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All Journal Jurnal Penelitian Pendidikan Matematika dan Sains Matematika dan Sains Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) J-PEK (JURNAL PEMBELAJARAN KIMIA) Jurnal Penelitian Pendidikan IPA (JPPIPA) IJCER (International Journal of Chemistry Education Research) PENDIPA Journal of Science Education JCER (Journal of Chemistry Education Research) Jurnal Eduscience (JES) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Chemistry Education Practice JPPIPA (Jurnal Penelitian Pendidikan IPA) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Edunesia : jurnal Ilmiah Pendidikan Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Hydrogen: Jurnal Kependidikan Kimia Jurnal Pijar MIPA UNESA Journal of Chemical Education Asian Journal of Science Education

Bertha Yonata

Universitas Negeri Surabaya

Author-ID : 423370

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

Published : 42 Documents Claim Missing Document

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Implementation of guided inquiry learning model to exercise students critical thinking skills on reaction rate material R. Ayu Sofiah Wilatika; Bertha Yonata
Jurnal Pijar Mipa Vol. 17 No. 1 (2022): January 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

The goal of this study is to explain how the inquiry-based learning model is put into practice, student activities during learning, critical thinking skills learning results, and learning outcomes in knowledge. Students in class XIÃÂ-IPA 5 SMA Negeri 1 Menganti Gresik Jawa Timur were the study's subjects. This type of study uses a pre-experimental design with a One-Group Pretest-Posttest Design. Data analysis using percentage techniques, normality tests, N-Gain, and paired sample t-test showed a sig value ofÃÂ 0.000. (1) The quality of the guided inquiry learning model implementation was 93% in Phase 1.94% in Phase 2.93% in Phase 3.91% in Phase 4.88% in Phase 5, and 90% in Phase 6, according to the findings of this study; (2) Relevant student activities dominate irrelevant student activities; (3) The average value of N-gain on the interpretation indicator of 0.80 (high), inference of 0.84 (high), analysis of 0.74 (high), and explanation of 0.76 (high) indicates that students' critical thinking skills have improved; (4) In the area of knowledge, learning outcomes of students achieved classical completeness of 91.43%, which exceeded the Minimum Completeness Criteria.

Implementation of guided inquiry learning model to improve student scientific literacy on factors affecting rate of reaction materials Era Melania; Bertha Yonata
Jurnal Pijar Mipa Vol. 17 No. 1 (2022): January 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

The research aimed to describe the guided inquiry learning model's effectiveness in improving students' scientific literacy ability. The effectiveness is assessed based on: 1) the implementation of the guided inquiry learning model and 2) students' chemistry learning outcomes on factors affecting the rate of reaction material after implementing the guided inquiry learning model. This research is quantitative descriptive research. It was conducted in an experimental class. The research design used is one group pretest-posttest design. In this research, there were 23 students of class XI MIA 3 SMA Muhammadiyah 10 GKB Gresik in the academic year of 2021/2022 as respondents. For the data collecting, this research uses an observation sheet on implementing a guided inquiry learning model and test sheets for students' scientific literacy on the factors that affect reaction rates material. The data model of implementation percentage that appears at meetings 1 to 3 from the preliminary to the closing activities is 100% (very good). The pretest result shows that 20 students have not achieved the minimum completeness criteria based on three scientific competencies: 1) explaining phenomena scientifically, 2) evaluating and designing scientific experiments, and 3) interpreting data and evidence scientifically. The posttest results show that students' scientific literacy is increased after implementing guided inquiry in the learning process and is 100% classically completed. The Wilcoxon test result shows that the average pretest score and posttest scores in students' scientific literacy ability are significantly different in the realm of knowledge and skills with the value of Asymp. Sig. (2-tailed) = 0.000.

Implementation of guided inquiry learning model to train students' critical thinking skills on reaction rate topic Syafira Humairoh; Bertha Yonata
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

This research describes students’ critical thinking skills by implementing guided inquiry learning models in matter reaction rate, including the syntax implementation of guided inquiry learning models, student activities, critical thinking skills, and cognitive learning outcomes. Students in class XI-IPA 4 SMA Kemala Bhayangkari 1 Surabaya were the study’s subjects. This study uses a pre-experimental design with a One-Group Pretest Posttest Design. The data obtained were analyzed using quantitative analysis methods. It can be concluded that (1) 2 meetings showed an average percentage of 88.84% and 94.64%, which is included in the very good criteria. (2) Relevant students’ activities that appear in the learning process in meetings 1 and 2 respectively 86.67%, 93.33%, and irrelevant activities that appear in the learning process in meetings 1 and 2 respectively 13.33% and 6.67%. (3) The average value of N-gain on the interpretation indicator of 0.80 (high), analysis of 0.81 (high), inference of 0.72 (high), and explanation of 0.86 (high) indicates that students’ critical thinking skills have improved. (4) Students’ cognitive learning outcomes show that 27 of 32 students completed or 84.37%, and five students did not complete or 15.63%.

