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All Journal Jurnal Ilmiah Kanderang Tingang BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan
Ruli Meiliawati
Universitas Palangka Raya
Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Energy Engineering Other

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THE FLIPPED CLASSROOM TRAINING AS LEARNING MODEL IN NEW NORMAL ERA FOR SCIENTIFIC TEACHERS IN KATINGAN REGENCY Ruli Meiliawati; AT Siahaan; Anggi Ristiyana Puspita Sari
BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 9 No. 2 (2021): Journal Balanga Edisi Juli-Desember 2021
Publisher : Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/balanga.v9i2.3825

Abstract

This community service aims to introduce and train the scientific teachers using learning method of blended-learning model flipped classroom as a learning model during new era normal. This program is implemented in SMAN 1 Katingan Hilir. Our model is suitably socialized since combining between asynchronous and synchronous in its learning activity. This community service method is arranged in 3 steps such as: (1) Preparation is consisting of requirement analysis, journal, then doing the observation in target area; (2) Implementation is likely conveying the learning matters, FGD, and RPP product development, and (3) Evaluation is discussion and analysis effort to developed RPP product. As the results of our achievements are (1) teachers and students comprehend regarding blended-learning model, (2) Teachers is capable to develop RPP and analyze to contextual RPP product based on flipped classroom. In addition, the output of this program is a RPP in which it is able to be implemented in daily class room.
Pemahaman Konsep Sifat Jari-Jari Atom Dan Keelektronegatifan Pada Mahasiswa Pendidikan Kimia Semester IV Tahun Ajaran 2016/2017 Hasil Pembelajaran Menggunakan Model Discovery Learning Ruli Meiliawati
Jurnal Ilmiah Kanderang Tingang Vol 10 No 1 (2019): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.689 KB) | DOI: 10.37304/jikt.v10i1.19

Abstract

Model discovery learning merupakan kata lain pembelajaran penemuan. Sesuai dengan namanya, model ini mengarahkan mahasiswa untuk dapat menemukan sesuatu melalui proses pembelajaran. Mahasiswa diarahkan terbiasa menjadi sainstis. Tujuan penelitian ini adalah untuk mendeskripsikan Pemahaman Konsep Sistem Periodik Unsur Hasil Pembelajaran Menggunakan Model Discovery Learning pada Mahasiswa Semester IV Program Studi Pendidikan Kimia Tahun Ajaran 2016/2017. Penelitian ini melibatkan 47 mahasiswa Semester IV Program Studi Pendidikan Kimia Tahun Ajaran 2016/2017. Data hasil pemahaman konsep mahasiswa ditelusuri melalui pemberian tes tertulis terberbentuk essay terhadap mahasiswa sebelum dan sesudah menggunakan model discovery learning. Data dianalisis dengan teknik deskriptif. Hasil penelitian menunjukkan Pemahaman mahasiswa Semester IV Program Studi Pendidikan Kimia Tahun Ajaran 2016/2017 tentang Sistem Periodik unsur hasil pembelajaran menggunakan model discovery learning adalah (1) pemahaman konsep mahasiswa dalam menjelaskan kecendrungan jari-jari atom unsur seperiode atau segolongan dalam sistem periodik unsur sebelum pembelajaran sebanyak 51,06% mahasiswa tidak memiliki pemahaman dan setelah pembelajaran sebanyak 89,35% mahasiswa, terjadi perubahan pemahaman konsep, dan sebanyak 38,29% mahasiswa tidak mengalami perubahana pemahaman; (2) menjelaskan kecenderungan keelektronegatifan dan setelah pembelajaran sebanyak 75,86% mahasiswa mampu membuktikan mengurutkan dan menjelaskan kecenderungan keelektronegatifan.
Kesulitan Memahami Konsep Kimia Unsur Golongan VII A (Halogen) Pada Mahasiswa Program Studi Pendidikan Kimia Universitas Palangka Raya Tahun Akademik 2018/2019 Farida Meliana Lumban Tobing; Suandi Sidauruk; Ruli Meiliawati
Jurnal Ilmiah Kanderang Tingang Vol 10 No 1 (2019): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.571 KB) | DOI: 10.37304/jikt.v10i1.22

