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All Journal Jurnal Inovasi Pendidikan Kimia Chemistry in Education Innovative Journal of Curriculum and Educational Technology Journal of Innovative Science Education

Antonius Tri Widodo

Jurusan Kimia FMIPA Universitas Negeri Semarang Gedung D6 Lantai 2 Kampus Sekaran Gunungpati Semarang, 50229, Telp. (024)8508035

Author-ID : 416093

Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education

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Penerapan Model Pembelajaran Inkuiri Terbimbing Terhadap Self Efficacy dan Hasil Belajar Kimia pada Materi Koloid Ika, Juniarti; Sumarti, Sri Susilogati; Widodo, Antonius Tri
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penerapan model pembelajaran aktif dan inovatif mampu membantu siswa untuk memahami fakta, prinsip dan konsep serta aktif melakukan penemuan secara langsung sehingga dapat meningkatkan rasa percaya diri siswa. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh dari penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy dan hasil belajar kimia siswa pada materi koloid. Penelitian ini merupakan penelitian eksperimen dengan desain pretest and posttest control group. Sampelpenelitian ditentukan dengan teknik simple random sampling. Analisis data penelitian dilakukan secara kuantitatif. Hasil penelitian menunjukkan (1) terdapat perbedaan rerata self efficacy siswa antara kelas eksperimen dan kelas kontrol menunjukkan adanya pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy siswa (2) terdapat perbedaan rerata hasil belajar kognitifsiswa antara kelas eksperimen dan kelas kontrol menunjukkan adanya pengaruh signifikan penerapan inkuiri terbimbing terhadap hasil belajar (3)besar kontribusi pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap self efficacy sebesar 32,60% (4) besar kontribusi pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap hasil belajar kognitif sebesar 14,76% dan (5) persentase jumlah siswa kelas eksperimen yang tuntas pada hasil belajar afektif dan psikomotorik lebih tinggi dari kelas kontrol. Kesimpulan penelitian adalah penerapan model pembelajaran inkuiri berpengaruh terhadap self efficacy dan hasil belajar kimiasiswa pada materi koloid.   The implementation of active and innovative learning model able to support students to understand the facts, principles and concepts, and active students to direct the discovery that can increase students confidence. This research aims to determine whether there is effect of guided inquiry learning model implementation on the self efficacy and student’s achievement of chemistry in material of colloid. This research aims to determine whether there is effect of guided inquiry learning model implementation on the respons, self efficacy and student’s achievement of chemistry in material of colloid. This research was an experimental research with pretest-posttest control group design. The sample was determined by simple random sampling technique. The data analysis conducted by quantitative. The results of the research show that (1) there are different of the mean self efficacy of students between experiment class and control class shows there is the significant effect of guided inquiry learning model implementation on students self efficacy(2) there are different of the mean cognitive achievement of students between the experiment class and control class shows there is the significant effect of guided inquiry learning model application on students achievement (3) the contribution effect of guided inquiry learning implementation on self efficacy is 32.60%(4) the contribution effect of the guided inquiry learning implementation on the student’s cognitive achievement is 14.76%(5) the percentage of students that complete on affective and psychomotor aspects in experiment class higher than in control class. The conclusion of this researchis implementation of guided inquiry learning effect on the self efficacy and student’s achievement in material of colloid.

Pengembangan Perangkat Pembelajaran Kontekstual Berpendekatan Inkuiri Terbimbing Materi KSP Habibah, Febrina Nur; Widodo, Antonius Tri; Jumaeri, Jumaeri
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penerapan ilmu pengetahuan perlu dilakukan secara bijaksana untuk menjaga dan melestarikan lingkungan, membuat pelajaran sains tidak hanya fokus pada peningkatan pengembangan kognitif, tetapi juga pengembangan sikap ilmiah siswa. Penelitian ini bertujuan untuk menemukan perangkat pembelajaran yang dapat meningkatkan keterampilan berpikir kritis dan sikap ilmiah siswa, sehingga diperoleh perangkat pembelajaran yang valid dan efektif. Desain penelitian yang digunakan merupakan penelitian Research and Development. Berdasarkan hasil validasi oleh validator, perangkat pembelajaran yang dikembangkan layak digunakan dengan rata-rata skor validitas sebesar 3,66.  Hasil keterlaksanaan perangkat pembelajaran melalui angket respon yang diberikan kepada siswa memberikan respon positif dengan rata-rata persentase 78,13%, serta pada kelas uji skala luas memberi respon positif 76,25%. Efektivitas perangkat pembelajaran dalam meningkatkan keterampilan berpikir kritis siswa ditunjukkan oleh perbedaan n-gain antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata n-gain pencapaian kompetensi untuk kelas eksperimen dan kontrol masing-masing sebesar 0,57 dan 0,48. Peningkatan keterampilan berpikir kritis siswa 53,16% dan sikap ilmiah 79,38%.  Pengaruh keterampilan berpikir kritis dan sikap ilmiah terhadap hasil belajar siswa masing-masing sebesar 39,7% dan 44,1%.   The application of science needs to be done soberly to maintain and preserve the environment, thus making learning science does not only focus on increasing cognitive development, but also the development of a scientific attitude of students. This study aims to find a learning device that can improve critical thinking skills and scientific attitude of students, in order to obtain the valid and effective learning. The study design used is a design called “Research and Development”, which includes defining, designing, and developing products, then proceed with the test product. Based on the results of the validation by the validator, learning tools developed fit for use with an average score of validity of 3.66. Results of implementing learning device through the questionnaire responses given to students respond favorably with the average percentage of 78.13%, and on a wide scale test class 76.25% gave a positive response. Effectiveness of learning tools in improving students' critical thinking skills demonstrated by the significant difference of n-gain between experimental class and control class. The results showed an average n-gain in achievement of competencies for the experimental and control classes respectively 0.57 and 0.48. Increasing students' critical thinking skills 53.16% and scientific attitude 79.38%. Effect of critical thinking skills and scientific attitudes towards learning outcomes of students respectively by 39.7% and 44.1%.  