Implementation of the guided inquiry learning model to train critical thinking skills in senior high school Muti'atus Sholehatu Nurdiyah; Bertha Yonata
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

This research aimed to determine students' critical thinking skills by applying the guided inquiry learning model to the reaction rate material. This type of research is a pre-experimental design, with a One-Group Pretest-Posttest Design. This research was conducted on 36 students in class XI MIPA 6 SMA Negeri 1 Menganti Gresik who had not received material about reaction rates. The outcome of this study indicate that: (1) The application of the guided inquiry learning model at the first meeting got a percentage of 95%, at the second meeting 96% with a very good category; (2) Percentage of relevant activities is higher than irrelevant activities; (3) Students' critical thinking skills were successfully trained with an increase in the test as seen through the average N-gain value on the interpretation indicator of 0.86 (high), the inference indicator of 0.83 (high), the analysis indicator of 0.77 (high), and an explanation indicator of 0.80 (high); (4) Cognitive learning outcomes obtained by students showed an increase between pretest and posttest, with an average n-gain value of 0.84 in the high category and from the results of the paired sample t-test, Sig. (2-tailed) 0.000 < 0.005, so there is a significant difference; (5) Student responses to the applied learning model, namely guided inquiry, were very good with a percentage of 95%. This result indicates that the guided inquiry learning model can train the critical thinking skills of class XI students on the reaction rate material.

Using flipped classroom approach to promote critical thinking skills on reaction rate topic Fitri Annisaa; Bertha Yonata
Jurnal Pijar Mipa Vol. 17 No. 3 (2022): May 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

The research aims to determine students' critical thinking skills through the implementation of the guided inquiry laboratory learning model on the reaction rate material, including the implementation of the syntax of the guided inquiry laboratory learning model, student activities, student cognitive learning outcomes, students' critical thinking skills, and student responses. This research was carried out using a pre-experimental one-group pretest-posttest design research model at a public high school (SMA Negeri 9 Surabaya) Indonesia. The instruments used in this research were the validity sheet of the learning set, research instruments, and learning set. The data obtained were analyzed using quantitative analysis methods. Students' critical thinking skills can be trained by implementing the guided inquiry laboratory learning model. Implementing the syntax of the guided inquiry learning model in 3 meetings shows the average percentage at meetings 1, 2, and 3 with very good criteria. Relevant student activities in the learning process at meetings 1, 2, and 3 of sessions A and B are most dominant. Students' cognitive learning outcomes are classically complete. Students' critical thinking skills increased with medium and high criteria (5) Student responses to learning using a guided inquiry laboratory and practicing essential thinking skills obtained a positive response.

Pengembangan LKPD Berorientasi Guided Discovery Learning dengan Internet Assisted Learning untuk Melatihkan Keterampilan Berpikir Kritis Farhati Zakiyah; Bertha Yonata
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 3, No 1 (2021): APRIL 2021
Publisher : Universitas Negeri Medan

This study aims to describe the feasibility of a guided discovery learning oriented Student Worksheet to train critical thinking skills on reaction rate materials. The feasibility of this student worksheet is reviewed from three aspects those are validity, practicality, and effectiveness. The research method used was Research & Development (R&D) which was tested on 10 students of class XI IPA MAA Al-Amiriyyah. The results showed that the student worksheet was declared worthy in term of the validity aspect with the validity of the content reviewed from the criteria of conformity with the material and basic competencies,those are conformity with the guided discovery learning component, conformity with the critical thinking skills component and the suitability of practicum video with reaction rate factors of 100%, 89%, 83% and 91% respectively, and the validity of the constructs reviewed from the language criteria and presentation respectively obtained results of 90% and 91% respectively. , this percentage decrease is described as very valid. Practicality obtained the results of average observation of student activities by 98.51% and the response of learners on the criteria of content, language and presentation obtained results of 91%, 97% and 89% respectively. All three criteria are described as excellent. Effectiveness based on increased pretest-posttest results of critical thinking skills of learners who obtained a 100% completion percentage with an n-gain score in the range of 0.69-0.88 with medium to high categories

