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<![CDATA[Efektivitas Discovery Learning untuk Meningkatkan Keterampilan Berpikir Evaluatif dan Penguasaan Konsep Asam Basa Arrhenius ]]>
<![CDATA[Aprilia Dwi Puspita]]>;
<![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 discovery learning model to improve the skils of the evaluative thinking and concept mastery of acid-base Arrhenius. The method used is quasi experimental with pretes-postes non-equivalen control grup design. The population of this research was all students grade XI in science class of SMA Negeri 13 Bandar Lampung. The samples were taken by cluster random sampling technique then obtained XI IPA4 as experimental class and XI IPA5 as control class. The effectiveness of discovery learning model was showed by the significant difference of n-Gain experiment classes and supported by difference effect size. The results showed that the average n-Gain in experiment classes respectively that medium criteria and supported by large’s effect size. Based on the result of this research, conclude that discovery learning model is effective to increase evaluative thinking skills and concept mastery on acid-base Arrhenius. Penelitian ini bertujuan untuk mendeskripsikan keefektifan model discovery learning untuk meningkatkan keterampilan berpikir evaluatif dan penguasaan konsep siswa pada materi asam basa Arrhenius. Metode yang digunakan yaitu kuasi eksperimen dengan pretest-posttest non-equivalen control group design. Populasi pada penelitian ini seluruh siswa kelas XI IPA SMA Negeri 13 Bandar Lampung. Sampel diambil dengan teknik cluster random sampling sehingga diperoleh XI IPA4 sebagai kelas eksperimen dan XI IPA5 sebagai kelas kontrol. Efektivitas model discovery learning diukur berdasarkan perbedaan n-Gain yang signifikan pada kelas eksperimen yang di dukung oleh perbedaan ukuran pengaruh. Hasil penelitian menunjukkan bahwa rata-rata n-Gain pada kelas eksperimen sebesar 0,62 dengan kriteria sedang dan di dukung oleh ukuran pengaruh yang besar. Berdasarkan hasil penelitian, menyimpulkan bahwa model pembelajaran discovery learning efektif dalam meningkatkan keterampilan berpikir evaluatif dan penguasaan konsep asam-basa Arrhenius.Kata kunci: model discovery learning, asam basa Arrhenius, keterampilan berpikir evaluatif, dan penguasaan konsep]]>
<![CDATA[THE ENHANCEMENT OF COMMUNICATION SKILL AND MASTERY OF THE MATERIAL CONCEPT IN CHEMICAL EQUILIBRIUM WITH LEARNING CYCLE 5E MODEL ]]>
<![CDATA[dewi natas haning tias tuti]]>;
<![CDATA[ratu betta rudibyani]]>;
<![CDATA[emmawaty sofya]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[ This research aimed to describe the effectiveness of LC 5E learning model in improving skill to communicate and mastery of the concept of chemical equilibrium the student. The population in this study were all students of class XI IPA in State Senior High School 6 Bandar Lampung school year 2012-2013 and spread into three classes namely XI IPA1, IPA2 XI, and XI IPA3. Sampling was done by purposive sampling technique. The sample in this reseach was a class XI IPA2 as experimental class the applied to LC 5E learning model and a class XI IPA3 as class control the applied to conventional learning. This is a quasi-experimental research using Non Equivalent (Pretest and Posttest) Control Group Design. Data analysis in this research using the n-Gain and t-test. The results showed the value average of n-Gain skills communicate for the experimental class of 0,77 (high category) while the control class 0,57 (medium category) and the mastery of concepts for a class experiment of 0,36 (medium category) while the control class 0,25 (low category). Based on t test, obtained skill to communicate the resulted thitung = 4.617 ttabel = 1.67. This means that skill to communicate classes with learning LC 5E higher than conventional the class with learning. Mastery of concepts resulted thitung = 2.8178 ttabel = 1.67. It can be concluded that learning LC 5E effective in improving the skill to communicate and mastery of concepts chemical equilibrium the students. Keywords : LC5E, skill to comunicate, mastery of the concept]]>
<![CDATA[ENHANCING THE SKILLS CLASSIFICATION OF HYDROCARBON BY LEARNING MODEL LC 3E ]]>
<![CDATA[agnes triharwanti]]>;
<![CDATA[ratu betta rudibyani]]>;
<![CDATA[nina kadaritna]]>