Pengembangan Bahan Ajar Kimia Berbasis Pendekatan Investigasi untuk Meningkatkan Kompetensi Siswa pada Materi Koloid Rizqiana, Fika Atina; Widodo, Antonius Tri; Supardi, Kasmadi Imam
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

Penelitian pengembangan ini bertujuan: (1) memperoleh bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang valid, (2) memperoleh bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang efektif digunakan dalam proses pembelajaran, (3) memperoleh respon siswa terhadap bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang dikembangkan. Model pengembangan yang dilakukan adalah model 4-D oleh Thiagarajan, Semmel & Semmel yang telah dimodifikasi dari empat tahap menjadi tiga tahap, yaitu: (1) Define (pendefinisian), (2) Design (perancangan), dan (3) Develop (pengembangan). Hasil studi pendahuluan menunjukkan bahwa siswa perlu diberikan suatu pembelajaran aktif yang dapat meningkatkan aspek kognitif, afektif, dan psikomotorik. Hasil pengembangan bahan ajar memperoleh nilai kevalidan untuk penilaian materi dan keterbacaan masing-masing 0,80 dan 0,81 dari nilai maksimal 1 dengan kriteria valid. Uji coba produk dilaksanakan di SMA Negeri 5 Semarang dengan hasil: (1) bahan ajar efektif meningkatkan kompetensi siswa pada materi koloid dengan hasil untuk aspek kognitif adalah 31 siswa mendapat nilai di atas KKM 75 atau ketuntasan klasikalnya 91,18%, untuk aspek afektif 31 siswa atau 91% mendapat kriteria “Baik”, dan untuk aspek psikomotorik 29 siswa atau 85% mendapat kriteria “Baik”, (2) bahan ajar mendapatkan respon positif sebesar 100% dari 34 siswa setelah digunakan dalam proses pembelajaran.   This development research aims to: (1) obtain the valid chemical learning materials based on investigation approach on colloidal materials, (2) obtain chemical Teaching materials based on investigation approach on colloidal materials that effectively used in the teaching-learning process, (3) obtain the students' response towards chemical learning materials based on investigation approach on the developed colloidal materials. The development model used in this research is a modified 4-D model by Thiagarajan, Semmel & Semmel that has been modified from the four steps into three steps, namely: (1) Define, (2) Design, and (3) Develop. Preliminary study results show that students should be given an active learning that can improve the cognitive, affective and psychomotor aspects. The results of development product received grades of validity for assessing the validity of the material the value of 0.80 to 0.81 legibility of the maximum value 1 with a valid criteria. Product trials was conducted in SMA 5 Semarang with results showing that: (1) The teaching material is effective in improving students' competence of colloids material with the results for cognitive aspects are as many as 31 students scored above the minimum score 75 or 91,18% classical completeness, the results for the affective aspect is as many as 31 students or 91% got the criteria of "Good", and the results for psychomotor aspect is as many as 29 or 85% got the good criteria, (2) teaching materials get a positive response by 100% of 34 students after having used in the teaching-learning process.

Co-Authors - Jumaeri - Sudarmin, - A.A. Ketut Agung Cahyawan W Agnes Ikawati, Agnes Aji Trihatmo, Aji Amin Dwi Nugroho, Amin Dwi Arina Marissa, Arina Ashri, Haningtiyas Nur Shalati Ashri, Haningtiyas Nur Shalati Asokawati, Bunga Mahardhika Auliyana, Dhinda Auliyana, Dhinda Ayu Dwi Listiowati, Ayu Dwi Bunga Amelia, Bunga Dwi Kurniawati, Dwi Fanny Firman Syah, Fanny Firman Habibah, Febrina Nur Hasrul Afiatun, Hasrul Ika, Juniarti Janah, Mely Cholifatul Kasmadi Imam Supardi Kasmui -, Kasmui Lestari, Sifi Lestari, Sifi Lita Lilia, Lita Mahmud Hilmia, Mahmud Muslimin, Rinandar Nanik Wijayati Nastiti Sulistyowati, Nastiti Niken Eka Priyani Nindya Ayu Lestari, Nindya Ayu Nurwachid Budi Santoso Oktaviana, Delta Pangestika, Ria Rahayu Ratna, Meylita Ria Rahayu Pangestika, Ria Rahayu Ria Yanna Kharista, Ria Yanna Rizki Wulandari Rizqiana, Fika Atina S Mursiti Saiful Fahmi, Saiful Sigit Priatmoko Siti Hijayatun, Siti Soeprodjo Soeprodjo, Soeprodjo Sri Nurhayati SRI RAHAYU Sri Susilogati Sumarti Sri Wahyuni SRI WARDANI Supartono - Taufik Hikmawan Yudistira, Taufik Hikmawan Tessa Eka Yuniar, Tessa Eka Tjahyo Subroto, Tjahyo Tri Joko Raharjo Vivit Novita Axviarani, Vivit Novita Wisnu Sunarto Woro Sumarni

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