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All Journal Jurnal Pendidikan Sains Journal of Natural Science and Integration
Putri Ridha Ilahi
UIN SUSKA RIAU
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education

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The Application Effect of Learning Model Acquisition Concept Combined with Cooperative Learning STAD to the Learning Achievement, activeness, and Students Responses In Learning Chemistry Bond Putri Ridha Ilahi
Jurnal Pendidikan Sains Vol 1, No 3: September 2013
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.06 KB) | DOI: 10.17977/jps.v1i3.4177

Abstract

Pengaruh Penerapan Model Pembelajaran Pemerolehan Konsep Dipadu Pembelajaran Kooperatif STAD terhadap Prestasi Belajar, Keaktifan, dan Respon Siswa pada Pembelajaran Ikatan Kimia Abstract: This study aims to determine differences: (1) student achievement acquisition make use of the concept of combined learning model STAD cooperative learning and student achievement using model concepts in conventional learning acquisition; (2) active students use learning model acquisition combined the concept of cooperative learning and student activity STAD learning model acquisition using the concept in the conventional learning; (3) The students 'response to the acquisition of the concept of combined learning STAD cooperative learning and students' response to the acquisition of learning concepts in conventional learning. This research uses descriptive research design and quasi-experimental design (quasy experiment design). Learning achievement data were collected using an objective test and reliability coefficient calculated by using SPSS 16 for windows Data recorded in the learning activity of students using observation sheet. Student response data to the learning model was obtained by questionnaire. Data were analyzed statistically and descriptive. The results showed: (1) student achievement using learning model acquisition combined the concept of cooperative learning STAD higher compared to student achievement using model concepts in conventional learning acquisition; (2) active students use learning model acquisition combined the concept of cooperative learning STAD higher than students' active learning model acquisition using the concept in the conventional learning; (3) The students 'response to learning acquisition combined the concept of cooperative learning STAD is more positive than the students' response to the acquisition of learning concepts in conventional learning. Key Words: acquisition of concepts, STAD, chemical bonds   Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan: (1) prestasi belajar siswa menggunakan model pembelajaran pemerolehan konsep dipadu pembelajaran kooperatif STAD dan prestasi belajar siswa menggunakan model pembelajaran pemerolehan konsep dalam pembelajaran konvensional; (2) keaktifan siswa menggunakan model pembelajaran pemerolehan konsep dipadu pembelajaran ko-operatif STAD dan keaktifan siswa menggunakan model pembelajaran pemerolehan konsep dalam pembelajaran konvensional; (3) respon siswa terhadap pembelajaran pemerolehan konsep dipadu pembelajaran kooperatif STAD dan respon siswa terhadap pembelajaran pemerolehan konsep dalam pembelajaran konvensional. Penelitian ini menggunakan rancangan penelitian deskriptif dan rancang-an eksperimen semu (quasy experiment design). Data prestasi belajar dikumpulkan menggunakan tes objektif dan koefisien reliabilitas dihitung dengan menggunakan SPSS 16 for windows. Data ke-aktifan siswa dalam pembelajaran direkam menggunakan lembar observasi. Data respon siswa terhadap model pembelajaran diperoleh dengan angket. Data dianalisis secara statistik dan deskriptif. Hasil penelitian menunjukkan: (1) prestasi belajar siswa menggunakan model pembelajaran pemerolehan konsep dipadu pembelajaran kooperatif STAD lebih tinggi dibandingkan dengan prestasi belajar sis-wa menggunakan model pembelajaran pemerolehan konsep dalam pembelajaran konvensional; (2) keaktifan siswa menggunakan model pembelajaran pemerolehan konsep dipadu pembelajaran koopera-tif STAD lebih tinggi dibandingkan keaktifan siswa menggunakan model pembelajaran pemerolehan konsep dalam pembelajaran konvensional; (3) respon siswa terhadap pembelajaran pemerolehan konsep dipadu pembelajaran kooperatif STAD adalah lebih positif dibandingkan dengan respon sis-wa terhadap pembelajaran pemerolehan konsep dalam pembelajaran konvensional.Kata kunci: pemerolehan konsep, STAD, ikatan kimia
Identification of Misconceptions in Chemical Bonding Materials Using Three Tier Diagnostic Test Setiawan, Nur Candra Eka; Ilahi, Putri Ridha
Journal of Natural Science and Integration Vol 5, No 1 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i1.16860

Abstract

Chemistry learning focuses on understanding concepts, thus students who get difficulty understanding the concepts of chemistry learning will experience conceptual mistakes, especially abstract concepts such as chemical bonds. Students' difficulty understanding the material of chemical bonds can occur due to misconceptions. The misconceptions will hinder the construction and assimilation of new knowledge in students and thus students will experience difficulties in learning chemistry. To address such issue, an instrument for detecting misconceptions in chemistry is necessary to find out the misconceptions that occur among learners. The identification of such emerging misconceptions in understanding the subject matter can be analyzed using a three-tier multiple-choice diagnostic test. The present study was carried out to determine the presence or absence, and the percentage of misconceptions regarding chemical bonding material using the Three Tier Test diagnostic test. Conducted through purposive sampling technique, this research-based paper is a type of qualitative research with a descriptive approach. The research instrument uses a three-tier test objective test. The data obtained was analyzed descriptively for each student's response by using students' level of understanding list. In general, the results obtained in this line of research showed that; (1) Indicator 1, student misconceptions were 91.17% (2) Indicator 2, student misconceptions were 64.14%, (3) Indicator 3, student misconceptions were 67.64%, (4) Indicator 4, student misconceptions were 76.47%. (5) Indicator 5, students' misconceptions were 63.23%. By way of conclusion, the present project argues that there were misconceptions that occured in students of SMA Negeri 1 Class X Teluk Kuantan on the chemical bonding material, with the percentage 72.53% students experiencing misconceptions, 14, 98% students do not understand the concept, and the rest 12.48% students understand the concept of chemical bonding.Keywords: misconception, diagnostic test, three tier test
Co-Authors Setiawan, Nur Candra Eka