<![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[The purpose of this study was to describe the effectiveness of the learning model LC 3E classification in improving the skills of students in the subject matter of hydrocarbon. Population in this research is all the students class X SMA N 7 Bandar Lampung of the academic year 2011-2012 were scattered in nine classes, X1 to X9. The sampling technique used purposive sampling. A method of this research is a quasi of his experiments with non equivalent control group design. The effectiveness of the learning model LC 3E measured by an increase in N-gain significant. Based on the hypothesis testing is done, it is known that the class learning model LC 3E classification skills of students is higher than conventional classroom learning. Where the average N-gain classification skills students for the experimental class and the control class, respectively 0.504 and 0.382. This suggests that the learning model LC 3E is more effective in improving students skills in the classification of hydrocarbon material.Key words: learning model LC 3E, skill classification]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR LANCAR ]]>
<![CDATA[Ali Sugandi]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The aim of this research was to describe the effectivity of problem solving learning to increase students fluency thinking ability on the reaction rate of chemistry subject. This research used Non Equivalent Control Group Design. The sample was choosen using purposive sampling. Population of the research was tenth grade students of SMA Negeri 1 Gedongtataan at first semester in the 2014/2015 year, and the sample were, XI science 3 and XI science 4. The effectivity of problem solving learning was 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 0,63 and 0,39. Based on hyphothesis test, it can be concluded that problem solving learning is effective to increase students fluency thinking ability through rate of reaction.Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas model pembelajaran problem solving dalam meningkatkan kemampuan siswa dalam berpikir lancar pada materi laju reaksi. Metode penelitian ini adalah kuasi eksperimen dengan Non Equivalent Control Group Design. Sampel penelitian dipilih menggunakan teknik purposive sampling. Populasi dalam penelitian ini adalah semua siswa kelas XI IPA SMA Negeri 1 Gedongtataan semester ganjil Tahun Pelajaran 2014/2015 dan sampel penelitian adalah kelas XI IPA3 dan X IPA4. Efektivitas pembelajaran problem solving diukur berdasarkan perbedaann-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa rata-rata n-Gain kemampuan siswa dalam berpikir lancar pada kelas eksperimen dan kelas kontrol sebesar 0,63 dan 0,39. Berdasarkan pengujian hipotesis, diketahui bahwa model pembelajaran problem solving efektif dalam meningkatkan kemampuan siswa dalam berpikir lancar pada materi laju reaksi .Kata kunci: kemampuan berpikir lancar, model problem solving, laju reaksi]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN INKUIRI TERBIMBING DALAM MENINGKATKAN PENGUASAAN KONSEP HUKUM-HUKUM DASAR KIMIA SISWA ]]>
<![CDATA[Eka Yunita Zuliana]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aims to describe the effectivity of guided inquiry student on basic postulates of chemistry.in concept mastery. This research used quasi experiment method with Non-Equivalent Control Group Design. Sampel was decided by using purposive sampling technique. Sample in this research was Senior High School 1Kotaagung with X4 as experiment class and X3 as control class. The effectivity ofguided inquiry learning model was measured based on n-Gain significant differentiation between student mastery concept in control class and experiment class.The result of this research showed that n-Gain average of student concept mastery in experiment class and n-Gain in control class was 0,28 and 0,62. Based on hypothesistesting with t-test, it concluded that guided inquiry was effective in increasing learning student concept mastery on basic postulates of chemistry. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing pada materi hukum-hukum dasar kimia dalam meningkatkan penguasaan konsep siswa. Penelitian ini menggunakan metode kuasi eksperimen dengan Non-Equivalent (Pretes-Posttes) Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas X IPA SMA N 1 Kotaagung, kelas X IPA4 sebagai eksperimen dan kelas X IPA3 sebagai kelas kontrol. Pengambilan sampel dengan cara purposive sampling. Efektivitas model pembelajaran inkuiri terbimbing diukur berdasarkan perbedaan n-Gain penguasan konsep siswa yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata n-Gain penguasaan konsep untuk kelas eksperimen dan kelas kontrol yaitu 0,62 dan 0,28. Berdasarkan pengujian hipotesis menggunakan uji-t, didapat kesimpulan bahwa model pembelajaran inkuiri terbimbing efektif dalam meningkatkan penguasaan konsep siswa pada materi hukum-hukum dasar kimia.Kata kunci: hukum-hukum dasar kimia, meningkatkan penguasaan konsep, model inkuiri terbimbing]]>
