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<![CDATA[PEMBELAJARAN PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR EVALUATIF PADA MATERI ASAM-BASA ]]>
<![CDATA[Ali Umar Husin]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Lisa Tania]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 2 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aimed to describe the effectiveness of problem solving learning to increase student’s evaluative thinking ability on acid-base subject matter. The method of the research was quasi-experimental with Non Equivalent Control Group Design. The population of this research were students in XI science class of SMA Negeri 16 Bandar Lampung in odd semester of academic year 2013-2014. Technique sampling was purposive sampling technique and obtained XI 1 and XI 2 of science class as the samples. The result showed that the average n-Gain value of student’s evaluative thinking ability for control class and experiment class were 0,22 and 0,53 respectively. Based on the hypothesis testing, it was concluded that problem solving learning was effective to increase student’s evaluative thinking ability on acid-base subject matter . Penelitian ini bertujuan untuk mendeskripsikan efektivitas pembelajaran problem solving dalam meningkatkan kemampuan berpikir evaluatif siswa pada materi asam-basa. Metode penelitian ini adalah kuasi eksperimen dengan Non equivalent Control Group Design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA Negeri 16 Bandar Lampung semester genap Tahun ajaran 2013-2014. Teknik Pengambilan sampel yang dilakukan adalah teknik purposive sampling dan diperoleh kelas XI IPA 1 dan XI IPA 2 sebagai sampel. Hasil penelitian menunjukkan rata-rata nilai n-Gain kemampuan berpikir evaluatif untuk kelas kontrol dan eksperimen masing-masing 0,22 dan 0,53. Berdasarkan pengujian hipotesis, disimpulkan bahwa pembelajaran problem solving efektif dalam meningkatkan kemampuan berpikir evaluatif siswa pada materi asam-basa. Kata kunci: asam-basa, kemampuan berpikir evaluatif, pembelajaran problemsolving.]]>
<![CDATA[PENINGKATAN PENGUASAAN KONSEP MELALUI MODEL LEARNING CYCLE 3E ]]>
<![CDATA[Eka Fitriana]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Ila Rosilawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The objective of this research was to describe the effectiveness of LC 3E model in improving the concept mastery in the subject of non electrolyte and electrolyte solution. The subject in this study were all students of the class X3 and X4SMA Negeri 1 Bukit Kemuning. Method is a quasi-experimental study with non Equivalent (pretest and posttest) the Control Group Design. The results showed that the percentage of mastery learning and mastery of the concept of n-Gain achieve KKM is 85.71% and n-Gain of 0.54 (medium category). The average n-Gain of the concept mastery 0.54. Conclusion This study shows that the model 3E LC on material non electrolyte solutions and electrolyte effective in improving students' mastery of the concept.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model LC 3E dalam meningkatkan penguasaan konsep pada materi larutan non elektrolit dan elektrolit. Subyek dalam penelitian ini adalah seluruh siswa kelas X3 dan X4 SMA Negeri 1 Bukit Kemuning. Metode penelitian adalah kuasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar dan n-Gain penguasaan konsep mencapai KKM yaitu 85,71% dan n-Gain sebesar 0,54 (kategori sedang). Nilai rerata n-Gain penguasaan konsep 0,54. N-Gain kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Kesimpulan penelitian ini menunjukkan bahwa model LC 3E pada materi larutan non elektrolit dan elektrolit efektif dalam meningkatkan penguasaan konsep.Kata kunci: model LC 3E, larutan non elektrolit dan elektrolit, penguasaan konsep.]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENGELOMPOKKAN DAN MENGKOMUNIKASIKAN MELALUI MODEL PROBLEM SOLVING ]]>
<![CDATA[Olan Ascorepta]]>;
<![CDATA[Emmawaty Sofya]]>;
<![CDATA[Ratu Betta Rudibyani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The objective of this research was to describe the effectiveness of model of problem solving which was effective in increasing of classifying and communicate skill in the subject of non electrolyte and electrolyte. The samples of this research were the students of SMAN 1 Talang Padang class X2 and X3 at even semester year of 2012-2013. This research used quasi experiment method by Non Equivalent (Pretest and Posttest) control group design. The result of this research showed the average of classifying skill n-Gain for control class and experimental class were 0,27 and 0,62 and the average of communicate skill n-Gain for control class and experimental class were 0,28 and 0,74. Based on hypothesis testing, it was known that the class which used model of problem solving had higher classifying and communicate skill than the class which used conventional learning. It showed that model of problem solvingwas effective in increasing the classifying and concluding skill.