Garuda - Garba Rujukan Digital

Harizon Harizon

Jambi University, Jambi 36361, Indonesia

Author-ID : 3951372

Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science

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Articles

The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept Anisa Puspita Sari; Harizon Harizon; Muhammad Haris Effendi-Hasibuan
Jurnal Pendidikan Kimia (JPKim) Vol 13, No 3 (2021): December
Publisher : Pascasarjana Universitas Negeri Medan

Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills. Keywords: argumentation based learning, argumentation skill, problem based learning, salt hydrolysis

Development of student worksheet for blended learning based guide inquiry and science process skill in reduction and oxidation reaction Sinda Febrilia Miharti; Harizon Harizon; Zurweni Zurweni
Jurnal Pendidikan Kimia (JPKim) Vol 13, No 2 (2021): August
Publisher : Pascasarjana Universitas Negeri Medan

This study aims to determine how the procedure for developing blended learning worksheets based on guided inquiry models and science process skills on the material of reduction and oxidation reactions in SMK. The method used in this research is to follow the Lee and Owens development model consisting of 5 stages of development, namely Analysis, Design, Development, Implementation and Evaluation. Analysis includes analysis of needs, characteristics of students, objectives, materials and technology. Design, researchers determine the schedule and development team, median specifications, prepare materials and make Flowcharts and storyboards. Development, develop LKPD according to storyboards, validated by material and media experts, and assessed by the teacher. Implementation includes group trials and effectiveness tests. Evaluation of LKPD in accordance with test results. Keywords: Blended learning, Guide inquiry, Reaction of reduction and oxidation, Science process skill, Student worksheet

Development of PBL-STEM-based E-LKPD to improve students' science literacy skills on reaction rate materials Rina Safitri; Haryanto Haryanto; Harizon Harizon
Jurnal Pendidikan Kimia (JPKim) Vol 13, No 2 (2021): August
Publisher : Pascasarjana Universitas Negeri Medan

The development model used is Research & Development which adopts the Lee & Owens development model. The product to be developed is E-LKPD using 3D Pageflip Professional software. 1. The procedure for developing E-LKPD with the PBL-STEM approach in improving scientific literacy skills on the reaction rate material for students. The research procedure consists of five stages, namely analysis, design, development, implementation, evaluation. Research results (1) The analysis includes media analysis, student characteristics analysis, technology analysis, situation analysis, and data analysis. (2) Design includes determining the development team, compiling a development schedule, making flowcharts and making storyboards. (3) Development includes making a product which is then validated by a team of experts until it is validated. (4) Implementation, at this stage a product assessment is carried out by 2 chemistry teachers to see the agreement between the two teachers on the product developed through the kappa test, one-on-one trial with 2 groups of respondents consisting of 3 students in each group, small group trial with two groups of respondents carried out at MAN 2 Jambi City. This trial is not conducted face-to-face, but online (5) Evaluation, which is carried out at each stage is ongoing. The conclusion in this study is that the E-LKPD development procedure is in accordance with the 5 stages of the Lee & Owens development model. Keywords: E-LKPD, PBL-STEM, Science literacy skills

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