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All Journal Jurnal Ilmiah Kanderang Tingang Bubungan Tinggi: Jurnal Pengabdian Masyarakat BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Journal of Environment and Management Pengabdian Kampus: Jurnal Informasi Kegiatan Pengabdian Pada Masyarakat
Abdul Hadjranul Fatah
Universitas Palangka Raya
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Environmental Science Social Sciences Other

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Pengembangan Multimedia Pembelajaran Menggunakan Lectora Inspire Berbasis Multipel Representasi pada Materi Kesetimbangan Kimia Utami Widiyaningsih; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.78

Abstract

This study aims to describe the content and quality of multimedia learning Lectora Inspire based on multiple representations of Chemical Equilibrium material. This multimedia development learning based on multiple representations uses the Four-D (4D) model adapted from Thiagarajan. This study is limited to the stages define (defining), design (design) and develop (development). The data needed is the suitability of the concept label with the 2013 curriculum syllabus, the suitability of learning multimedia content with the concept label, narrative and typology as well as the results of the trial. The instruments used to obtain the data are the concept label identification table with the 2013 curriculum syllabus, the concept label identification table, narrative and typology, the concept label conformity checklist, narrative and typology, and the response questionnaire. Product trials were conducted on the 2018 chemistry students to determine the feasibility of students for multimedia that had been developed. Multimedia learning based on multiple representations using lectora inspire consists of home pages, instructions for using multimedia, how to read navigation content and chemical equilibrium materials. The chemical equilibrium material content consists of fourteen concept labels. Multimedia learning based on multiple representations using Lectora Inspire on chemical equilibrium material is dominated by concept labels that include submicroscopic typology and symbolic chemical equilibrium about reaction processes microscopically. The average individual trial results are 87.2% and the average group trial results are 88.5%.
Analisis Materi Ajar Kimia SMA/MA Kelas XI Pada Konsep Termokimia Gusmilasari Gusmilasari; Abdul Hadjranul Fatah; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.80

Abstract

This study aims to describe the suitability of the thermochemical concept in the teaching material of SMA / MA Class XI chemistry with the 2013 curriculum and describe the macro structure of discourse and propositions that have the potential for concept errors. The instruments used are concept label identification tables and micro-macro propositions, discourse macro structure models, and identification table propositions that have the potential for concept errors. Data were analyzed descriptively. The results showed that the same concept labels found in textbook A and text book B totaled 22 that were in accordance with the 2013 curriculum. The concept labels that corresponded with the 2013 curriculum in textbook A and text book B each amounted to 15 concept labels and 13 labels concept. Macro structure of discourse in text book A, the discussion of concepts in the elaboration dimension reaches level 5 and the dimensions of progression at level 2, there are 6 concepts, while in text book B the discussion of concepts at the elaboration dimension reaches level 6 and the dimensions of progression at level 2 there are 4 concepts.
Analisis Materi Struktur Atom Pada Buku Teks Kimia Kelas X SMA/MA Syahra Ayu Pratiwi; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.81

Abstract

This research is a qualitative research. This research method is a descriptive research method. The research instrument used was the concept label identification table and the type of representation, the concept label conformity identification table with the syllabus, the discourse macro structure model, and the chemical representation criteria table. The results showed that the concept labels contained in book A were 27 concept labels and had 50 types of representations divided into macroscopic, submicroscopic, symbolic typologies. The concept labels contained in book B are 32 concept labels with 68 types of representations divided into macroscopic, submicroscopic, and symbolic typologies. The suitability of the concept textbook labels A and text book B to the 2013 curriculum curriculum chemistry there are 31 concept labels that correspond to the K-13 chemical syllabus. Book A's macro structure reaches level 7 of the elaboration dimension, and book B reaches level 7 of the elaboration dimension. The chemical representation criteria for the concept of atomic structure in book A have 21 representations, and in book B there are 26 representations.
Analisis Materi Ajar Kimia SMA/MA Kelas X Pada Konsep Stoikiometri Siti Fatimah Indah Sari; Abdul Hadjranul Fatah; Maya Erliza Anggraeni
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.82