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model problem solving yang efektif dalam meningkatkan keterampilan mengelompokkan dan mengkomunikasikan pada materi larutan non elektrolit dan elektrolit. Sample dalam penelitian ini adalah siswa SMAN 1 Talang Padang kelas X2 dan X3 semester genap Tahun Ajaran 2012-2013. Penelitian ini menggunakan metode quasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Hasil penelitian menunjukkan nilai rerata n-Gain keterampilan mengelompokkan untuk kelas kontrol dan eksperimen masing-masing 0,27 dan 0,62 dan rerata n-Gain keterampilan mengkomunikasikan untuk kelas kontrol dan eksperimen masing-masing 0,28 dan 0,74. Berdasarkan uji hipotesis, diketahui bahwa kelas dengan model problem solving memiliki keterampilan mengelompokkan dan mengkomunikasikan yang lebih tinggi dibandingkan kelas dengan pembelajaran konvensional. Hal ini menunjukkan bahwa model problem solving efektif dalam meningkatkan keterampilan mengelompokkan dan mengkomunikasikan.Kata kunci: keterampilan, mengelompokkan, mengkomunikasikan, model, problem solving]]>
<![CDATA[PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR LANCAR SISWA PADA REAKSI REDOKS ]]>
<![CDATA[Yudha Franstya]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 1 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The aim of this research was to describe the effectiveness of problem solving learning to increase students’ fluency thinking ability through redox reactions material. This research used Non Equivalent Control Group Design. The sampling technique was using purposive sampling. Population of the research was tenth grade student’s of SMA Negeri 3 Bandar Lampung at second semester in the 2013/ 2014 year, the sample were, X science 1 and X science 2. The effectiveness of problem solving learning analyzed based on the differences of significant n-Gain between experiment and control classes. The results showed that the average n-Gain score in experimental and control were 0,70 and 0,45. Based on hyphothesis testing, it can be concluded that problem solving learning is effective to increase students’ fluency thinking ability through redox reactions material. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran problem solving dalam meningkatkan kemampuan berpikir lancar siswa pada materi reaksi redoks. Penelitian ini menggunakan metode kuasi eksperimen Non Equivalent Control Group Design. Teknik pemilihan sampel yang digunakan adalah teknik purposive sampling. Populasi dalam penelitian ini adalah seluruh siswa SMA Negeri 3 Bandar Lampung semester genap tahun ajaran 2013/2014 dengan sampel penelitian adalah kelas X IPA1 dan kelas X IPA2. Efektivitas model pembelajaran problem solving diukur berdasarkan perbedaan rata-rata nilai n-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata nilai n-Gain kemampuan berpikir lancar siswa pada kelas eksperimen dan kelas kontrol yaitu 0,70 dan 0,45. Berdasarkan hasil pengujian hipotesis dapat disimpulkan bahwa model pembelajaran problem solving efektif dalam meningkatkan kemampuan berpikir lancar siswa pada materi reaksi redoks. Kata kunci: kemampuan berpikir lancar, pembelajaran problem solving, reaksi redoks]]>
<![CDATA[PEMBELAJARAN PENDEKATAN ILMIAH DALAM MENINGKATKAN KETERAMPILAN BERPIKIR LANCAR PADA MATERI KESETIMBANGAN KIMIA ]]>
<![CDATA[Ayu Rismalinda]]>;
<![CDATA[Noor Fadiawati]]>;
<![CDATA[Ratu Betta Rudibyani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 1 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was aimed to describe the effectiveness of scientific approach to increase student’s fluency thinking skills on chemical equilibrium material. The population of this research was all students in XI science class of SMA Negeri 1 Bangunrejo whose sit in odd semester of academic year 2013-2014 and the samples were XI 1 and XI 2 of science class. The samples were taken by purposive sampling technique. The method of the research was quasi-experimental with Non Equivalent Control Group Design. The effectiveness of scientific approach was measured based on the significant difference of n-Gain score between control class and experiment class. The result of research showed that the average n-Gain score of student’s fluency thinking skills for control class was 0,2462 and 0,5165 for experiment class. Based on the hypothesis testing, it was known that scientific approach learning was effective to increase student’s fluency thinking skills on chemical equilibrium material.Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas pendekatan ilmiah dalam meningkatkan keterampilan berpikir lancar siswa pada materi kesetimbangan kimia. Populasi dalam penelitian ini adalah semua siswa kelas XI IPA SMA Negeri 1 Bangunrejo semester ganjil Tahun Pelajaran 2013-2014 dan sampel dalam penelitian ini adalah kelas XI IPA1 dan XI IPA2. Sampel diambil dengan teknik purposive sampling. Metode penelitian ini adalah kuasi eksperimen dengan Non Equivalent Control Group Design. Efektivitas pendekatan ilmiah diukur berdasarkan perbedaan n-Gain yang signifikan antara kelas kontrol dan kelas eksperimen. Hasil penelitian menunjukkan bahwa rata-rata n-Gain keterampilan berpikir lancar siswa pada kelas kontrol dan kelas eksperimen sebesar 0,2462 dan 0,5165. Berdasarkan pengujian hipotesis, diketahui bahwa pembelajaran menggunakan pendekatan ilmiah efektif dalam meningkatkan keterampilan berpikir lancar siswa pada materi kesetimbangan kimia. Kata kunci: kesetimbangan kimia, keterampilan berpikir lancar, pembelajaran menggunakan pendekatan ilmiah]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN DAN PENGUASAAN KONSEP KESETIMBANGAN KIMIA SISWA MELALUI MODEL LEARNING CYCLE 5E ]]>
<![CDATA[Anna Musmita Sari]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The aim of this research is to describe the effectiveness of LC 5E learning model in improving communicate skills and mastery of concepts students on the material chemical equilibrium. The population in this study were all students of class XI IPA in State Senior High School 1 Natar academic year 2012-2013. Sampling was done by purposive sampling technique. The sample in this research was first class XI IPA2 as experiment class and class XI IPA3 as control class. This research used quasi-experimental research design with Non Equivalent Control Group Design. Effectiveness is measured LC 5E learning model based n-Gain increased significantly between the control class and the experimental class, with using two different test average. The results showed the average value of n-Gain skills for communicating control and experimental classes respectively 0,54 and 0,74; and the average value of n-Gain mastery of the concept for the control and experimental classes respectively 0,41 and 0,55. This suggest that the LC 5E learning model effective in improving the skills of communicating and mastery concept of chemical equilibrium students on the material.Kata kunci: model pembelajaran LC 5E, keterampilan mengkomunikasikan dan penguasaan konsep]]>
<![CDATA[ENHANCING THE SKILLS ENHANCEMENT OF HYDROCARBON BY GUIDED CYCLE 3E LEARNING MODEL ]]>
<![CDATA[Ika Eni Fadlin]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Emmawaty Sofya]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aimed to describe the LC 3E learning model effectiviness in improving the communication skills of students in the subject matter of hydrocarbons. The samples in this study were students of SMAN 7 Bandar Lampung class X4 and X5 Academic Year 2011-2012 Even Half that taken by porposive sampling technique. This research was a quasi-experimental research design Non Equivalent (Pretest-Posttest) Control Group Design. Hypothesis test used is the t-test. Based on the result of the study, found that the avarage N-gain communication skills using learning model LC 3E is higher than that using conventional learning. This implies that the LC 3E learning model effective in improving student’s communication skills in the subject matter of hydrocarbons.Keyword: LC 3E models, communication skills, and effectiviness]]>
<![CDATA[Efektivitas PBL Untuk Meningkatkan Keterampilan Berpikir Luwes Pada Larutan Penyangga ]]>
<![CDATA[Ana Zuhriatun Nisa]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was aimed to describe the effectiveness of problem based learning model to improve student’s flexibility thinking skill on buffer solution topic. The research method used was quasi experimental with non-equivalenpretest-postest control group design. The sample of this research were students on one of Senior High School in Tulang Bawang Barat for 2017-2018 academic year in grade XI IPA 1 as a experiment class and XI IPA 2 as a control class that was obtained by using cluster random sampling. The effectiveness of problem based learning model was showed by the significant difference for average n-Gain of flexible thinking skill between the experiment and control class, for experiment class was 0,75 with high categorize and for control class was 0,37 with middle cateogorize. The effectiveness was also supported by data of the teacher’s ability to manage learning with high criteria.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model Problem Based Learning untuk meningkatkan keterampilan berpikir luwes pada materi larutan penyangga. Metode penelitian yang digunakan adalah kuasi eksperimen dengan non-equivalen pretest-postest control group design. Sampel dalam penelitian ini adalah siswa dari salah satu SMA di Tulang Bawang Barat tahun pelajaran 2017/2018 di kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol yang diperoleh menggunakan cluster random sampling. Efektivitas model Problem Based Learning ditunjukkan oleh perbedaan rata-rata n-Gain keterampilan berpikir luwes yang signifikan antara kelas eksperimen dan kelas kontrol, yaitu kelas eksperimen sebesar 0,75 dengan kategori “tinggi” dan kelas kontrol sebesar 0,37 dengan kategori “sedang”. Efektivitas juga didukung dengan data kemampuan guru mengelola pembelajaran dengan kriteria tinggi. Kata kunci: berpikir luwes, Problem Based Learning, larutan penyangga]]>
