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All Journal Jurnal Inovasi Pendidikan Kimia Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan JURNAL PROFESI KEGURUAN Jurnal Tadris Kimiya Jurnal Zarah JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika)
Indah Langitasari
Universitas Sultan Ageng Tirtayasa
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

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Application of PDEODE Learning Model to Increase Student's KPS in Buffer Solution Halimah, Mamah; Langitasari, Indah; Solfarina, Solfarina
Jurnal Profesi Keguruan Vol 5, No 1 (2019): Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7290/jpk.v5i1.17714

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan KPS siswa melalui penerapan model pembelajaran PDEODE. Desain penelitian ini adalah one group pretest-posttest dengan teknik pengambilan sampel purposive sampling. Intrumen pengukuran yang digunakan berupa tes pilihan ganda berjumlah 30 soal dan lembar observasi yang telah tervalidasi. Teknik analisis data yang digunakan adalah analisis deskriptif menggunakan N-Gain dan analisis statistik menggunakan uji t dependen. Berdasarkan hasil penelitian diketahui bahwa adanya peningkatan KPS siswa akibat penerapan model pembelajaran PDEODE. Peningkatan ini dibuktikan oleh hasil uji t yang memiliki nilai signifikansi sebesar 0,000. Nilai N-Gain yang diperoleh pada masing masing indikator yang diteliti adalah indikator menafsirkan (0,682), indikator mengelompokkan (0,338), indikator mengamati (0,569), meramalkan (0,456), mengajukan pertanyaan (0,506), merumuskan hipotesis (0,433), merancang percobaan (0,511), menggunakan alat/bahan (0,449), menerapkan konsep (0,458) dan berkomunikasi (0,529). Dapat dibuktikan bahwa KPS siswa meningkatThis study aims to determine the increasing of students' KPS through the application of the PDEODE learning model. The design of this study was one group pretest-posttest with purposive sampling technique. The measurement instruments that be used were multiple choice tests with a total of 30 questions and validated observation sheets. Data analysis techniques that used in the form of descriptive analysis using N-Gain and statistical analysis using the dependent t test. Based on the results of the research, it was found that there was a development in student KPSPSS due to the application of the PDEODE learning model. This development was proved by the results of the t test which has a significant value of 0,000. N-Gain values that obtained in each indicator that be observed were interpreting indicators (0.682), grouping indicators (0.338), observing indicators (0.569), predicting (0.456), asking questions (0.506), formulating hypotheses (0.433), designing experiments (0.511), using tools/materials (0.449), applying the concept (0.458) and communicating (0.529). It can be proven that student KPS is increasing
Pengaruh Siklus Belajar Hipotesis Deduktif pada Konsep Reaksi Redoks Terhadap Keterampilan Berpikir Kritis Haerunnissa, Nina; Solfarina, Solfarina; Langitasari, Indah
Jurnal Profesi Keguruan Vol 5, No 1 (2019): Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7290/jpk.v5i1.17783