Abstract

This study aims to analyze the teaching material in high school chemistry textbooks. The instruments used are micro-macro proposition identification tables, discourse macro structure models, and identification table propositions that have the potential for misconceptions (misconceptions). The data obtained were analyzed descriptively. The results showed that the concept labels analyzed totaling 46 concept labels, the concept labels in textbook A and text book B that corresponded to the 2013 curriculum syllabus were 34 and 37 respectively. The concept labels found only in book A totaled 9 and all of them according to the 2013 curriculum syllabus, and the concept labels that are only found in book B, number 12 and all are in accordance with the 2013 Curriculum Syllabus. the concept at level 2 as the scope of discussion, in the text book B the material presentation on the elaboration dimension reaches level 4, and the progression dimension at level 2 there are 8 concepts.
Pengembangan Multimedia Pembelajaran Larutan Elektrolit Dan Non Elektrolit Berbasis Multipel Representasi Menggunakan Lectora Inspire Muhammad Iqbal; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.83

Abstract

This study aims to determine the content and feasibility of Lectora Inspire learning multimedia based on multiple representations of electrolyte and non-electrolyte solutions. This multimedia learning is a combination of text, images, animation, and video. This multimedia development learning based on multiple representations uses the Four-D (4D) model adapted from Thiagarajan. This development research only reaches three stages, namely define, design and develop. The data needed in this study is the suitability of concept label data with the 2013 curriculum syllabus, the suitability of learning multimedia content using the concept label checklist, narrative and typology as well as product test result data using student response questionnaires. The instruments used to obtain the data are the concept label identification table with the 2013 curriculum syllabus, the concept label identification table, narration and typology, the concept label conformity checklist, narrative and typology, and the response questionnaire. Product trials were conducted on the 2018 chemistry students to determine the feasibility of students for multimedia that had been developed. Multimedia learning based on multiple representations using lectora inspire consists of home pages, instructions for using multimedia, how to read navigation content and materials for electrolyte and non-electrolyte solutions. The contents of multimedia content on electrolyte and non-electrolyte solution material consist of seven concept labels. The average individual product trial results are 93.2%. While the average product trial results in groups of 93.6%.
Analisis Materi Sistem Periodik Unsur Pada Buku Teks Kimia SMA/MA Kelas X Anipah Anipah; Abdul Hadjranul Fatah; Syarpin Syarpin
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.84

Abstract

This research is a type of descriptive research with a qualitative research approach. The objects of this research are (1) Class X chemistry textbooks, writer Superior Sudarmo published by Erlangga in 2013 (2) Class X chemistry textbooks by Endang-Tarti Harjani, published by PT. Wangsa Jatra Lestari in 2016. This research was conducted by analyzing the periodic system material of elements in each book, analyzing the suitability of book A's concept label to book B, analyzing the macro discourse structure in books A and B, analyzing the chemical representation and analyzing the concept book's book A and B for the 2013 Curriculum. The results show that Books A and B have a pretty good concept suitability for the 2013 Curriculum and only isotope, isotope, and isobar material are not presented. The topic in book A is the Periodic System of Elements, while in book B the periodic table of elements. In books A and B both have symbolic representation criteria.
Pemahaman Konsep Struktur Atom Setelah Pembelajaran Menggunakan Model Discovery Learning Berbantuan LKS pada Siswa Kelas X MIA-1 SMA Negeri 1 Paku Indraniyati Indraniyati; Abdul Hadjranul Fatah; Nopriawan Berkat Asi
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.85

