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IDENTIFIKASI MISKONSEPSI DAN PENYEBAB MISKONSEPSI MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT MENGGUNAKAN FOUR TIER MULTIPLE CHOICE DIAGNOSTIC TEST Heppy Okmarisa
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol. 5 No. 1 (2021)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/konfigurasi.v5i1.8471

AbstractMisconception is a concept that is not according to the concept recognized by the experts. The electrolyte and non-electrolyte solutions material are chemistry materials in senior high school that is always misconception. This research aimed at knowing whether there was or not student misconception, its percentage on electrolyte and non-electrolyte solutions material and the cause of student misconception that was identified by using four-tier multiple choice diagnostic instruments. This research was a descriptive research. The Purposive sampling technique was used in taking the sample. Four-tier diagnostic test, documentation, observation and interview techniques were used for collecting the data. The findings of this research showed that the misconception happened in electrolyte and non-electrolyte solutions material. The analyzed data showed that the average of student understanding levels were as follows: student who understood concept (16%), student who misconceived (28,67%), student who did not understand concept (24%) and student guessing (31,33%). Based on interview conducted to student about the causes of misconception could be stated as follows: the teacher made student hard to understand the material and student did not repeat the material given by teacher, so misconception happened to students. Keywords : Misconception, Four-Tier Diagnostic Test, Electrolyte and Nonelectrolyte Solutions

ANALISIS MODEL MENTAL SISWA MENGGUNAKAN TES DIAGNOSTIK MODEL MENTAL TWO-TIER (TDM-TWO-TIER) PADA MATERI LAJU REAKSI Armawita Armawita; Heppy Okmarisa
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol. 4 No. 2 (2020)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/konfigurasi.v4i2.10495

AbstractThis research was instigated by student mental model that was not intact on Reaction Rate lesson. It aimed at analyzing and knowing student mental model through Two-Tier (TDM-Two-Tier) Mental Model Diagnostics Test instrument (TDM-Two-Tier) on Reaction Rate lesson at State Senir High School 2 Pekanbaru. This research was conducted at the first semester in the Academic Year of 2019/2020. It was Descriptive quantitative research. The data in this research were collected by Two-Tier (TDM-Two-Tier) Mental Model Diagnostics Test instrument, interview, and documentation. The collected data were analyzed by using Descriptive analysis. Purposive Sampling technique was used in this research. The samples of this research were 36 students at the eleventh grade of MIPA 2 of State Senior High School 2 Pekanbaru. The research findings showed that student mental model was not intact. It could be seen from the mean score of student mental model that was obtained from TDM-Two-Tier Diagnostics Test, Scientifically Correct (SC) of intact mental model or Scientifics was 47%, Partially Correct (PC) or partial mental model or alternative was 48%, students were able to understand the macroscopic level was 12%, symbolic level was 17% and submicroscopic level was 19% and Specific Misconception (SM) or misconception was 5%. Keywords: Mental Model, TDM-Two-Tier, Reaction Rate

Pengembangan Blog Berbasis STREAM (Science, Technology, Religion, Engineering, Art, And Mathematics) Sebagai Media Pada Pembelajaran Sistem Periodik Unsur Dara Jelita; Kuncoro Hadi; Neti Afrianis; ardiansyah -; Heppy Okmarisa
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol. 7 No. 2 (2023)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/konfigurasi.v7i2.22783

The research development of STREAM-based blog learning media on periodic system element material was conducted to determine the feasibility as a learning media product. It used Research and Development design with 4D Model. The development results were validated by two expert validators, one practitioner validator and ten students of State Senior High School 1 Tembilahan as students limited test validators. The feasibility validations of quantitative data were analyzed by using percentage and the qualitative data (responses and suggestions) for validators’ improvement were used as considerations for making revisions. Generally, the validators’ assessments of the development of STREAM-based blog learning media obtained that the mean percentage of validity results from material and media experts were 92.15%, the practicality test by the chemistry teacher was 94.33%, and the limited response test by the students were 87.6%. So it could be concluded that the STREAM-based blog learning media was feasible to use in learning activities.

PENGARUH MEDIA PEMBELAJARAN QUIZLET TERHADAP HASIL BELAJAR SISWA PADA MATERI B3 (BAHAN BERBAHAYA DAN BERACUN) Yati Oktari; Heppy Okmarisa
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol. 8 No. 2 (2024)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/konfigurasi.v8i2.31427

Penelitian ini dilatarbelakangi karena pemanfaatan teknologi sebagai media pembelajaran masih kurang dan monoton sehingga hasil belajar siswa rendah. Tujuan penelitian ini untuk mengetahui pengaruh media pembelajaran quizlet terhadap hasil belajar siswa pada materi B3 (Bahan Berbahaya dan Beracun) di SMK Abdurrab Pekanbaru. Jenis penelitian ini quasi eksperimen dan desain yang digunakan pretest-posttest control grup design. Populasi dari penelitian ini adalah seluruh siswa kelas X, sedangkan sampel penelitian ini adalah siswa kelas X TF 1 sebagai kelas kontrol dan X TF 2 sebagai kelas eksperimen. Teknik pengumpulan data menggunakan wawancara, tes berupa soal objektif dengan pengolahan data menggunakan uji-t dan uji koefisien determinasi, dan dokumentasi. Pada uji-t diperoleh hasil sig (2-tailed) = 0.002 < 0.05 yang berarti H0 ditolak dan Ha diterima. Uji koefisien determinasi diperoleh nilai (r2) = 0.173, maka dapat disimpulkan bahwa media pembelajaran quizlet berpengaruh terhadap hasil belajar siswa pada materi B3 (Bahan Berbahaya dan Beracun) sebesar 17.3%.

Pengaruh Model Pembelajaran Kolaboratif Berbasis Masalah Terhadap Hasil Belajar Siswa Pada Materi Hukum-Hukum Dasar Kimia Zona Octarya; Lailatul Badriah; Heppy Okmarisa
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol. 10 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/konfigurasi.v10i2.40314

This study was motivated by students’ low understanding of the topic of fundamental laws of chemistry. Students tended to be passive and only became involved in the learning process after receiving direction from the teacher, resulting in their ability to actively participate and develop their thinking skills not being optimally developed. This study aimed to determine the effect of the problem-based collaborative learning model on students’ learning outcomes in the topic of fundamental laws of chemistry. The study was conducted during the second semester of the 2025/2026 academic year in tenth-grade classes at State Senior High School 1 East Kampar. This research employed a quasi-experimental method with a pretest-posttest research design. The subjects consisted of two classes, namely an experimental class and a control class, selected using purposive sampling. Data were collected through written essay tests and analyzed using a t-test. The results showed a significance value of 0.000 < 0.05, indicating a significant effect of the problem-based collaborative learning model on students’ learning outcomes in both the control and experimental classes. This can be seen from the difference in the average posttest scores, where the experimental class achieved an average score of 85.79, while the control class achieved an average score of 62.87. Therefore, it can be concluded that the problem-based collaborative learning model had an effect on students’ ability to actively participate and develop their thinking skills, as well as improving their learning outcomes.

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