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Haryanto Haryanto
Jambi University, Jambi 36361, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1742.77 KB) | DOI: 10.24114/jpkim.v13i2.26980

Abstract

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
The effect of E-LKPD on the inquiry-flipped classroom model and self-efficacy on students' creative thinking ability Suci Desmarani; Muhammad Rusdi; Haryanto Haryanto; Sugeng Triwahyudi
Jurnal Pendidikan Kimia (JPKIM) Vol 14, No 3 (2022): December
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.334 KB) | DOI: 10.24114/jpkim.v14i3.39362

Abstract

The active role of students is also very closely related to the confidence that students have in solving various problems and discovering concepts in chemical bonding material. This study aims to see the effect of the inquiry-flipped classroom model assisted by E-LKPD media on students' creative thinking abilities in chemical bonding material. The sample used was 2 classes at Al-Falah High School, Jambi City. The data collection instruments used were self-efficacy questionnaires and essay test questions. The results showed that there was an effect of E-LKPD on the inquiry-flipped classroom model on students' creative thinking abilities in chemical bonding material with a significance level of 0.027. Then students who have high self-efficacy with students who have low self-efficacy influence the ability to think creatively on chemical bonding material with a significance value of 0.04. Furthermore, there is no interaction between the E-LKPD in the inquiry-flipped classroom model and self-efficacy on students' creative thinking abilities in chemical bonding learning, which can be seen from the significance value of 0.694 > 0.05.Keywords: E-LKPD; Chemical bond; Creative thinking; Inquiry-flipped classroom; Self-efficacy
The effect of the application of the think talk write model and self-efficacy on students' critical thinking ability in the material reaction rate in SMA Adhyaksa 1 Jambi city Intan Aulia Sari; Haryanto Haryanto; Yusnaidar Yusnaidar
Jurnal Pendidikan Kimia (JPKIM) Vol 14, No 3 (2022): December
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.208 KB) | DOI: 10.24114/jpkim.v14i3.39405

Abstract

The ability to think critically is very important to support the progress of education. In developing good mastery of learning concepts, students' critical thinking skills are needed. The development of critical thinking skills can make students give up, so it takes a firm belief in students' abilities in overcoming difficulties so they can become more advanced. This study aims to see the effect of the Think Talk Write (TTW) and Self Efficacy on students' critical thinking skills in the matter of reaction rate. The sample used consisted of 2 classes at SMA Adhyaksa 1 Jambi City. The data collection instruments used were observation sheets, self-efficacy, and essay tests. The data analysis used was 2-way ANOVA. The results showed that learning using the TTW and Self Efficacy affected students' critical thinking skills with an average of 71% from meeting 1, meeting 2, and meeting 3. Then there is an interaction between the Think Talk Write and Self Efficacy on students' critical thinking skills seen from a significance value of 0.000 <0.05.Keywords:Critical thinking; Reaction rate; Self-efficacy; Think talk write
Co-Authors Harizon Harizon Intan Aulia Sari Muhammad Rusdi Rina Safitri Suci Desmarani Sugeng Triwahyudi Yusnaidar Yusnaidar