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All Journal Jurnal Penelitian Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN ROKANIA Sains Natural: Journal of Biology and Chemistry Chemistry Indonesian Journal of Chemical Research JURNAL EDUCATION AND DEVELOPMENT Journal on Education Indonesian Journal of Educational Science (IJES) To Maega: Jurnal Pengabdian Masyarakat JCER (Journal of Chemistry Education Research) JURNAL KOULUTUS Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Suluh Pendidikan Abdimas Singkerru Jurnal Visi Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Aptekmas : Jurnal Pengabdian Kepada Masyarakat Educativo: Jurnal Pendidikan UNESA Journal of Chemical Education Molekul: Jurnal Ilmiah Kimia Jurna Beta Kimia
Maria Benedikta Tukan
Universitas Katolik Widya Mandira
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PENGUATAN LITERASI SAINS MELALUI EKSPERIMEN IPA SEDERHANA Leba, Maria Aloisia Uron; Maing, Claudia M. M.; Tukan, Maria Benedikta; Komisia, Faderina
Abdimas Galuh Vol 5, No 2 (2023): September 2023
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v5i2.10505

Abstract

Literasi merupakan kemampuan yang harus dimiliki oleh setiap orang. Ada enam aspek literasi dasar yakni literasi bahasa, literasi angka, literasi sains, literasi teknologi informasi dan komunikasi, literasi keuangan, literasi budaya, dan kewarganegaraan. Literasi sains lebih tinggi dari literasi bahasa dan numerasi. Literasi sains berkaitan dengan pengetahuan, kemampuan berpikir dan proses ilmiah. Literasi ini dapat dilakukan melalui kegiatan pengamatan, pengukuran, klasifikasi, penentuan, prediksi dan inferensi yang identik dengan ilmu IPA. Kegiatan ini bertujuan untuk memberikan penguatan literasi sains IPA yang berkaitan dengan konsep kimia melalui eksperimen sederhana. Metode pengumpulan data yang digunakan adalah observasi. Data yang diperoleh dianalisis secara deskriptif. Berdasarkan analisis data diketahui rata-rata ketercapaian literasi bahasa dan literasi sains yang diperoleh melalui kegiatan eksperimen sederhana berturut-turut adalah 72,2 % dan 81,0%.
Optimalisasi Pembelajaran Kimia Melalui Pelatihan Praktikum Kimia Sederhana Tukan, Maria Benedikta; Leba, Maria Aloisia Uron; Komisia, Faderina
Abdimas Galuh Vol 6, No 1 (2024): Maret 2024
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v6i1.13751

Abstract

Ilmu kimia sangat berkaitan erat dengan eksperimen. Melalui eksperimen konsep- konsep ilmu kimia dapat dipahami dengan baik oleh siswa dan meningkatkan daya ingat terhadap materi yang dipelajari. Namun dalam pelaksanaanya, konsep ilmu kimia yang diajarkan tidak sejalan bersamaan dengan eksperimen. Permasalahan mendasar yang dialami oleh guru-guru kimia di sekolah khususnya di Kota Kupang dan sekitarnya adalah keterbatasan alat dan bahan praktikum (sesuai buku paket/pegangan yang ada di sekolah), kurangnya informasi mengenai praktikum sederhana dan ketidaktersediaan petunjuk ekperimen praktis yang dapat digunakan sesuai dengan kondisi sekolah dan wilayah. Solusi yang ditawarkan untuk menyelesaikan masalah-masalah ini adalah dengan memberikan pelatihan praktikum kimia sederhana kepada siswa-siswi SMA di kota Kupang dengan menggunakan alat dan bahan praktikum sederhana serta memanfaatkan alat-alat sederhana yang dapat menggantikan alat tertentu. Dengan demikian konsep dan ekperimen kimia dapat berjalan walaupun sekolah masih keterbatasan sarana dan prasarana namun kegiatan pembelajaran dapat berlangsung sesuai standar kurikulum yang telah ditetapkan. Adapun luaran yang ditargetkan dari kegiatan ini adalah publikasi artikel pada jurnal nasional terakreditasi. Metode yang digunakan dalam kegiatan ini yakni metode eksperimen atau praktikum.  Adapun hasil dari kegiatan ini yakni  siswa-siswi memahami dan terampil dalam menggunakan alat alat laboratorium terutama pada materi Titrasi Asam Basa.
Pendampingan Praktikum Kimia Sederhana Untuk Meningkatkan Pemahaman Terhadap Ilmu Kimia dan Melatih Keterampilan Proses Sains Siswa Kelas X dan XI di Panti Asuhan Katolik Sonaf Maneka Kupang Komisia, Faderina; Leba, Maria Aloisia Uron; Tukan, Maria Benedikta; Jeno, Maria Detrisa Inosensia; Mesugama, Raymond Fernando; Tolentini, Nikola; Iju, Sonyatania; Leulaleng, Susana Oren
Abdimas Galuh Vol 6, No 1 (2024): Maret 2024
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v6i1.13709

