajaranberbasis komputer dengan pendekatan CET menghasilkan harga koefi sien korelasi biseri(rb) sebesar 0,676 dengan pengaruh positif terhadap hasil belajar sebesar 45,70%. Kata Kunci: media berbasis komputer, chemo-edutainment]]>
<![CDATA[PENGARUH PENDEKATAN AESOP'S BERBANTUAN GUIDANCE WORKSHEETTERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Pahlevi, Mirza]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Prasetya, Agung Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 6, No 2 (2012): July 2012 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Suatu pembelajaran akan menyenangkan dan optimal jika menerapkan media pembelajaran yang tepat. Sa/ah satu pendekatan yang dapat digunakan oleh guru dalam mengajar adalah pendekatan Aesop's berbantuan media Guidance Worksheet. Penelitian ini bertujuan untuk mengetahui apakah penggunaan pendekatan Aesop's berbantuan Guidance Worksheet berpengaruh terhadap hasil be/ajar siswa materi pokok hidrokarbon dan untuk mengetahui efektifitasnya terhadap hasil be/ajar siswa suatu SMA di Semarang. Penelitian ini menggunakan desain eksperimen nyata. T eknik sampling yang digunakan adalah cluster random sampling, yakni satu kelas dipilih sebagai kelas eksperimen menggunakan pendekatan Aesop's berbantuan Guidance Worksheet dan satu kelas kontrol menggunakan metode konvensional. Pengambilan data penelitian dilakukan dengan menggunakan metode dokumentasi, tes, observasi dan angket. Rata-rata nilai post test kelas eksperimen adalah 86,80 dan kelas kontrol adalah 80,64. Pada uji hipotesis thitung (4,858) > t1abel (1,99) yang berarti rata-rata hasil be/ajar kognitif kelas eksperimen lebih baik dari kelas kontrol. Berdasarkan hasil penelitian dapat disimpulkan bahwa pendekatan Aesop's berbantuan Guidance Worksheet berpengaruh terhadap hasil be/ajar kimia materi pokok hidrokarbon dan setelah metode tersebut diterapkan ternyata menambah keefektifan be/ajar siswa.Learning activity will be fun and optimal when applied using an appropriate learning media. One approach that can be used by teachers in teaching is the Aesop's approach with media assisted of Guidance Worksheet. This study aimed to determine whether the use of the Aesop's approach with media assisted of Guidance Worksheet have significant effect on student learning outcomes in subject of hydrocarbons and wether it have effectiveness after it applied on an high school student in Semarang. This study uses a real experiment design. The sampling technique used is cluster random sampling, one class was as an experimental class using the Aesop's approach with media assisted of Guidance Worksheet while one class was as a control class using conventional methods. The intake of data research were obtained through the method of documentation, testing, observation and questionnaires. The average grade of post test in experimental class is 86.80 while in control class is 80.64. Hypothesis testing obtained tcaunt (4,858) > trable (1,99), which means that an average grade of cognitive learning outcomes in experiment class was better than the control class. It can be concluded that the Aesop's approach with media assisted of Guidance Worksheet had an effect on chemistry learning outcomes of hydrocarbon subject and it increase the effectiveness of student learning.]]>
<![CDATA[KEEFEKTIFAN STRATEGI PROJECT BASED LEARNING BERBANTUAN MODUL PADA HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[Rose, Retha Aliefyan]]>;
<![CDATA[Prasetya, Agung Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to determine the effectiveness of instructional strategies of project based learning module assisted on student learning outcomes on chemical material of solubility and solubility product. The population in this study was class XI PSIA student of a high school in Pemalang academic year 2011/2012. The sample in this study namely class XI PSIA 1 as experimental class with project-based learning modules assisted and class XI PSIA 3 as a control class with lecture learning with module-assisted.This study used a pretest and posttest comparison group design. Analysis results of the average differences in one right hand posttest learning outcomes at the level of 95% indicates that the average learning outcomes of experimental class greater than the control class. This result are evidenced by the estimated average test showed the average range of cognitive learning outcomes between the experimental class and the control class respectively 78.51-82.29 and 74.05-79.15. The results showed that the classical learning mastery of experimental class was 67.50% and control class was 47.50%. Affective and psychomotor learning outcomes indicated that the experimental class are better than control class. The conclusions from this study were that the implementation of project-based learning with module assisted effectively increase the student learning outcomes.Keywords: Learning Outcomes, Module, Project Based Learning]]>