Student Worksheet Development to Practice Critical Thinking Skill Using Blended Learning on Reaction Rate Intan Novitasari; Bertha Yonata
International Journal of Chemistry Education Research VOLUME 5, ISSUE 1, April 2021
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol5.iss1.art2

ABSTRACT: This research aims to determine the feasibility of student worksheets to practice critical thinking skills using blended learning on reaction rate matter. This research is using Research & Development (R&D) design with the subjects are 2nd-grade students. The instrument used which as the student worksheet, pretest-posttest sheet, student activity observation, and student responses questionnaire. The validity of the student worksheets on the concentration factor, surface area, temperature, and catalyst obtained the percentage respectively 89.37%, 87.55%, 87.67%, and 87.53%. Student activities, obtaining a percentage of 90% and observation of student responses by 91%. The effectiveness of the students' worksheets in terms of the N-gain score of the pretest and posttest with an average of 0.65 in the medium category is very effective to practice critical thinking skill. So the student worksheet using guided inquiry learning model and blended learning strategy in reaction rate matter to practice critical thinking skill is feasible to use in High School.Keywords: student worksheet, critical thinking skill, blended learning, the reaction rate

ENGLISH FOR TEP LEARNING MEDIA BASED VI-LEARN TO TRAIN VERBAL COMMUNICATION SKILLS OF CHEMISTRY STUDENT Bertha Yonata; Maria Monica SBW; DIAN NOVITA
JCER (Journal of Chemistry Education Research) Vol. 2 No. 2 (2018): Volume 2 No. 2 December 2018
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v2n2.p70-75

Learning can not only be done in the classroom with direct face-to-face activities but can now be done with the help of IT, for example with learned learning. Although learning with vi-learn or e-learn cannot indeed replace overall face-to-face learning in the classroom. The world of education cannot be separated from technological advances such as this study because sometimes in carrying out classroom learning there are obstacles that cannot be avoided. These obstacles can be administrative in nature such as national holidays which coincide with the schedule of courses and cannot be replaced on another day due to limited space and insufficient time. In this study, learning tools for the English for TEP-based learning program have been developed to learn the verbal communication skills of students majoring in chemistry. From the data from the validation results, it can be concluded that learning devices consisting of enrichment modules and worksheets are feasible to be used in learning lessons. Likewise, from the response data, students showed a positive response from students in using enrichment modules and worksheets.

Pengembangan LKPD Inkuiri Berpendekatan Nested Untuk Melatihkan Keterampilan Berpikir Kritis Pada Materi Laju Reaksi Noera Wahdaniyah; Bertha Yonata
Chemistry Education Practice Vol. 4 No. 1 (2021): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v4i1.2274

Penelitian bertujuan untuk mengetahui kelayakan LKPD inkuiri terbimbing berpendekatan nested untuk melatihkan keterampilan berpikir kritis peserta didik pada materi laju reaksi. Desain penelitian pengembangan menggunakan metode 4D meliputi, pendefinisian (define), perencanaan (design), pengembangan (develop), dan penyebaran (disseminate). Namun, penelitian ini hanya sampai tahap pengembangan (develop) saja dan dilakukan uji coba terbatas kepada 12 peserta didik kelas XI IPA 2 SMA Negeri 3 Pamekasan. Instrumen dalam penelitian ini meliputi lembar telaah, lembar validasi, angket respon peserta didik yang didukung dengan lembar observasi aktivitas peserta didik, lembar tes hasil belajar pengetahuan, dan lembar tes hasil belajar keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan layak digunakan dengan hasil validasi isi, kebahasaan, penyajian, dan kegrafisan mendapatkan presentase sebesar 90%, 86%, 90%, 86% dalam kategori sangat valid. Respon peserta didik menunjukkan respon positif didukung dengan aktivitas peserta didik yang relevan. LKPD ini memenuhi kriteria keefektifan dengan presentase ketuntasan hasil belajar pengetahuan peserta didik sebesar 100% dan nilai rata-rata sebesar 93 yang telah melebihi KKM. N-gain skor keterampilan berpikir kritis yang diperoleh sebesar 0,91 dalam kategori tinggi. Hasil rata-rata indikator keterampilan berpikir kritis yang diperoleh yaitu interpretasi 97%, inferensi 92%, analisis 93%, dan ekplanasi 93% dalam kategori sangat tinggi.