Abstract

Keterampilan proses berupa keterampilan dalam mengobservasi, mengklasifikasikan, mengkomunikasikan, mengukur, memprediksi, dan menyimpulkan dapat dilatih melalui penerapan metode praktikum. Selain itu, pembelajaran yang dilakukan menggunakan praktikum dianggap mampu memberikan motivasi yang baik terhadap minat belajar peserta didik sehingga peserta didik akan lebih mudah memahami materi yang diajarkan khususnya materi kimia yang bersifat abstrak. Berdasarkan wawancara dengan siswa kelas X dan XI di panti asuhan katolik Sonaf Maneka, sekitar 50% siswa kurang memahami konsep ilmu kimia dan kurang terampil dalam melakukan percobaan-percobaan kimia, karena di sekolah mereka belum semua materi kimia terutama materi yang bersifat abstrak, diajarkan melalui praktikum. Dalam pembelajaran kimia di sekolah, hanya materi kimia tertentu saja yang diajarkan melalui praktikum.  Hal ini disebabkan oleh keterbatasan alat dan bahan praktikum di sekolah. Karena itu, pentingnya melakukan praktikum kimia bagi siswa kelas X dan XI di panti asuhan katolik Sonaf Maneka dengan menggunakan alat dan bahan yang digunakan setiap hari atau ditemukan di sekitar yang dapat menggantikan alat dan bahan kimia tertentu sehingga mereka lebih mudah memahami ilmu kimia dan memiliki keterampilan proses sains yang baik melalui praktikum kimia sederhana. Tujuan dari kegiatan ini ialah memberikan pendampingan praktikum kimia sederhana bagi siswa kelas X dan XI di panti asuhan katolik Sonaf Maneka sehingga dapat meningkatkan pengetahuan dan pemahaman peserta didik terhadap ilmu kimia dan melatih keterampilan proses sains peserta didik. Metode yang digunakan dalam pelaksanaan kegiatan ini yakni metode ceramah, praktikum dan diskusi. Hasil kegiatan ini menunjukkan bahwa (1) Peningkatan pemahaman siswa kelas X dan XI terhadap ilmu kimia pada setiap pertemuan tergolong sedang, yang ditunjukkan dengan nilai N-Gain rata-rata yakni 0,467 dan 0,557. (2) Keterampilan proses sains siswa kelas X dan XI pada setiap pertemuan tergolong baik, yang ditunjukkan dengan persentase kemunculan keterampilan proses sains siswa rata-rata yakni 76,666% dan 77,137%.
Development of an Environment Based Chemistry Practicum Guide for Class XI Komisia, Faderina; Tukan, Maria Benedikta; Leba, Maria Aloisia Uron; Taek, Maximus M.; Tolentini, Nikola; Iju, Maria Sonyatania; Nggepe, Lusiana F.
JCER (Journal of Chemistry Education Research) Vol. 9 No. 2 (2025): Volume 9 No. 2 December 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n2.p62-70