Abstract

The Discovery Learning model is another name for discovery learning. As the name implies, this model directs students to be able to find something through the learning process they live. Students are directed to become accustomed to being scientists. The purpose of this research is to describe the understanding of the concept of atomic structure: the constituent particles of the nucleus, atomic number, mass number, isotope, isotope, and isobar. After learning using the Discovery Learning model assisted by worksheet in Class X Students Public Senior High School 1 Paku, East Barito Academic Year 2017/2018. This study involved 25 students. Data on the results of understanding students' concepts were obtained through the provision of written tests in the form of essays (descriptions) of students before and after using the Discovery Learning model, observation sheets of learning management, student learning activity sheets using rubric of group activity assessment. Data were analyzed using descriptive techniques. The results showed that the majority of students' understanding of the concept had correctly written and explained the atomic symbol as a symbol of elements that was equipped with an atomic number and a mass number of 80%. Describe the understanding of the atomic number (number of protons) as the identity of an element totaling 77.33%. Describe the meaning of mass number as the number of protons and neutrons in an atomic nucleus amounting to 68%. Write down the mass number, the number of protons, the number of neutrons, the number of electrons in the known notation amounting to 69.33%, explaining the meaning of isotopes, isobars, isotons amounting to 74.66%. The average understanding of students' concepts in atomic structure material amounted to 73.86%.
Pemahaman Konsep Minyak Bumi Hasil Pembelajaran Menggunakan Model Kooperatif Tipe SQ3R Di SMA Negeri 4 Palangka Raya Tahun Ajaran 2017∕2018 Anjeli Anjeli; Ruli Meiliawati; Abdul Hadjranul Fatah
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.86

Abstract

The purpose of this study is to describe students' understanding of the concept of petroleum learning outcomes using the SQ3R type of cooperative learning model (Survey-Question-Read-Recite-Review) in Public Senior High School 4 Palangka Raya in the Academic Year 2017/2018. This study involved 24 students. The instrument used was a concept understanding test in the form of an essay given during pretest and posttest, management of learning management and student questionnaire responses. Data on students' understanding of concepts were obtained from written test results in the form of essays given before and after learning using the SQ3R cooperative learning model. The results showed the average understanding of the concepts of class XI students was 84.3%. The students' understanding of each concept was as follows: (i) most students (84.3%) can explain the theory of the formation of petroleum according to Duplex theory. (ii) Most students (89.1%) can explain the main components of petroleum. (iii) Most students (78.9%) can explain the results of the petroleum fraction that has C11-C14 atoms and their uses. (iv) Most students (82.2%) can explain the results of the petroleum fraction with the lowest boiling point and its uses. (v) Most students (88.6%) can explain the quality of gasoline based on octane numbers. The steps of the SQ3R learning model that most play a role in improving students' understanding of concepts are in the Question, Read and Recite activities.
Hasil Belajar Konsep Pereaksi Pembatas Berbantuan LKS-Induktif Pada Siswa Kelas X SMA Negeri 1 Palangka Raya Tahun Pelajaran 2018/2019 Ike Valentie; Abdul Hadjranul Fatah
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.90

Abstract

Stoichiometry discuss several concepts, one of which is a limiting reagent. Students studying boundary reagent material need to understand and master the prerequisite concepts namely chemical formulas, chemical equations and mole concepts. The root cause of the low reasoning ability of the concept can be sourced from the teacher, students and the environment. Based on a number of things it requires an appropriate learning strategy where the teacher does not present material that is abstract but guides students thinking in reasoning to obtain new knowledge. One of them is by using Worksheets. Learning that uses worksheet-inductive to be able to optimally increase student learning activities and at the same time motivate students to think critically. Learning using worksheet-inductive affects the ability of students to understand the concept of limiting reagents. This study aims to: describe the learning outcomes of the concept of limiting reagents. This study involved 68 students of class X MIPA-5 and X MIPA-7 Public Senior High School 1 Palangka Raya. The instruments used were the pretest and posttest question sheets, the answer sheets for the practice questions on the worksheet-Inductive. Data was collected through three stages, namely pretest, implementation of worksheet-Inductive learning, and posttest. The data obtained were analyzed descriptively. The results showed that students were able to: (a) apply the precondition concept of 88%; (b) understand the definition of a limiting reagent of 78.2%; and (c) determine the limiting reagent which is converted from the mass, volume, or number of particles of known substances by 71.87%.
Pengembangan LKPD berbasis discovery learning pada konsep reaksi reduksi oksidasi di Kelas X SMAN 1 Marikit Dina Fahdiani; Abudarin Abudarin; Abdul Hadjranul Fatah
Journal of Environment and Management Vol. 3 No. 2 (2022): Journal of Environment and Management
Publisher : Program Pascasarjana Universitas Palangka Raya dan (and) Ikatan Ahli Teknik Penyehatan dan Teknik Lingkungan Indonesia (IATPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jem.v3i2.5505