Abstract

Konsep kimia unsur golongan VII A (halogen) merupakan pokok bahasan di Universitas pada mata kuliah kimia dasar. Penelitian ini bertujuan untuk mendeskripsikan kesulitan mahasiswa dalam memahami konsep kimia unsur golongan VII A (halogen) pada Mahasiswa Program Studi Pendidikan Kimia Universitas Palangka Raya tahun akademik 2018/2019. Subjek penelitian yaitu 111 mahasiswa Program Studi Pendidikan Kimia Universitas Palangka Raya. Pengambilan data dilakukan dalam satu kali pertemuan pada tiap semester yang berbeda. Data dijaring menggunakan instrumen wacana kimia unsur halogen (WKUH) dan wawancara. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa mengalami kesulitan dalam memahami konsep kimia unsur golongan VII A (halogen). Rerata persentase kesulitan mahasiswa dalam memahami konsep mengidentifikasi sifat kereaktifan, sifat keperiodikan, sifat kelarutan, sifat oksidator dan reduktor, sifat asam-basa, dan mendeskripsikan cara pembuatan, manfaat, dan bahaya unsur golongan VII A (halogen) sebesar 61,94%, 48,38%, 64,19%, 60%. 68,32%, 52,31%.
Pengaruh Penggunaan LKS Bahalap Terhadap Pemahaman Konsep Larutan Penyangga Pada Siswa Kelas XI MIPA SMA Negeri 3 Palangka Raya Tahun Ajaran 2018/2019 Elmy Noor Aisyah; Suandi Sidauruk; Ruli Meiliawati
Jurnal Ilmiah Kanderang Tingang Vol 10 No 1 (2019): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.631 KB) | DOI: 10.37304/jikt.v10i1.23

Abstract

Penelitian merupakan penelitian deskriptif, dilaksanakan di SMA Negeri 3 Palangka Raya pada 28 siswa di kelas XI MIPA 1 SMAN 3 Palangka Raya Tahun ajaran 2018/2019. Data penelitian dijaring melalui tes, yakni 5 tahapan pembelajaran, yakni pra LKS, LKS, pasca LKS, diskusi, dan pasca diskusi. Berdasarkan hasil penelitian, pengaruh penggunaan LKS terhadap pemahaman siswa dapat disimpulkan sebagai berikut: (1) Indikator 1 mengidentifikasi sifat-sifat larutan penyangga skor rata-rata siswa 7,14% pada tahap pra LKS, meningkat menjadi 60,71% pada tahap pasca LKS. (2) Indikator 2 skor rata-rata siswa 42,86% pada tahap pra LKS, meningkat menjadi 86,61% pada tahap pasca LKS. (3) Indikator 3 skor rata-rata siswa 39,29% pada tahap pra LKS, meningkat menjadi 100% pada tahap pasca LKS. (5) Indikator 4 skor rata-rata siswa 26,79% pada tahap pra LKS, pada tahap pasca LKS meningkat menjadi 79,46%.
Kualitas Soal Penilaian Akhir Semester (PAS) Buatan Guru Mata Pelajaran Kimia Kelas XI IPA SMA Di Kabupaten Barito Timur Pada Semester Ganjil Tahun Ajaran 2018/2019 Irfan Syani; Suandi Sidauruk; Ruli Meiliawati
Jurnal Ilmiah Kanderang Tingang Vol 10 No 2 (2019): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (530.562 KB) | DOI: 10.37304/jikt.v10i2.38