Abstract

This study aims to determine the feasibility of an environmentally based chemistry practicum guide for class XI and to determine student responses to an environmentally based chemistry practicum guide for class XI. The sample in this study was the class XI students of Senior High School 12 Kupang. The type of research used is R&D research using the Thiagarajan 4D development model which consists of defining, designing, developing, disseminating. Based on the results of the material expert validation, the average percentage of validity was 82,22% with very feasible criteria and the media expert validation obtained an average percentage of validity of 85,625% with very feasible criteria. In the limited trial, the average percentage of student responses to the developed practicum guide was 81,13% with very good criteria. In the extensive trial, the average percentage of student responses to the developed practicum guide was 85,42% with very good criteria.
VALIDITY ANALYSIS OF THE SCIENCE PROCESS SKILLS ASSESSMENT INSTRUMENT FOR HIGH SCHOOL STUDENTS ON CHEMISTRY MATERIALS Faderina Komisia; Maria Benedikta Tukan; Diana Yanni Ariswati Fallo; Gradiana Jenisa Perlita Hale; Geosefina Besi Meta; Petronela Onika Lanmai; Fransiska Eflani; Maria Aloisia Uron Leba
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.12860

Abstract

The assessment of students' science process skills in several senior high schools in Kupang City is still limited to the final learning outcomes, such as written test scores, and does not optimally measure the scientific thinking process that takes place. The assessment instruments used by teachers still tend to measure only cognitive aspects, so that aspects of science process skills are neglected. The assessment instruments used to measure these skills must have content validity so that the assessment results are accurate and reliable. This study aims to analyze the content validity of assessment instruments for science process skills of senior high school students in grades X, XI, and XII. The research method used is content validity through expert judgment. The science process skills assessment instruments were assessed by six expert validators, namely two learning experts, two chemistry experts, and two evaluation experts. The expert assessment data were analysed using Aiken's V. The results showed that the assessment instruments for science process skills of high school students in grades X, XI, and XII were classified as valid with an average V score of 0.74, which means that the assessment instruments are ready and suitable for use by teachers and schools. The assessment instrument meets the content validity criteria and can be used to assess students' skills in the chemistry learning process at school, but it still needs improvement in several aspects and indicators to enhance the overall quality of the instrument.
PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI KOLOID DI KELAS XI IPA Claudia T D Samara; Theresia Wariani; Maria Benedikta Tukan
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2235

Abstract

The Contextual Teaching and Learning (CTL) approach emphasizes the connection between subject matter and students’ real-life contexts to create meaningful learning experiences. This study aims to: (1) describe teachers’ ability to manage chemistry instruction on colloid topics using the CTL approach; (2) analyze students’ learning achievement in terms of knowledge and skills after the implementation of CTL; and (3) describe students’ responses to CTL-based learning. This study employed a quantitative descriptive method with a one-group design (one-shot case study). The population consisted of all eleventh-grade science students at SMA Kristen Maktihan, with a total sampling of 22 students from class XI IPA. Data were collected through observation sheets of teachers’ instructional management, knowledge-based achievement tests, skill observation sheets, and student response questionnaires. Data analysis was conducted descriptively by calculating mean scores and percentages. The results indicate that: (1) the teacher’s ability to manage CTL-based learning on colloid material was categorized as good, with an average score of 4.00; (2) students’ learning outcomes achieved classical completeness, with an average final score of 83.94 (knowledge aspect: 80.45; skills aspect: 89.20), exceeding the school’s Minimum Mastery Criteria (KKM) of 70; and (3) students’ responses to CTL-based learning were highly positive, with an average percentage of 91%. These findings imply that the implementation of the CTL approach is effective in improving the quality of chemistry learning on colloid topics and is recommended for application to other relevant chemistry subject matters.
The Integration of Auditory Intellectual Repetition Model Through the Development of Video Learning Media in Chemistry Practices Aa a Strategy for Adapting Technology in Learning Maria Benedikta Tukan; Faderina Komisia; Maria Aloisia Uron Leba; Susana O. Leulaleng; Raymond F. Mesugama; Petronela Onika Lanmai
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13374