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh siklus belajar hipotesis deduktif pada konsep redoks terhadap keterampilan berpikir kritis siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan nonequivalent control group design. Sampel penelitian adalah siswa kelas X MIA yang terdiri atas kelas eksperimen dan kontrol yang diambil dengan teknik purposive sampling. Instrumen pengumpulan data yang digunakan adalah tes, sebanyak 13 soal uraian yang valid dan reliabel,dan lembar observasi. Data hasil penelitian dianalisis secara statistik dan deskriptif. Hasil penelitian menunjukkan perbedaan KBK siswa berdasarkan nilai N-Gain pada aspek memberikan penjelasan sederhana, membangun keterampilan dasar, menyimpulkan, dan memberikan penjelasan lebih lanjut pada kelas kontrol berturut-turut adalah 0,22; 0,25; 0,30; dan 0,27, sedangkan pada kelas eksperimen sebesar 0,40; 0,41; 0,45; dan 0,40. Nilai N-Gain tersebut menunjukkan tingkat KBK kelas eksperimen lebih tinggi dari kelas kontrol. Hal tersebut didukung oleh hasil uji hipotesis menggunakan Independent Sample T-Test yang menunjukkan bahwa terdapat perbedaan KBK antara kelas eksperimen dan kelas kontrol, sehingga dapat disimpulkan bahwa siklus belajar hipotesis deduktif berpengaruh lebih baik terhadap keterampilan berpikir kritis siswa dibanding pembelajaran demonstrasi.This research aim is to find out the effect of hipotetical deductive cycle learning on redox reaction concept to student critical thinking skills. Type of research is quasi experimental with nonequivalent control group design. Sample of research is students of science class X as experimental and control class taken by purposive sampling technique. Data collection methods used are  test with 13 description questions that has validity and reliability and observation with observation sheet. Data of research result were analyzed by statistic and descriptive. The result showed increasing of CTS based on N-Gain value in aspects simple explanation building basic skills, concluding, and giving further explanation in sequence is 0,22; 0,25; 0,30; and 0,27 at control class and 0,40; 0,41; 0,45; and 0,40 at experimental class. N-Gain value showed CTS level of experimental is higher than control class. Its supported by hipothesis test dengan independent sample t-test result that showed there are differences of CTS between experimental and control class so it can be concluded that hipotetical deductive cycle learning take positive effect to critical thinking skills outcomes of students.
PENERAPAN PEMBELAJARAN REACT TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA Ihsani, Annisa Zahra; Langitasari, Indah; Affifah, Isriyanti
Jurnal Inovasi Pendidikan Kimia Vol 14, No 1 (2020): January (2020)
Publisher : Universitas Negeri Semarang

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Abstract

Critical thinking skills (CTS) are needed in chemistry learning, especially on solubility and the solubility product constant concept because this concept has contextual, complex characteristics and most of the concepts are obtained through practical activities. The learning that can train students CTS is REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning. This study aims to determine of application REACT learning to students CTS on solubility and the solubility product constant concept. The design of this study was one group pretest posttest with purposive sampling technique. The instrument was valid and reliable 12 essay questions and observation sheets. Data analysis technique was done by analysis descriptive using N-Gain and statistical analysis using paired sample t-test. The result showed that the N-Gain value with the medium category on 6 indicator CTS. These results were supported with the result of the paired sample test are acquired the significance value <0,05 and effect size results with high criteria that indicated REACT learning has a positive effect on students CTS on solubility and the solubility product constant concept
PENGEMBANGAN INSTRUMEN THREE TIER TEST PADA KONSEP ATOM, ION, DAN MOLEKUL Putranto, Adi; Langitasari, Indah; Nursa’adah, Euis
Jurnal Zarah Vol 8 No 1 (2020): Jurnal Zarah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v8i1.1349

Abstract

Atom, ion, dan molekul merupakan salah satu konsep dasar kimia yang bersifat abstrak dan saling berkaitan dengan konsep lainnya, serta menitikberatkan pada definisi konsep dan perhitungan. Hal tersebut menimbulkan adanya miskonsepsi. Peserta didik yang mengalami miskonsepsi pada konsep tersebut, maka akan kesulitan memahami konsep selanjutnya seperti persamaan reaksi, tata nama senyawa, stoikiometri, serta ikatan kimia. Miskonsepsi perlu diatasi agar pengajar dapat menghindari kesalahan pada proses pembelajaran yang menekankan pada konsep yang dianggap sulit. Oleh karena itu, dilakukan pengembangan instrumen untuk mengidentifikasi miskonsepsi peserta didik. Instrumen three tier test dinyatakan valid dan reliabel, serta dapat mengetahui tingkat konsepsi peserta didik. Hasil uji CVR melebihi 0,49 dan nilai cronbach’s alpha 0,842. Tingkat konsepsi peserta didik yaitu 43,72% memahami konsep, 13,32% kurang memahami, 8,92% miskonsepsi negatif, 12,70% miskonsepsi positif, dan 17,93% miskonsepsi.
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS ETNOSAINS PADA KONSEP LARUTAN ELEKTROLIT DAN NONELEKTROLIT Pertiwi, Woro Jati; Solfarina, Solfarina; Langitasari, Indah
Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021
Publisher : Universitas Negeri Semarang

