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All Journal Jurnal Paedagogy Journal of Educational Chemistry (JEC) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI)
Yuli Hartati
Chemistry Education Study Program, Faculty Of Teacher Training And Education, Universitas Mulawarman
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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Development of Learning Tools GOAL (Graphic Organizer-Based Argumentation Learning) Model to Improve Students' Argumentation Skills Devi Lestari; Farah Erika; Yuli Hartati
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12191

Abstract

This study aims to develop a learning tools GOAL model (Graphic Organizer-Based Argumentation Learning). The set of GOAL model is expected to be a chemistry learning tool that can improve students' argumentation skills. This study uses a Research and Development methodology with a 4-D design consisting of Define, Design, Develop and Disseminate. The results showed that: 1) the developed GOAL model tools consisting of lesson plans, LKPD, teaching materials, and assessment instruments with good validity. 2) GOAL model tools are easy to use by teachers and students during the learning process in class, and 3) GOAL model learning tools have high effectiveness in improving students' argumentation skills. These results indicate that the GOAL model can be applied in chemistry learning to improve students' argumentation skills.
Potential of Medicinal Plants in Pampang Village Samarinda As A Chemistry Learning Resource Farah Erika; Anzar Farisda Dhilla; Yuli Hartati; Iis Intan Widyowati; Ayu Dwi Yulianti
Jurnal Paedagogy Vol 11, No 1: Jurnal Paedagogy (January 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i1.6172

Abstract

This research aims to identify the potential of medicinal plants in Pampang Village, Samarinda, East Kalimantan, which can be used as a source of chemistry learning at the junior and senior high school levels. This research used a descriptive method with a qualitative approach. Data collection was carried out through observation, interviews, and documentation. The research subjects, namely 11 residents of Pampang Village, were determined using purposive sampling. Data analysis used interactive model analysis, and data validity is measured using data triangulation techniques. The results of the research show that there are 20 medicinal plants that the people of Pampang Village widely used and eight medicinal plants have the potential to be used as a source of chemistry learning. These medicinal plants were sambung nyawa, meniran, bajakah, betel, seri, turmeric, coconut, and tamarind eggplant. These plants related to materials separating mixtures, reaction rates, functional groups, lipids, acid and base indicators, electrolyte and non-electrolyte solutions, acids and bases, chemical changes, and redox. Therefore, this can be used as a reference and consideration for chemistry teachers in the learning process. to help students understand chemistry lessons closely related to everyday life.
Perbedaan antara Model Process Oriented Guided Inquiry Learning (POGIL) dan Model Discovery Learning (DL) terhadap Kemampuan Berpikir Kritis Siswa pada Materi Zat Aditif di SMP Negeri 2 Samarinda Intan Eti Pratia; Muhammad Amir Masruhim; Yuli Hartati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i3.1680

Abstract

Berpikir kritis ialah salah satu kemampuan yang wajib dimiliki siswa dalam menghadapi tantangan abad ke-21. Kemampuan ini membantu siswa untuk berpikir secara logis, serta mampu mengevaluasi berbagai informasi yang mereka terima, khususnya di era digital. Tujuan penelitian ini adalah untuk menemukan perbedaan antara model Process Oriented Guided Inquiry Learning (POGIL) dan model Discovery Learning pada kemampuan berpikir kritis siswa pada materi aditif dengan metode penelitian kuantitatif. Populasi penelitian yakni semua siswa kelas VIII SMP Negeri 2 Samarinda yang terdiri dari sebelas kelas. Penentuan dilaksanakan dengan teknik cluster random sampling yang tersusun dari dua kelas yakni kelas eksperimen 1 memakai model Discovery learning (DL) dan kelas eksperimen 2 memakai model Process Oriented Guided Inquiry Learning (POGIL). Desain penelitian ini memakai post-test only group design. Instrumen yang digunakan pada penelitian ini adalah instrument tes berupa soal uraian (essay) dengan menggunakan 6 indikator berdasarkan Fisher meliputi mengidentifikasi masalah, menyusun alternatif pemecahan masalah, mengumpulkan infomasi relevan, mengungkapkan pendapat, membuat kesimpulan, mengevaluasi argumen. Data dianalisis dengan memakai uji Independent Sample T-test. Hasil analisis menunjukkan jika siswa pada kelas yang menerapkan Process Oriented Guided Inquiry Learning (POGIL) (69,27) mempunyai rata-rata kemampuan berpikir kritis yang lebih tinggi dibandingkan dengan siswa pada kelas Discovery Learning (59,90). Aktivitas guru dan siswa menunjukkan bahwa tingkat keterlibatan dalam pembelajaran Discovery learning mencapai 93% dan tingkat keterlibatan dalam pembelajaran Process Oriented Guided Inquiry Learning (POGIL) mencapai 97%. Dengan demikian, terdapat perbedaan kemampuan berpikir kritis antara model Process Oriented Guided Inquiry Learning (POGIL) dengan model Discovery Learning (DL).
Co-Authors Anzar Farisda Dhilla Ayu Dwi Yulianti Devi Lestari Farah Erika Farah Erika Iis Intan Widyowati Intan Eti Pratia Muhammad Amir Masruhim