Pengengembangan LKPD Inkuiri Terbimbing Berpendekatan Nested untuk Melatihkan Keterampilan Proses Sains pada Materi Laju Reaksi Mustainah Isnaini; Bertha Yonata
Chemistry Education Practice Vol. 4 No. 2 (2021): Edisi Khusus Penelitian Pengembangan dalam rangka ulang tahun CEP yang ke 4
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v4i2.2334

Penelitian ini bertujuan untuk mengetahui kelayakan LKPD inkuiri berpendekatan nested dalam rangka melatih keterapilan proses sains siswa. Metode yang digunakan adalah desain pengebangan 4-D dilakukan sampai tahap pengembangan. Uji coba LKPD dibatasi pada 12 siswa kelas XI MIPA SMAN 1 Sidayu yang belum mendapatkan materi laju reaksi. Instruen yang digunakan terdiri dari lembar tes (pretest dan posttest) keterampilan proses sains (KPS), tes ranah pengetahuan, telaah, validasi, aktivitas dan angket respon. Pengembangan LKPD ini dinyatakan layak digunakan karena hasil penelitian diperoleh nilai validasi Ã¢â°Â¥61% dan nilai yang diperoleh siswa Ã¢â°Â¥75 sesuai kriteria ketuntasan minimal sekolah. Presentase validasi kriteria isi 86,3%, kesesuaian dengan inkuiri 80%, kesesuaian dengan komponen keterampilan proses sains 80%, bahasa 90,7%, dan grafis 90,7% kategori valid secara teoritis dan empiris. Respon peserta didik menunjukkan respon positif dengan persen rata-rata 93% kriteria sangat merespon. LKPD yang dikembangkan efektif digunakan karena tes keterampilan proses sains (KPS) diperoleh n-gain skor sebesar 0,84 kategori sangat tinggi. Hal terrsebut didukung dengan hasil tes pengetahuan diperoleh nilai rata-rata yang diperoleh Ã¢â°Â¥75 yang berarti sudah memenuhi kriteria ketuntasan minimal sekolah. Kata Kunci: LKPD, Inkuiri, Nested, Keterapilan Proses Sains, Laju Reaksi

Co-Authors ., Khofifatin . ., Mahmadatul Faizah ., Nur Shofiyah ., Rini Julistiawati ., Triyas Rahayu Achmad Lutfi Achmad Lutfi Agatha, Berliana Agustine, Amalia Cahyaning Wulan AINI, KHURROTUL Ainiah, Errisya Nur AISYAH, DEWI Ajeng Pramesti, Siti Andini AL HIKMAH PUTRI, ARNI Andreani, Lucky Arthamevia ANGGRAENI PUTRI, RENNY Anita Rahmawati Asih, Findiyani Ernawati ATIK MUKMAINAH, SITI AULIYA, NURUL BERLIANA, YESSY CITRA ASHUDIK, PRAFESELIA Dian Novita Dian Novita Dian Novita Dian Savitri EKA AMBARWATI, DIAN Elok Suidibyo Era Melania Esty Ayu Fadhilatul Munawaroh Fadilah, Citra Dia Farhati Zakiyah FARIKAINI, AINUN FEBRIANTI SYAFITRI, PUTRI Findiyani Ernawati Fitri Annisaa Gholiyah, Sanih Guntur Trimulyono Haridha Nurfidayanti Nurfidayanti Harun Nasrudin I GUST MADE SANJAYA IKKE KURNIA MAYASARI, PRESTYLIA Intan Novitasari Irmayanti, Dwi JULIAN, AWANDA Kuny Abidatul Mahmudah KURNIYANINGSIH, BAYTI Lathifa, Azzahra Ghina Malichah, Siti Maria Monica SBW Maria Monica Sianita Mitarlis Mitarlis MUCHLIS Muchlis Mustainah Isnaini Muti'atus Sholehatu Nurdiyah Nita Kusumawati Noera Wahdaniyah Novita, Dian Nugrahani primary putri Nur Aini Nur Hayati NURKHOLIK, MOHAMAD Nurul Hidayati Nurul Hidayati Putri Nur Azizah, Putri Nur Putri, Alifiyah Putri, Reyna Miftahud Daroeni R. Ayu Sofiah Wilatika Rinaningsih Rinaningsih RUDIANTO ARTIONO, RUDIANTO Rusmini Rusmini SAFITRI, AINA Saskara, Favian Agung Difa' Selviana, Elfa Sri Hidayati S. Sri Poedjiastoeti SUGIARTI, TUTUT Suyatno SUYONO Suyono Suyono SWARA PURNAMASARI, LOKITA Syafira Humairoh Tikandi, Maulida Iftina Belladona Tukiran Tyas, Bella Wahyuning Utiya Azizah Varradiah Choirun Nisa' Wahyu Budi Sabtiawan Widowati, Azza Nuriah Woro Setyarsih

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