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Abstract

Chemical learning lays a major emphasis on learning concepts and formulas. While in daily life, the application is less applied so that learning becomes less meaningful. Ethnoscience learning can be applied with the help of teaching materials in the form of Student Worksheets so learners can connect existing knowledge, such as culture or native community knowledge with scientific knowledge. The study aims to develop the learner's worksheet ethnoscience-based on one of the original knowledge of the communities, the use of fresh coconut water associated with the material's electrolyte and nonelectrolyte. This research is a research development with the method of Analysis, Design, Development Implementation, Evaluation (ADDIE). Data collection techniques using needs analysis in the form of library and field tests (interviews and questionnaires). Validity test using Content Validity Ratio (CVR) with 11 Validator consisting of lecturer and chemistry teacher, and the student response questionnaire. Research shows that the developed LKPD was qualified and valid to be used with a CVR 0.82 – 1.00 that shows a CVR >0.59. Students also have a proud attitude, responsibility, and awareness to preserve the culture of fresh coconut water consuming. 
PROBLEM BASED LEARNING (PBL) PADA TOPIK STRUKTUR ATOM : KEAKTIFAN, KREATIVITAS DAN PRESTASI BELAJAR SISWA Langitasari, Indah; Rogayah, Titi; Solfarina, Solfarina
Jurnal Inovasi Pendidikan Kimia Vol 15, No 2 (2021): July 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pembelajaran bermakna dalam kimia perlu memperhatikan karakter konten kimia dan peserta didik. Problem Based Learning (PBL) memberikan lingkungan belajar yang erat kaitannya dengan kehidupan sehari-hari sehingga dapat mendukung tercapainya pembelajaran  kimia yang bermakna bagi peserta didik. Penelitian ini bertujuan untuk mendeskripsikan keaktifan, kreativitas dan prestasi belajar kimia siswa pada implementasi problem based learning (PBL) untuk topik struktur atom. Penelitian ini merupakan penelitian best practice yang dilakukan di kelas X MIPA disalah satu SMA di kota Serang. Penelitian ini menggunakan metode kuantitatif deskriptif. Instrumen penelitian terdiri dari lembar observasi keaktifan siswa, lembar penilaian proyek dan 30 soal tes struktur atom. Analisis data dilakukan dengan mengkonversi skor penilaian kedalam nilai persentase kelas dan selanjutnya dikategorisasikan. Hasil penelitian menunjukkan bahwa rata-rata 78% siswa aktif selama pembelajaran dan kreativitas siswa terukur dalam kategori tinggi dengan skor rata-rata 78. Implementasi PBL juga memberikan pengaruh pada peningkatan prestasi belajar kimia siswa yang lebih baik dibandingkan pembelajaran sebelumnya.
Pengaruh Siklus Belajar Hipotesis Deduktif pada Konsep Reaksi Redoks Terhadap Keterampilan Berpikir Kritis Haerunnissa, Nina; Solfarina, Solfarina; Langitasari, Indah
widiyanto Vol 5, No 1 (2019): Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v5i1.17783