<![CDATA[KEEFEKTIFAN STRATEGI METAKOGNITIF BERBANTU ADVANCE ORGANIZER UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[Namira, Zara Bunga]]>;
<![CDATA[Kusumo, Ersanghono]]>;
<![CDATA[Prasetya, Agung Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 1 (2014): January 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to determine the effectiveness of the use of learning methods with metacognitive strategies assisted Advance Organizer. Research design used was a pretest posttest control group. The effectiveness of the research will be presented with the classical student learning completeness minimum 85%. The study population was all students of class X in a school of Tengaran. Samples were X-5 class (the experimental class) and X-4 (grade control) were taken with a cluster random sampling technique. Experimental class implements metakogntif assisted learning strategies Advance Organizer while the control class is not apply metacognitive strategies assisted Advance Organizer. The research instrument used is the observation sheet affective and psychomotor, cognitive and achievement test sheet student questionnaire responses. The data were taken from learning outcomes and student response. Based on data analysis, it obtained that the average student learning outcomes for experimental class was 78.32, and control class was 75.09, with classical cognitive mastery of learning outcomes for experimental class was 88.23% and control class was 70.59%. The average of experimental class students have a good response on learning that used metacognitive strategies assisted Advance Organizer. It can be concluded that metacognitive strategies assisted Advance Organizer effectively can improve the student learning outcomes in school.Keywords: Advance Organizer, Learning Outcomes, Strategy Metacognitive]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK MELALUI PENERAPAN BLENDED PROJECT BASED LEARNING ]]>
<![CDATA[Candra, Riski Ayu]]>;
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Hartati, Ratni]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 13, No 2 (2019): July (2019) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The ability to express good ideas in a discussion and answer question can affect students' creative thinking abilities. The availability of wifi in schools is already very good, so blended learning based learning models can be applied to improve the learning process in schools. This study aims to determine the ability of students to think creatively in acid-base material using project-based learning combined with blended learning methods. The research method used is pre-experimental. The research design used is one-shot case study. This research was conducted with the stages of preparation, implementation, data retrieval, then analyzed, discussed, and concluded as a result of the research. The research subjects were taken by purposive sampling technique. The subjects in this study were students of class XI MIPA 3.4 of SMAN 1 Salatiga. Data collection techniques are carried out by testing creative thinking skills through essay or essay questions, observation sheets to measure the ability to think creatively and assessment of natural indicator projects. The average results of the percentage of creative thinking ability indicate that 67% of students are in a good category. The highest percentage for each indicator of creative thinking ability is detailed thinking skills (77%), fluency (72%), flexible thinking skills (65%) and original thinking skills (44%). The average rating percentage for making natural indicator projects is 83.3% with a very good category.]]>
<![CDATA[KOMPARASI HASIL BELAJAR SISWA DENGAN MEDIA MACROMEDIA FLASH DAN MICROSOFT POWERPOINT YANG DISAMPAIKAN MELALUI PENDEKATAN CHEMO-EDUTAINTMENT ]]>
<![CDATA[Priatmoko, Sigit]]>;
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Hartati, Suci]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 2, No 2 (2008): July 2008 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Pendekatan chemo-edutainment (CET) ditawarkan untuk membantu pemahaman siswa terhadap materi menggunakan media pembelajaran. Rumusan masalah penelitian adalah adakah perbedaan hasil belajar yang disampaikan melalui pendekatan CET dengan media Macromedia Flash dan media Microsoft Powerpoint. Tujuan penelitian ini untuk mengetahui perbedaan hasil belajar kimia pokok bahasan Struktur Atom, Sistem Periodik, dan Ikatan Kimia yang disampaikan melalui pendekatan CET dengan media Macromedia Flash dan media Microsoft Powerpoint. Populasi penelitian adalah siswa kelas XI IPA reguler semester I SMA N 1 Ungaran tahun pelajaran 2007/2008. Pengambilan sampel dilakukan dengan teknik random sampling, diperoleh kelas XI IPA-3 sebagai kelas eksperimen I dan kelas XI IPA-4 sebagai kelas eksperimen II. Analisis tahap awal dilakukan uji normalitas dan homogenitas populasi, diperoleh data nilai ketiga kelas terdistribusi normal dan homogen. Analisis tahap akhir meliputi uji normalitas, uji kesamaan dua varians, dan uji hipotesis diperoleh data nilai hasil belajar kedua kelas sampel terdistribusi normal dan homogen, uji hipotesis diperoleh thitung= 2,6492 sedangkan ttabel = 1,66. Simpulan penelitian ini adalah ada perbedaan hasil belajar kimia siswa yang disampaikan melalui pendekatan CET dengan media Macromedia Flash dan media Microsoft Powerpoint pada pokok bahasan Struktur Atom, Sistem Periodik, dan Ikatan Kimia. Kata Kunci: chemo-edutainment, macromedia flash]]>