Abstract

Penelitian ini bertujuan untuk mengembangkan LKPD berbasis discovery learning pada konsep reaksi reduksi oksidasi yang telah diuji kelayakannya. Penelitian ini menggunakan model Four-D (4D) yang diadaptasi dari Thiagarajan. Subjek penelitian adalah peserta didik kelas X MIPA dan X IPS 1 SMAN 1 Marikit yang berjumlah 54 orang. Instrumen penelitian yang digunakan meliputi angket kelayakan LKPD, angket kesesuaian sintak DL, angket keterbacaan, soal pre-test, serta soal post-test. Data hasil tes dan hasil angket dianalisis secara deskriptif. LKPD yang dikembangkan dan soal pretes-posttes divalidasi terlebih dahulu sebelum digunakan pada proses pembelajaran. Mengukur aktivitas belajar peserta didik menggunakan hasil mengerjakan LKPD berbasis discovery learning, dan mengukur pemahaman konsep dengan nilai pretes-posttes. Hasil penelitian ini menyatakan bahwa: (1) LKPD berbasis discovery learning dinyatakan sangat layak dengan persentase sebesar 95,50% dan kesesuaian isi LKPD dengan sintak discovery learning sebesar 95,00%, (2) keterbacaan LKPD secara perorangan sebesar 90% dan secara kelompok 88% diartikan sebagai mudah dipahami, (3) LKPD berbasis discovery learning dinyatakan sangat efektif dalam memandu aktivitas belajar dengan persentase keberhasilan sebesar 95,63%, (4) LKPD berbasis discovery learning efektif dalam meningkatkan pemahaman konsep peserta didik dengan nilai N-gain sebesar 0,75, (5) LKPD berbasis discovery learning berkorelasi positif terhadap pemahaman konsep dengan koefisien determinasi sebesar 96,61%.
Co-Authors Abudarin, Abudarin Agtri Wulandari Agung Wibowo Agus Haryono Akhmad Damsyik Alda Alda Anastasia Dimas Febyanti Anggi Ristiyana Puspita Sari Anipah Anipah Anjeli Anjeli Desy Natalia Dina Fahdiani Fatchiyatun Ni’mah Gusmilasari Gusmilasari Herliani I Made Sadiana, I Made I Nyoman, Sudyana, Ike Valentie Indraniyati Indraniyati M. Naufal Pasha Mangido Sitorus Maya Erliza Anggraeni Muhamad Naufal Pasha Muhammad Iqbal Mulawi Nike Helmiati Nopriawan Berkat Asi Putra Jaya Telaumbanua Rahmi Kuni Handayani Recka Susanti Ruli Meiliawati Sakti Sakti Santi Kartikasari Seni Rusianti Siti Fatimah Indah Sari Sri Haryati Wulandari Sri Rohaetin Sri Wahyutami Suandi Sidauruk Syahra Ayu Pratiwi Syarpin Syarpin Triliyansi Triliyansi Utami Widiyaningsih Yesi Gasela