<![CDATA[EFEKTIVITAS DISCOVERY LEARNING DALAM MENINGKATKAN PENGUASAAN KONSEP DAN KEMAMPUAN MENYIMPULKAN ]]>
<![CDATA[Putri Ayu Wulan Sari]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Emmawaty Sofya]]>
<![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 aims to describe discovery learning model in increasing the concept mastery and inferring ability on basic postulates of chemistry. Sampel in this research was experiment class (X2) and control class (X1) in SMA Utama 2 Bandar Lampung. This research used quasi-experiment method with Non Equivalent (Pretest and Posttest) Control Group Design. The effectivity of discovery learning model was measured based on significant n-Gain differentiation between experiment class and control class, use two average differentiate test. The result of this research showed by n-Gain average of concept mastery with 0,66 for experiment class and 0,45 for control class and n-Gain average of inferring ability was 0,68 for experiment class and 0,52 for control class. Based on hypothesis testing with two mean difference test ( t-test ), it concluded that discovery learning model was effective in increasing concept mastery and inferring ability on Basic Postulates of Chemistry.Penelitian ini bertujuan untuk mendeskripsikan model discovery learning dalam meningkatkan penguasaan konsep dan kemampuan menyimpulkan pada materi hukum-hukum dasar kimia. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Utama 2 Bandar Lampung semester ganjil Tahun 2013-2014 dengan kelas X2 dan kelas X1 sebagai sampel. Metode penelitian ini adalah kuasi eksperimen melalui Non Equivalent Control Group Design. Efektivitas model discovery learning ditunjukkan adanya perbedaan rata-rata n-Gain yang signifikan antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata n-Gain penguasaan konsep kelas eksperimen dan kontrol sebesar 0,66 dan 0,45 sedangkan rata-rata n-Gain kemampuan menyimpulkan kelas eksperimen dan kelas kontrol sebesar 0,68 dan 0,52. Berdasarkan pengujian hipotesis dengan uji perbedaan dua rata-rata (uji-t), disimpulkan bahwa model discovery learning efektif dalam meningkatkan penguasaan konsep dan kemampuan menyimpulkan pada materi hukum-hukum dasar kimia.Kata kunci: kemampuan meyimpulkan, model discovery learning, penguasaan konsep]]>
<![CDATA[MODEL PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN MEMFOKUSKAN PERTANYAAN PADA MATERI GARAM HIDROLISIS ]]>
<![CDATA[Dita Apriani]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Emmawaty Sofya]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this research using quasi experimental with non equivalent control group design described the effectiveness of problem solving model to increase students' focusing on a question ability in hydrolysis salt topic. Sample was taken from classes of the 11th by purposive sampling and it was obtained the 11th grade of IPA5 as an experimental class and the 11thgrade of IPA6 as a control class. The results showed that the average n-Gain of focusing on a question ability in the experimental class is higher than the control class. Based on the results of the t test, it was obtained focusing on a question ability on the experimental class differ significantly from the control class, so it can be declared that problem solving model is effective to increase focusing on a question ability in hydrolysis salt topic.Penelitian ini menggunakan kuasi eksperimen dengan Non-Equivalent Control Group Design bertujuan untuk mendeskripsikan efektivitas model problem solving dalam meningkatkan kemampuan memfokuskan pertanyaan siswa pada materi garam hidrolisis. Pengambilan sampel dari populasi yang berjumlah enam kelas XI IPA dengan teknik purposive sampling dan diperoleh kelas XI IPA5 (kelas eksperimen) dan kelas XI IPA6 (kelas kontrol).Hasil penelitian menunjukkan rata-rata n-Gain kemampuan memfokuskan pertanyaan pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol pada materi garam hidrolisis. Berdasarkan hasil uji t diperoleh kemampuan memfokuskan pertanyaan pada kelas eksperimen berbeda secara signifikan dengan kelas kontrol, sehingga dapat disimpulkan bahwa model problem solving efektif dalam meningkatkan kemampuan memfokuskan pertanyaan pada materi garam hidrolisis.Kata kunci: garam hidrolisis, kemampuan memfokuskan pertanyaan, problem solving]]>