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh siklus belajar hipotesis deduktif pada konsep redoks terhadap keterampilan berpikir kritis siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan nonequivalent control group design. Sampel penelitian adalah siswa kelas X MIA yang terdiri atas kelas eksperimen dan kontrol yang diambil dengan teknik purposive sampling. Instrumen pengumpulan data yang digunakan adalah tes, sebanyak 13 soal uraian yang valid dan reliabel,dan lembar observasi. Data hasil penelitian dianalisis secara statistik dan deskriptif. Hasil penelitian menunjukkan perbedaan KBK siswa berdasarkan nilai N-Gain pada aspek memberikan penjelasan sederhana, membangun keterampilan dasar, menyimpulkan, dan memberikan penjelasan lebih lanjut pada kelas kontrol berturut-turut adalah 0,22; 0,25; 0,30; dan 0,27, sedangkan pada kelas eksperimen sebesar 0,40; 0,41; 0,45; dan 0,40. Nilai N-Gain tersebut menunjukkan tingkat KBK kelas eksperimen lebih tinggi dari kelas kontrol. Hal tersebut didukung oleh hasil uji hipotesis menggunakan Independent Sample T-Test yang menunjukkan bahwa terdapat perbedaan KBK antara kelas eksperimen dan kelas kontrol, sehingga dapat disimpulkan bahwa siklus belajar hipotesis deduktif berpengaruh lebih baik terhadap keterampilan berpikir kritis siswa dibanding pembelajaran demonstrasi.This research aim is to find out the effect of hipotetical deductive cycle learning on redox reaction concept to student critical thinking skills. Type of research is quasi experimental with nonequivalent control group design. Sample of research is students of science class X as experimental and control class taken by purposive sampling technique. Data collection methods used are  test with 13 description questions that has validity and reliability and observation with observation sheet. Data of research result were analyzed by statistic and descriptive. The result showed increasing of CTS based on N-Gain value in aspects simple explanation building basic skills, concluding, and giving further explanation in sequence is 0,22; 0,25; 0,30; and 0,27 at control class and 0,40; 0,41; 0,45; and 0,40 at experimental class. N-Gain value showed CTS level of experimental is higher than control class. Its supported by hipothesis test dengan independent sample t-test result that showed there are differences of CTS between experimental and control class so it can be concluded that hipotetical deductive cycle learning take positive effect to critical thinking skills outcomes of students.
Application of PDEODE Learning Model to Increase Student's KPS in Buffer Solution Halimah, Mamah; Langitasari, Indah; Solfarina, Solfarina
widiyanto Vol 5, No 1 (2019): Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v5i1.17714

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan KPS siswa melalui penerapan model pembelajaran PDEODE. Desain penelitian ini adalah one group pretest-posttest dengan teknik pengambilan sampel purposive sampling. Intrumen pengukuran yang digunakan berupa tes pilihan ganda berjumlah 30 soal dan lembar observasi yang telah tervalidasi. Teknik analisis data yang digunakan adalah analisis deskriptif menggunakan N-Gain dan analisis statistik menggunakan uji t dependen. Berdasarkan hasil penelitian diketahui bahwa adanya peningkatan KPS siswa akibat penerapan model pembelajaran PDEODE. Peningkatan ini dibuktikan oleh hasil uji t yang memiliki nilai signifikansi sebesar 0,000. Nilai N-Gain yang diperoleh pada masing masing indikator yang diteliti adalah indikator menafsirkan (0,682), indikator mengelompokkan (0,338), indikator mengamati (0,569), meramalkan (0,456), mengajukan pertanyaan (0,506), merumuskan hipotesis (0,433), merancang percobaan (0,511), menggunakan alat/bahan (0,449), menerapkan konsep (0,458) dan berkomunikasi (0,529). Dapat dibuktikan bahwa KPS siswa meningkatThis study aims to determine the increasing of students' KPS through the application of the PDEODE learning model. The design of this study was one group pretest-posttest with purposive sampling technique. The measurement instruments that be used were multiple choice tests with a total of 30 questions and validated observation sheets. Data analysis techniques that used in the form of descriptive analysis using N-Gain and statistical analysis using the dependent t test. Based on the results of the research, it was found that there was a development in student KPSPSS due to the application of the PDEODE learning model. This development was proved by the results of the t test which has a significant value of 0,000. N-Gain values that obtained in each indicator that be observed were interpreting indicators (0.682), grouping indicators (0.338), observing indicators (0.569), predicting (0.456), asking questions (0.506), formulating hypotheses (0.433), designing experiments (0.511), using tools/materials (0.449), applying the concept (0.458) and communicating (0.529). It can be proven that student KPS is increasing
PROBLEM BASED LEARNING (PBL) PADA TOPIK STRUKTUR ATOM : KEAKTIFAN, KREATIVITAS DAN PRESTASI BELAJAR SISWA Langitasari, Indah; Rogayah, Titi; Solfarina, Solfarina
Jurnal Inovasi Pendidikan Kimia Vol 15, No 2 (2021): July 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v15i2.24866