Abstract

Fokus utama dalam penelitian ini adalah untuk mengetahui dan mendeskripsikan tingkat Kualitas Soal Penilaian Akhir Semester (PAS) Buatan Guru Mata Pelajaran Kimia Kelas XI IPA SMA di Kabupaten Barito Timur pada Semester Ganjil Tahun Ajaran 2018/2019. Objek dalam penelitian ini adalah soal buatan guru berbentuk uraian dan jawaban siswa hasil Penilaian Akhir Semester (PAS) mata pelajaran Kimia kelas XI IPA SMA A, kelas XI IPA SMA B, dan Kelas XI IPA SMA C, pada semester ganjil tahun ajaran 2018/2019. Teknik pengumpulan data penelitian ini menggunakan metode dokumentasi, yang dianalisis menggunakan logical review dan empirical review. Hasil penelitian menunjukkan kualitas soal PAS buatan guru kimia ditinjau dari analisis logical review diperoleh tingkat kesesuaian soal dengan Kompetensi Dasar sebesar 68%. Aspek konstruksi soal sebesar 69,16% dengan kriteria soal tergolong sedang. Aspek materi soal sebesar 98,33% dengan kriteria sangat baik. Aspek bahasa soal sebesar 76,67% dengan kriteria cukup baik. Distribusi jenjang ranah kognitif taksonomi bloom adalah C1 sebesar 24%, C2 sebesar 60%, C3 sebesar 60%, C4 sebesar 4%. Kualitas soal PAS buatan guru kimia ditinjau dari analisis empirical review diperoleh rata-rata soal yang baik berdasarkan indeks kesukaran dan indeks daya beda sebesar 68% atau 17 soal dari 25 soal yang dianalisis memenuhi acuan kriteria empirical review. Uji reliabilitas yang diperoleh memiliki korelasi yang tinggi yaitu sebesar 0,85.
Pemahaman Konsep Sistem Koloid Hasil Pembelajaran Menggunakan Metode Diskusi Berbantuan LKS Pada Siswa Kelas XI SMA Negeri 1 Manuhing Tahun Ajaran 2017/2018 Awi Awi; Ruli Meiliawati; Sri Wahyutami
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.73

Abstract

Discussion is a learning method using scientific conversation by several people who are joined in a group to exchange opinions about a problem topic, or together looking for enumeration to get answers and the truth of a problem. The purpose of this study is to describe the understanding of the colloidal system concept of learning outcomes using the LKS-assisted discussion method in class XI-IPA 1 Manuhing High School Academic Year 2017/2018. This research is descriptive research. The subjects of this study were students of class XI IPA-2 of SMA Negeri 1 Manuhing, totaling 30 students. The instrument used was in the form of concept comprehension test questions (pretest and posttest) in the form of essays for 3 questions, learning achievement sheet, student activity observation sheet and student response questionnaire. Concept understanding data were obtained from written test results in the form of essays given before and after learning using the LKS-assisted discussion method. The results showed an understanding of students' concepts in class XI IPA of SMA Negeri 1 Manuhing in the academic year 2017/2018 about the colloidal system after learning using discussion methods assisted by LKS with an average of 81.5. Changes in the understanding of students' concepts in each concept after learning using the LKS-assisted discussion method, namely: (1) Explaining the difference in coarse suspension, true solution and colloids by 2.96% to 77.03%; (2) Explain the types of colloids based on dispersed phases and dispersing phases by 4.44% to 69.62%; (3) Explain the properties of colloids (tyndall effect, brown motion) by 25% to 100%.
Pemahaman Konsep Minyak Bumi Hasil Pembelajaran Menggunakan Model Kooperatif Tipe SQ3R Di SMA Negeri 4 Palangka Raya Tahun Ajaran 2017∕2018 Anjeli Anjeli; Ruli Meiliawati; Abdul Hadjranul Fatah
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.86

Abstract

The purpose of this study is to describe students' understanding of the concept of petroleum learning outcomes using the SQ3R type of cooperative learning model (Survey-Question-Read-Recite-Review) in Public Senior High School 4 Palangka Raya in the Academic Year 2017/2018. This study involved 24 students. The instrument used was a concept understanding test in the form of an essay given during pretest and posttest, management of learning management and student questionnaire responses. Data on students' understanding of concepts were obtained from written test results in the form of essays given before and after learning using the SQ3R cooperative learning model. The results showed the average understanding of the concepts of class XI students was 84.3%. The students' understanding of each concept was as follows: (i) most students (84.3%) can explain the theory of the formation of petroleum according to Duplex theory. (ii) Most students (89.1%) can explain the main components of petroleum. (iii) Most students (78.9%) can explain the results of the petroleum fraction that has C11-C14 atoms and their uses. (iv) Most students (82.2%) can explain the results of the petroleum fraction with the lowest boiling point and its uses. (v) Most students (88.6%) can explain the quality of gasoline based on octane numbers. The steps of the SQ3R learning model that most play a role in improving students' understanding of concepts are in the Question, Read and Recite activities.
Kesulitan Siswa Kelas X MIA SMA Negeri Di Kota Palangka Raya Tahun Ajaran 2018/2019 Dalam Memahami Konsep Struktur Lewis Menggunakan Instrumen Two-Tier Multiple Choice Elma Kristiana; Suandi Sidauruk; Ruli Meiliawati
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.87