<![CDATA[The Effectiveness of Using Problem Based Learning through Audio Visual Media to Improve Students’ Critical Thinking in Colloidal Material ]]>
<![CDATA[Rizka Leonita Wibowo]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Emmawaty Sofya]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aims to the effectiveness of using audio-visual media based on problem-based learning to improve students' critical thinking ability on colloidal material course. The population of this research is XI MIPA students at SMAN 14 Bandar Lampung. The sample of this research is XI MIPA 6 as the experimental class and XI MIPA 4 as the control class. In this research, the method used is quasi experiment with the pretest-posttest control group design. The effectiveness of using problem based learning through audio visual media to improve students' critical thinking ability on colloidal materials is measured by the significant average of the n-Gain score between experiment and control class. The result shows that the n-Gain score of students’ critical thinking in the experimental class is 0.81 that is categorized “high”, and for the control class is 0.63 that is categorized “medium”. The effect size test results show that problem based learning through audio visual media has a "big" impact in improving students' critical thinking ability on colloidal materials. Based on these results, it can be concluded that problem based learning through audio visual media has a positive impact and effective in improving students' critical thinking ability on colloidal materials.Keywords: effectiveness, audio visual media, problem based learning, critical thinking, colloid. DOI : 10.23960/jppk.v10.i3.2021.02 ]]>
<![CDATA[THE IMPROVEMENT OF STUDY MOTIVATION AND MASTERY OF CONCEPT IN THE BASIC LAWS OF CHEMISTRY MATERY BY THE LEARNING CYCLE 5E (LC5E) LEARNING MODEL ]]>
<![CDATA[tazkia tirta victorya]]>;
<![CDATA[ratu betta rudibyani]]>;
<![CDATA[tasviri efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The objective of this research is to know the effectiveness of Learning Cycle 5E (LC5E) model in basic laws of chemistry material in improving student’s study motivation and concepts mastery. The research class was 23 students of X2 classroom that have an equal academic abilities. This was a pre experiment research using one group pretest-posttest design. Effectiveness of learning with LC5E model was measured based on significant gain improvements. The results showed that average value of N-gainof student’s study motivation in research class were 0,42 respectively; and average value of N-gain for concept mastery in research class was 0,5750 respectively. The hypothesis result test showed that classroom that used LC5E model had higher student’s study motivation and concept mastery than before. This indicated that LC5E model was more effective to improve student’s study motivation and student’s concept mastery at SMA Muhammadiyah I Way Jepara. Keywords: Learning Cycle 5E (LC5E), study motivation, and mastery of concept]]>
<![CDATA[LEARNING EFFECT GUIDED INQUIRY MASTERY OF CONCEPTS ON BASIC MATERIALS COLLOIDAL SYSTEMS ]]>
<![CDATA[Army Ardhi Andini]]>;
<![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[The success of the learning process can be determined from the cognitive and affective aspects. One method involves learning activity of students to discover the concept itself is a method of guided inquiry (guided inquiry). One concept that requires the involvement of students in activities and make students more active is Colloidal Systems. The concept of colloidal systems require reasoning and explanations through reasoning. With such reasoning students can solve the problems and to apply them in everyday life. This study aimed to describe the effect of guided inquiry learning to mastery of concepts in the subject matter of the colloidal system. This type of research is experimental. The population in this study were all students of class XI Science SMAN 7 Bandar Lampung. Research sample class XI IPA 1 and XI IPA 2 selected using purposive sampling technique. The study design used was The Matching-Only Posttest-Only Control Group Design. Based on hypothesis testing, found that the average value of the colloidal system concept mastery class guided inquiry learning model applied is higher than the applicable class of conventional learning models. This shows that the application of the guided inquiry pembelajara affect colloidal systems concept mastery. Keywords: Effects, Guided Inquiry, Concept Mastery, Colloid Systems]]>
