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Murniaty Simorangkir

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Author-ID : 380937

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Pengaruh Model Problem Based Learning Berbasis Literasi Sains terhadap Keaktifan dan Hasil Belajar Siswa pada Materi Laju Reaksi Gea, Imelda Febriani; Simorangkir, Murniaty
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fscmx958

Keaktifan dan hasil belajar siswa pada materi laju reaksi masih tergolong rendah yang diduga dipengaruhi oleh dominasi pembelajaran konvensional seperti ceramah, tanya jawab, dan penugasan. Penelitian ini bertujuan menganalisis pengaruh penerapan model Problem Based Learning berbasis literasi sains terhadap keaktifan serta hasil belajar siswa pada topik laju reaksi. Penelitian menggunakan pendekatan eksperimen semu dengan desain pretest-posttest control group design yang dilaksanakan di SMA Negeri 17 Medan. Sampel penelitian terdiri atas 36 siswa pada kelas eksperimen yang mengikuti pembelajaran PBL berbasis literasi sains serta 35 siswa pada kelas kontrol yang belajar melalui pembelajaran konvensional. Perlakuan diberikan selama empat pertemuan dengan alokasi waktu 2×45 menit setiap pertemuan. Hasil analisis menunjukkan bahwa rata-rata keaktifan siswa kelas eksperimen mencapai 85,38±5,71 lebih tinggi dibandingkan kelas kontrol sebesar 75,82±4,99. Nilai rata-rata hasil belajar pada kelas eksperimen meningkat dari 45,14 menjadi 84,31±5,23, sedangkan kelas kontrol meningkat dari 41,00 menjadi 76,86±6,31. Uji t satu pihak menunjukkan nilai thitung keaktifan sebesar 7,49 dan thitung hasil belajar sebesar 5,42, keduanya lebih besar daripada ttabel 1,99. Analisis N-Gain menunjukkan kategori tinggi pada kelas eksperimen (0,7) dan kategori sedang pada kelas kontrol (0,6). Uji korelasi juga menunjukkan hubungan positif antara keaktifan dan hasil belajar dengan kontribusi sebesar 48,58%. Temuan ini menegaskan efektivitas. The Effect of Scientific Literacy-Based Problem Based Learning Model on Student Activeness and Learning Outcomes on Reaction Rate Material. Student participation and learning outcomes in the topic of reaction rates remain relatively low, which is presumed to result from the dominance of conventional teaching approaches such as lectures, question–answer sessions, and assignments. This study aimed to analyze the effect of a science literacy–based Problem Based Learning (PBL) model on students’ participation and learning outcomes in reaction rate material. The study employed a quasi-experimental method with a pretest–posttest control group design conducted at SMA Negeri 17 Medan. The sample consisted of 36 students in the experimental class who were taught using the science literacy–based PBL model and 35 students in the control class who received conventional instruction. The treatment was implemented over four meetings, each lasting 2 × 45 minutes. The results indicated that the average participation score of students in the experimental class was 85.38 ± 5.71, which was higher than that of the control class at 75.82 ± 4.99. The average learning outcomes in the experimental class increased from 45.14 to 84.31 ± 5.23, while those in the control class improved from 41.00 to 76.86 ± 6.31. A one-tailed t-test showed that the calculated values for student participation (7.49) and learning outcomes (5.42) were greater than the t-table value of 1.99, indicating a significant effect. The N-Gain analysis revealed a high category for the experimental class (0.7) and a moderate category for the control class (0.6). Correlation analysis also showed a positive relationship between participation and learning outcomes with a contribution of 48.58%. These findings confirm the effectiveness of the science literacy–based PBL model in improving student participation and learning outcomes in reaction rate learning.

Pengaruh Model Problem Based Learning Berbasis Literasi Sains terhadap Keaktifan dan Hasil Belajar Siswa pada Materi Laju Reaksi Gea, Imelda Febriani; Simorangkir, Murniaty
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fscmx958

