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Anna Juniar
Universitas Negeri Medan, Medan 20221, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science

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The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material Anna Juniar; Indra Amparodman Sianipar
Jurnal Pendidikan Kimia (JPKim) Vol 14, No 2 (2022): August
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.701 KB) | DOI: 10.24114/jpkim.v14i2.34553

Abstract

This study aims to determine the effect of the guided inquiry model on improving science process skills and learning outcomes of its correlation in chemistry. This research was conducted at SMA Negeri 1 Siantar Narumonda. The sample in this study consisted of two classes, each of which consisted of 30 students who were taught using guided and conventional inquiry learning models. The instruments used were multiple choice tests (Learning Outcomes), essay tests (Science Process Skills), student worksheets, and observation sheets on the implementation of science process skills. The results of the analysis obtained that the average gain of student learning outcomes who were taught using the guided inquiry learning model (0.789) was different from the conventional model (0.698) and the average gain of science process skills using the guided inquiry model (0.858) was different from the use of conventional learning models (0.789). Hypothesis testing using a two-party t-test for student learning outcomes and science process skills was obtained at 4.465 > 2.00172 and 7.051 > 2.0172. Thus, it was found that there was an influence of the guided inquiry learning model on student learning outcomes and science process skills. The correlation test showed that there was a correlation between learning outcomes and students' science process skills with an r count of 0.525 > 0.361 with a contribution of 27%.Keywords:Chemical equilibrium, Guided inquiry, Learning outcomes, Science process skills
Development of interactive teaching materials based on inquiry based learning models based on the outcome-based education curriculum in analytical chemistry learning Anna Juniar; Siti Rahmah; Tua Paimaon Tambunan; Pravil M Tambunan
Jurnal Pendidikan Kimia (JPKIM) Vol 15, No 3 (2023): December
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v15i3.50780

Abstract

This research to develop an IBL-based electronic e-module integrated with the OBE curriculum in analytical chemistry learning. This research is a development research using the ADDIE model which consists of 5 stages: Analysis. Design, Development, Implementation and Evaluation. The sampling technique uses purposive sampling as many as 28 preservice chemistry teachers. Research data were obtained from a validation questionnaire for media experts, material experts, linguists and student responses to the developed e-module with BSNP criteria. Material expert validation obtained an average content feasibility of 3.22, language eligibility 3.52 and presentation feasibility 3.73 IT expert validation obtained an average for design indicators 3.75, display 3.75 and visual 3.3 and usage 3.75. Student response to learning using an electronic IBL-based e-module integrated with the OBE curriculum for display is 89.99%, content quality is 92.85%, usage is 93.3% and usefulness is 93.15%. Implementation of interactive e-module products based on inquiry based learning in learning that can improve student chemistry learning outcomes in the Analytical Chemistry course with Gain 81.20.Keywords: Analytical chemistry; e-modules; Gravimetri; Inquiry based learning; Volumetry
Co-Authors Indra Amparodman Sianipar Pravil M Tambunan Siti Rahmah Tua Paimaon Tambunan