Abstract

Lewis structure is a sub-material that exists in chemical bonding material that is not mastered by students, so a diagnostic test is needed to reveal the difficulties experienced by students. This study aims to describe the difficulties of class X high school students in Palangka Raya City in understanding the concept of Lewis structure which is traced using two tier multiple choice instruments. The subjects of this study were students of class X from Public Senior High School 1 Palangka Raya, Public Senior High School 3 Palangka Raya and Public Senior High School 4 Palangka Raya with the total number of research subjects being 346 students. This research was conducted in the 2018/2019 academic year. Student difficulties were captured using the Lewis Structure Concept Understanding Test (TPKSL) in the form of reasoned multiple choice questions (Two Tier Multiple Choice) and interviews to confirm the difficulties experienced by students. The results showed that the difficulty of students in state high schools in the city of Palangka Raya in understanding the concept of Lewis structure with the smallest to the largest percentage of difficulties was to determine the electron configuration by 65.59%, determine the valence electron by 67.33%, determine the Lewis symbol by 67.33 %, and determine Lewis's structure 69.37%.
Analisis Kemampuan Regulasi Diri Dan Motivasi Belajar Mahasiswa Pada Masa Pembelajaran Daring Ruli Meiliawati; Anggi Ristiyana Puspita Sari
Jurnal Ilmiah Kanderang Tingang Vol 12 No 02 (2021): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v12i02.132

Abstract

All universities that are forced to conduct online learning due to pandemic era greatly affects the interpersonal conditions of students. This changing also influences student’s performance quality. The paper presents a descriptive quantitative which aims to explore: 1) differences in self-regulated learning between cumlaude and non-cumlaude students, 2) differences in learning motivation between cumlaude and non-cumlaude students, 3) correlations of self-regulated learning, learning motivation, and achievement in cumlaude students, and 4) correlation of self-regulated learning, learning motivation, and achievement in non-cumlaude students. The data collection technique used a questionnaire technique with instruments in the form of a self-regulated learning and learning motivation questionnaire, both of which were adapted questionnaires. The data obtained were then analyzed using the free sample t test and correlation test using the SPSS program. The results obtained indicate that: 1) there are differences in self-regulated learning between cum laude and non-cum laude students, 2) there are differences in learning motivation between cum laude and non-cum laude students, 3) there is a correlation between self-regulated learning, learning motivation, and achievement in cum laude students, and 4) there is no correlation between self-regulated learning, learning motivation, and learning outcome in non-cumlaude students.
THE ARGUMENT-DRIVEN INQUIRY TRAINING FOR SCIENCE TEACHERS IN PALANGKA RAYA CITY Ruli Meiliawati; Suandi Sidauruk; AT Siahaan
BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 10 No. 2 (2022): Journal Balanga Edisi Juli-Desember 2022
Publisher : Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/balanga.v10i2.8159

Abstract

Integrating laboratory activities with learning activities is a separate dynamic for science teachers, because learning science (Chemistry, Physics, and Biology) will be "bland" because students do not get valuable practical experience. Argument-Driven Inquiry (ADI) is a learning model in which teachers can change conventional laboratory learning into integrated laboratory learning. This learning combines laboratory activities with other learning activities such as reading, lectures, and discussions. The purpose of this service is to introduce and train teachers in designing ADI-based learning. The Service Method is carried out in three stages, namely: 1) Preparatory Stage; 2) Implementation Stage; and 3) Evaluation Stage. The results achieved after participating in this workshop were being able to design learning based on the ADI Model. In addition, this activity received a positive response (78%) towards the development of science learning activities at the senior high school level
Co-Authors Abdul Hadjranul Fatah Anggi Ristiyana Puspita Sari Anggi Ristiyana Puspita Sari Anjeli Anjeli AT Siahaan AT Siahaan Awi Awi Elma Kristiana Elmy Noor Aisyah Farida Meliana Lumban Tobing Irfan Syani Sri Wahyutami Suandi Sidauruk