<![CDATA[PEMBELAJARAN KIMIA ANALITIK DASAR BERBASIS MULTIMEDIA BAGI MAHASISWA CALON GURU KIMIA ]]>
<![CDATA[Haryani, Sri]]>;
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Alauhdin, M]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 30, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpp.v30i2.5678
<![CDATA[This research aims to design multimedia based teaching materials model of Basic Analytical Chemistry that oriented on the explanation of macroscopic and microscopic level and symbolic, and its implementation to improve the mastery of science concepts and labwork skills of student teacher candidates. The subjects consisted of 27 and 30 students of chemistry education study program who take Basic Analytical Chemistry lecture as control and experimental group respectively. Quasi-experimental design with pretest - posttest control group used in this study, and the differences of pre and post-tests result were assumed as the effects of the treatment. Mastery of concepts and skills of science process measured by description test was analyzed by comparing the value of the normalized gain (N-gain), whereas questionnaires students feedback was analysed with descriptive percentage. Learning basic analytical chemistry using a CD-oriented learning material that oriented on the structure of matter on acid-base and permanganometric titration can improve mastery of concepts and skills of science proces. The highest indicators of science process skills was classifying and the lowest was hypothesize capabilities. The advantages of learning implementations were increasing mastery of the concepts and science process skills and making a fun learning experience among the students.]]>
<![CDATA[PEMBELAJARAN KIMIA ANALITIK DASAR BERBASIS MULTIMEDIA BAGI MAHASISWA CALON GURU KIMIA ]]>
<![CDATA[Haryani, Sri]]>;
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[-, Alauhdin]]>
<![CDATA[ Lembaran Ilmu Kependidikan Vol 41, No 2 (2012) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lik.v41i2.2341
<![CDATA[Penelitian ini bertujuan merancang model bahan ajar  Kimia Analitik Dasar berbasis multimedia yang berorientasi pada penjelasan level makroskopik, mikroskopik, dan simbolik, serta implementasinya untuk meningkatan penguasaan konsep dan keterampilan proses sains mahasiswa calon guru. Subyek penelitian terdiri 27 orang dan 30 orang mahasiswa masing-masing sebagai kelompok kontrol dan eksperimenProdi Pendidikan Kimia yang mengontrak  Mata Kuliah Praktikum Kimia Analitik Dasar.Desainkuasi eksperimen dengan pretes – postes control group digunakan dalam penelitian ini, dan perbedaan antara tes awal- akhir diasumsikan sebagai efek dari perlakuan. Penguasaan konsep dan keterampilan proses sainsyang diukur melalui tes bentuk uraian dianalisis berdasarkan perbandingan nilai gain yang dinormalisasi (N-gain), sedangkan kuesioner tanggapan mahasiswa secara deskriptif persentasi.Pembelajaran dasar kimia analitik menggunakan CD pembelajaran yang berorientasi pada struktur dapat meningkatkan penguasaan konsep dan ketrampilan proses. Keunggulan implementasi pembelajaran disamping meningkatkan penguasaan konsep dan keterampilan proses sains, juga mahasiswa memperoleh pengalaman belajar yang menyenangkan. The Purpose of study to design a model of multimedia-based teaching materials for Analytical Chemistry to explain macroscopic, mikcroscopic, dan symbolic levels, and its implementation to improve the mastery of concepts and science process skills of the students. The subjects consisted of students of Chemistry Education Study Program taking the course of Practicum on Basic Analytical Chemistry, in which 27 students were placed into a control group and 30 students were placed into an experiment was used in this study, and the difference between pretest and post test is assumed to be the effect of the treatment. The mastery of the concept and science process skills were measured by using essay tests and analysed by comparing the normalized value (N-gain), whereas the questionnaires from the students were descriptively presented. The teaching and learning activities of analytical chemistry by using CD-based learning oriented toward structure can improve the mastery of the concept and science process skills. In addition, the students also obtained fun learning experiences.]]>