Keaktifan dan hasil belajar siswa pada materi laju reaksi masih tergolong rendah yang diduga dipengaruhi oleh dominasi pembelajaran konvensional seperti ceramah, tanya jawab, dan penugasan. Penelitian ini bertujuan menganalisis pengaruh penerapan model Problem Based Learning berbasis literasi sains terhadap keaktifan serta hasil belajar siswa pada topik laju reaksi. Penelitian menggunakan pendekatan eksperimen semu dengan desain pretest-posttest control group design yang dilaksanakan di SMA Negeri 17 Medan. Sampel penelitian terdiri atas 36 siswa pada kelas eksperimen yang mengikuti pembelajaran PBL berbasis literasi sains serta 35 siswa pada kelas kontrol yang belajar melalui pembelajaran konvensional. Perlakuan diberikan selama empat pertemuan dengan alokasi waktu 2×45 menit setiap pertemuan. Hasil analisis menunjukkan bahwa rata-rata keaktifan siswa kelas eksperimen mencapai 85,38±5,71 lebih tinggi dibandingkan kelas kontrol sebesar 75,82±4,99. Nilai rata-rata hasil belajar pada kelas eksperimen meningkat dari 45,14 menjadi 84,31±5,23, sedangkan kelas kontrol meningkat dari 41,00 menjadi 76,86±6,31. Uji t satu pihak menunjukkan nilai thitung keaktifan sebesar 7,49 dan thitung hasil belajar sebesar 5,42, keduanya lebih besar daripada ttabel 1,99. Analisis N-Gain menunjukkan kategori tinggi pada kelas eksperimen (0,7) dan kategori sedang pada kelas kontrol (0,6). Uji korelasi juga menunjukkan hubungan positif antara keaktifan dan hasil belajar dengan kontribusi sebesar 48,58%. Temuan ini menegaskan efektivitas. The Effect of Scientific Literacy-Based Problem Based Learning Model on Student Activeness and Learning Outcomes on Reaction Rate Material. Student participation and learning outcomes in the topic of reaction rates remain relatively low, which is presumed to result from the dominance of conventional teaching approaches such as lectures, question–answer sessions, and assignments. This study aimed to analyze the effect of a science literacy–based Problem Based Learning (PBL) model on students’ participation and learning outcomes in reaction rate material. The study employed a quasi-experimental method with a pretest–posttest control group design conducted at SMA Negeri 17 Medan. The sample consisted of 36 students in the experimental class who were taught using the science literacy–based PBL model and 35 students in the control class who received conventional instruction. The treatment was implemented over four meetings, each lasting 2 × 45 minutes. The results indicated that the average participation score of students in the experimental class was 85.38 ± 5.71, which was higher than that of the control class at 75.82 ± 4.99. The average learning outcomes in the experimental class increased from 45.14 to 84.31 ± 5.23, while those in the control class improved from 41.00 to 76.86 ± 6.31. A one-tailed t-test showed that the calculated values for student participation (7.49) and learning outcomes (5.42) were greater than the t-table value of 1.99, indicating a significant effect. The N-Gain analysis revealed a high category for the experimental class (0.7) and a moderate category for the control class (0.6). Correlation analysis also showed a positive relationship between participation and learning outcomes with a contribution of 48.58%. These findings confirm the effectiveness of the science literacy–based PBL model in improving student participation and learning outcomes in reaction rate learning.

Pengaruh Discovery Learning Berbantuan Articulate Storyline 3 terhadap Literasi Kimia Berorientasi HOTS dan Motivasi Siswa pada Materi Asam Basa Rianty, Suci; Simorangkir, Murniaty
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/envggx54

Penelitian ini bertujuan menganalisis pengaruh model discovery learning berbantuan Articulate Storyline 3 terhadap peningkatan literasi kimia berorientasi higher order thinking skills (HOTS) dan motivasi belajar siswa pada materi asam basa, serta hubungan antara motivasi belajar dan kemampuan literasi kimia tersebut. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Sampel terdiri atas kelas XI F1 D sebagai kelas eksperimen berjumlah 28 siswa dan kelas XI F1 B sebagai kelas kontrol berjumlah 32 siswa di MAN 2 Model Medan. Kelas eksperimen dibelajarkan dengan discovery learning berbantuan Articulate Storyline 3, sedangkan kelas kontrol menggunakan pembelajaran konvensional berbantuan media yang sama. Instrumen penelitian meliputi 20 soal pilihan ganda literasi kimia berorientasi HOTS dan angket motivasi belajar. Data dianalisis menggunakan N-gain, uji normalitas Shapiro-Wilk, uji homogenitas Levene, uji-t pihak kanan, analisis deskriptif, dan korelasi product moment. Hasil menunjukkan N-gain kelas eksperimen sebesar 0,77 atau 77%, lebih tinggi daripada kelas kontrol sebesar 0,45 atau 45%. Uji-t menunjukkan thitung > ttabel (7,437 > 1,671), sehingga Ha diterima. Motivasi kelas eksperimen mencapai 83,42% dan kelas kontrol 74,71%. Korelasi menunjukkan rhitung > rtabel (0,409 > 0,374), dengan kontribusi motivasi sebesar 16% terhadap literasi kimia HOTS. Temuan ini menegaskan efektivitas model dalam pembelajaran kimia berbasis aktivitas penemuan siswa. The Effect of Discovery Learning Assisted by Articulate Storyline 3 on Students’ HOTS-Oriented Chemical Literacy and Motivation in Acid-Base Learning This study aimed to analyze the effect of Discovery Learning assisted by Articulate Storyline 3 on students’ higher-order thinking skills (HOTS)-oriented chemical literacy and learning motivation in acid-base learning, and the relationship between learning motivation and HOTS-oriented chemical literacy. This quasi-experimental study used a pretest-posttest control group design. The sample consisted of 28 students in class XI F1 D and 32 students in class XI F1 B as control group at MAN 2 Model Medan. The experimental group was taught through Discovery Learning assisted by Articulate Storyline 3, while the control group received conventional instruction assisted by the same media. The instruments included 20 multiple-choice HOTS-oriented chemical literacy items and a learning motivation questionnaire. Data were analyzed using N-gain, the Shapiro-Wilk normality test, Levene’s homogeneity test, a right-tailed t-test, descriptive analysis, and product-moment correlation. The results showed that the experimental group obtained an N-gain of 0.77 or 77%, higher than the control group’s 0.45 or 45%. The t-test indicated that tcount > ttable (7.437 > 1.671), so Ha was accepted. The experimental group’s motivation reached 83.42%, while the control group reached 74.71%. Correlation analysis showed rcount > rtable (0.409 > 0.374), with learning motivation contributing 16% to HOTS-oriented chemical literacy

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