<![CDATA[Efektivitas Problem Solving untuk Meningkatkan Motivasi Belajar dan Penguasaan Konsep Materi Elektrolit/Non Elektrolit ]]>
<![CDATA[Aerli Nurfita Dewi]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose was to describe the, effectiveness of problem solving to improve learning motivation and concept mastery on electrolyte and non-electrolyte solution topic. This research was conducted at MAN Pringsewu used kuasi esperimental method with Equivalent (pretest-posttest) control group design. The sample was obtained by purposive sampling technique, it was obtained sample was the X MIA 2 as Experimental class and X MIA 4 as control class. Effectiveness was evidenced by improvement of the improve learning motivation and concept mastery students’ used t-test and effect size test. The result of this research shown that student activity is very high, teacher ability is high, the improve learning motivation and concept mastery students is high and effect size had large criteria. Based on them, problem solving was effective and had big effect size to improve of the improve learning motivation and concept mastery students on electrolyte and non-electrolyte solution topic.Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran problem solving dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit. Penelitian ini telah dilakukan di salah satu MAN Pringsewu menggunakan metode kuasi eksperimen dengan Non Equivalent (Pretest-posttest) control group design. Sampel diperoleh melalui teknik purposive sampling diperoleh sampel yaitu kelas X MIA 2 sebagai kelas eksperimen dan X MIA 4 sebagai kelas kontrol. Keefektivan dibuktikan dari peningkatan motivasi belajar dan penguasaan konsep siswa yang menggunakan uji-t serta didukung oleh kemampuan guru dan uji ukuran pengaruh. Hasil penelitian menunjukkan bahwa rata-rata aktivitas siswa sangat tinggi, kemampuan guru selama pembelajaran tinggi, motivasi belajar dan penguasaan konsep siswa tinggi serta ukuran pengaruh yang besar. Berdasarkan hal tersebut, model problem solving efektif dan memiliki ukuran pengaruh yang besar dalam meningkatkan motivasi belajar dan penguasaan konsep siswa pada materi larutan elektrolit dan non elektrolit.Kata Kunci: motivasi belajar, penguasaan konsep, problem solving.]]>
<![CDATA[EFEKTIVITAS MODEL LEARNING CYCLE 6E DALAM MENINGKATKAN KETERAMPILAN INFERENSI DAN PENGUASAAN KONSEP KOLOID ]]>
<![CDATA[Rika Jusnely]]>;
<![CDATA[Nina Kadaritna]]>;
<![CDATA[Ratu Betta Rudibyani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aims to describe the effectiveness of Learning Cycle 6E model to improve inferring skill and koloid concept mastery. This reseach uses Quasi Experimental Method and Nonequivalent Control Group Design. The population of this research was students of XI science SMA YP Unila Bandar Lampung, with XI science 2 class and XI science 4 as samples. The effectiveness of Learning Cycle 6E model was measured based on the difference of a significant N-gain and t test. The results showed that average value of N-gain of concept mastery in experiment and control class were 0.73 and 0.58 respectively; and average value of N-gain for inferring skill in experiment and control class were 0.75 and 0.56 respectively. Based on t test, it was concluded that learning cycle 6E model could increase inferring skill and koloid concept mastery.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model Learning Cycle 6E dalam meningkatkan keterampilan inferensi dan penguasaan konsep koloid. Penelitian ini menggunakan metode kuasi eksperimen dengan Non equivalent Control Group Design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA YP Unila Bandar Lampung, dengan kelas XI IPA2 dan kelas XI IPA4 sebagai sampel. Efektivitas model Learning Cycle 6E diukur berdasarkan perbedaan N-gain yang signifikan dan uji t. Hasil penelitian menunjukkan rata-rata N-gain penguasaan konsep untuk kelas eksperimen yaitu 0,73 dan kelas kontrol yaitu 0,58; serta rata-rata N-gain keterampilan inferensi untuk kelas eksperimen yaitu 0,75 dan kelas kontrol yaitu 0,56. Berdasarkan uji-t, didapat kesimpulan bahwa model Learning Cycle 6E dapat meningkatkan keterampilan inferensi dan penguasaan konsep koloid.Kata kunci : keterampilan inferensi, learning cycle 6E, penguasaan konsep]]>