Abstract

Pembelajaran bermakna dalam kimia perlu memperhatikan karakter konten kimia dan peserta didik. Problem Based Learning (PBL) memberikan lingkungan belajar yang erat kaitannya dengan kehidupan sehari-hari sehingga dapat mendukung tercapainya pembelajaran  kimia yang bermakna bagi peserta didik. Penelitian ini bertujuan untuk mendeskripsikan keaktifan, kreativitas dan prestasi belajar kimia siswa pada implementasi problem based learning (PBL) untuk topik struktur atom. Penelitian ini merupakan penelitian best practice yang dilakukan di kelas X MIPA disalah satu SMA di kota Serang. Penelitian ini menggunakan metode kuantitatif deskriptif. Instrumen penelitian terdiri dari lembar observasi keaktifan siswa, lembar penilaian proyek dan 30 soal tes struktur atom. Analisis data dilakukan dengan mengkonversi skor penilaian kedalam nilai persentase kelas dan selanjutnya dikategorisasikan. Hasil penelitian menunjukkan bahwa rata-rata 78% siswa aktif selama pembelajaran dan kreativitas siswa terukur dalam kategori tinggi dengan skor rata-rata 78. Implementasi PBL juga memberikan pengaruh pada peningkatan prestasi belajar kimia siswa yang lebih baik dibandingkan pembelajaran sebelumnya.
The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher Indri Sari Utami; Mudmainah Vitasari; Indah Langitasari; Iwan Sugihartono; Yuli Rahmawati
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 6 No 1 (2020): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 6 Issue 1, J
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.623 KB) | DOI: 10.21009/1.06111

Abstract

The STEM (Science, Technology, Engineering, Mathematics) approach plays an important role in developing students’ abilities. The ability to combine science, technology, technical expertise, and mathematics is a tool that can help human life can be created. Of course, the application of STEM needs to be assisted by teaching materials in the form of Worksheets. With the STEM implementation worksheet, it can be more easily implemented without the lecturer having to explain each material fully. Because it must be students who develop their abilities. Following constructivist learning theory, by constructing one’s knowledge, the knowledge will be stored longer in memory. The ability in STEM is also very important in the current era of globalization. With the rapid advancement of technology, each individual is required to continue to innovate in developing a technology product. The basic ability that students need to have in learning basic physics is to understand a concept. A good understanding of the concept will be very supportive when prospective teachers later teach. It is expected that through the application of STEM, students are directly involved actively in designing and making products, and understanding concepts can be better. Products made by students must be really needed so that they can be used every day. It is better if the product utilizes local wisdom that is around the student environment. The product to be made is to convert the abundant solar thermal energy in Serang into a heater that can be used for cooking. It is a renewable energy because the heat in Serang is sweltering up to 32° C, so it can be used more than just drying. Based on these needs, mak a worksheet STEM based on local wisdom needs to be applied in learning. The results of this study stated that the local wisdom-based STEM worksheet on temperature and heat material for Physics teacher candidates was developed as a learning medium to increase students’ interest and understanding through independent learning.
Co-Authors Adi Putranto Diah Nurma Asih Haerunnissa, Nina Haerunnissa, Nina Handi Herdiawan Ihsani, Annisa Zahra Imas Eva Wijayanti Imas Eva Wijayanti Imas Eva Wijayanti Indri Sari Utami Irah Namirah Irma Sadiah Isriyanti Affifah, Isriyanti Iwan Sugihartono Mamah Halimah, Mamah Mudmainah Vitasari Muhammad Alfian Pratama Muhammad Alija Izetbigovic Nur Sa&#039;adah Nursa’adah, Euis Pertiwi, Woro Jati Ratna Sari Siti Aisyah Ratna Sari Siti Aisyah Ratna Sari Siti Aisyah Rogayah, Titi Siti Elis Sya&#039;adah Solfarina Solfarina Solfarina, Solfarina Solfarina, Solfarina Yuli Rahmawati