Abstract

This study aims to determine the validity of practicum-based learning video media integrated with the Auditory, Intellectually, Repetition (AIR) model and to describe students’ learning outcomes. The research method employed is developmental research using the ADDIE development model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research procedure includes the preparation stage, implementation stage, and final stage. The results of this study indicate that the developed media, based on validation by subject-matter experts in stages 1, 2, and 3, are categorized as very valid for field implementation, with a validation percentage of 95.6%. Furthermore, the feasibility of the learning media is also classified as very valid, indicating that it is appropriate for use in the learning context. The learning outcomes in the knowledge aspect obtained from 15 students after participating in the learning process are categorized as complete, with an average score of 85.66, which exceeds the minimum mastery criterion (MMC) of 70. This result is attributed to students’ active participation and full attention during the learning process, enabling them to understand the material well and successfully complete the given test. Overall, students’ learning outcomes are declared complete, with an average score of 85.7, which meets the school’s minimum mastery criterion of 70.
Co-Authors Agnestisia B Tukan Aloisius Masan Kopon Aloisius Masan Kopon Aloysius Kopon Aloysius Masan Kopon Amtonis, Jesiyanti Suni Anjelina Derci Jenimat Anselmus Boy Baunsele Ardiman, Kanisius Asafa, Maria Paulina Boelan, Erli Grizca Boelan, Erly G. Bria, Hendriana Rosina Bubu, Maria Imakulata Claudia D.T. Samara Claudia T D Samara Delsi Ndoen Diana Yanni Ariswati Fallo Dre, Stefanus Dwi Siswanta Erly Grizca Boelan Faderina Komisia Faderina Komisia Faderina Komisia Ferdinandus Pantur Fransiska Eflani Fransiska Kolo Mauk Geosefina Besi Meta Getrudis Wilhelmina Nau Gradiana Jenisa Perlita Hale H.B. Hayon, Vinsensia Hasti, Florentina Saji Hayon, Vinsensia H.B. Hayon, Vinsensia Helena Bao Hildegardis Missa Ida Ayu Putu Sri Widnyani Iju, Maria Sonyatania Iju, Sonyatania Imelda Jemamu Jaru, Bentino Sanjaya Jehadut, Robialdus Jemamu, Imelda Jeno, Maria D I Jeno, Maria Detrisa Inosensia Jesiyanti Suni Amtonis Johnson N Naat Kopon, Aloisius M Kopon, Aloisius Masan Kopon, Aloysius M. Kornelis Bria Laulaleng, Susan Oren Leba, Maria A. U. Leulaleng, Susana Oren Londa, Dorceana Maing, Claudia M. M. Maria Aloisia Uron Leba Maria Aloisia Uron Leba Maria Inosensia Jeno Maria Novita Inya Buku Marianus Jefri Agang Marianus Jefri Agang Melda Elisma Banu Mesugama, Raymond Fernando Monika Langkeru Mudinillah, Adam Murni, Agnes S. Nggepe, Lusiana F. Ogot, Maria Yuliana Petronela Onika Lanmai Petronela Onika Lanmai Rahayu Rahayu Raymond F. Mesugama Robialdus Jehadut Rosalia Wea Tadi Nuwa Sebdiel Boimau Susana O. Leulaleng Taek, Maximus M. Tangi, Hironimus Theresia Wariani Timotius Nesanto Timotius Nesanto Tinenti, Yanti Rosinda Tolentini, Nikola Trifonia Dervia Jaya Tukan, Agnestisia B Tukan, Gerardus D. Yustina Dwisofiani Lawung Yustina Dwisofiani Lawung