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Efektivitas Penggunaan E-Modul Sistem Koloid Berbasis Inkuiri Terbimbing Terintegrasi Laboratorium Virtual Terhadap Hasil Belajar Peserta Didik Kelas XI SMAS Nurul ‘Ilmi Siti Rahma Hasibuan; Andromeda
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 3 No. 2 (2021): Ranah Research : Journal Of Multidisciplinary Research and Development (Februar
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.185 KB) | DOI: 10.38035/rrj.v3i2.364

Abstract

This research is a continuation of the research on developing a colloidal system e-module based on guided inquiry integrated virtual laboratory which has been tested for validity and practicality but has not been tested for effectiveness. The purpose of this study was to determine the effectiveness of using the e-module colloid system based on guided inquiry integrated virtual laboratory on the learning outcomes of class XI students at SMAS Nurul 'Ilmi. This type of research is quasi-experimental research using the One-Group-Pretest-Posttest design. The results of the t-test at a significant level of 0.05 are count (2.82) > table (1.68). The N-Gain value in the subject class is 0.54. The results showed that the use of an e-module colloidal system based on a guided inquiry integrated virtual laboratory was effective in improving the learning outcomes of class XI SMAS Nurul 'Ilmi students.
Pengaruh Model Guided Discovery Learning Berbasis LSLC pada Materi Kesetimbangan Kimia terhadap Hasil Belajar Siswa di SMA Negeri 14 Padang Dita Yumarni Lase; Andromeda
Jurnal Pendidikan Kimia Undiksha Vol. 7 No. 1 (2023)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v7i1.59125

Abstract

Kimia merupakan cabang ilmu pengetahuan alam yang sampai saat ini wajib dipelajari pada tingkat SMA. Berdasarkan data hasil wawancara beberapa guru kimia di SMA 14 Padang menyatakan materi kesetimbangan kimia masih sukar dipahami oleh siswa yang mana pembelajaran disekolah masih berpusat pada guru (teacher-centered). Solusinya diterapkan model GDL berbasis LSLC untuk mendorong keaktifan siswa serta meningkatkan kualitas dan memperbaiki jalannya suatu proses pembelajaran. Tujuan dari penelitian ini yaitu mengetahui pengaruh model Guided Discovery Learning Berbasis Lesson Study for Learning Community pada materi kesetimbangan kimia terhadap hasil belajar siswa, yang dijalankan secara eksperimen semu. Hasil penelitian data terdistribusi normal dan homogen, maka uji hipotesis yang dilakukan adalah uji-t dengan diperoleh 0,03 < 0,05. Artinya, hasil belajar dengan materi kesetimbangan kimia kepada siswa yang diberikan perlakuan menggunakan model GDL berbasis LSLC lebih tinggi dibanding hasil belajar siswa yang menerapkan model GDL tanpa LSLC. Kata Kunci: kesetimbangan kimia, GDL, LSLC, hasil belajar, ekperimen semu
Module Development on Basic Laws of Chemistry Based on the 5E Instructional Model to Improve Science Process Skills in Senior High School Fitrah Mey Harmi Siregar; Rahadian Zainul; Andromeda; Budhi Oktavia; Amalia Putri Lubis
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4343

Abstract

The module is one of the teaching materials that is arranged as a whole and systematically. Modules based on learning models can change learning patterns from teacher center to student center. One of the learning models developed specifically for subject matter in the field of science is 5E instructional. The 5E Instructional Model consists of 5 stages namely engagement, exploration, explanation, elaboration and evaluation. The purpose of this study was to develop an instructional module based on 5E chemical laws to improve the process skills of science students. The type of research conducted is research & development (R&D) with the ADDIE development model. The results obtained for the validity of the construct and content were 0.89 and 0.91 with the valid category. Based on the results of the teacher and student response questionnaires, an average practicality score of 86.96% and 86.10% was obtained in the very practical category. The results of the effectiveness test conducted in the experimental and control classes showed that the N-gain value for the experimental class was higher than the control class, namely 0.84 and 0.79. Based on the results of the t-test on student learning outcomes, it was found that tt < th means that the learning outcomes of classes using the 5E instructional module were significantly higher compared to classes that did not use the 5E instructional module. Therefore, it can be said that the 5E-based basic chemistry law module is valid, practical, and effective. The effectiveness of the developed module is seen from the learning outcomes of students and science process skills, so that this module can already be used in the learning process.
Development of Buffer Solution Students’ Worksheet Based on Problem Based Learning with Ethnochemistry to Improve Students’ Science Literacy Ability Viola Dwicha Asda; Andromeda; Yerimadesi; Hardeli
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4369

Abstract

Merdeka curriculum emphasizes the ability of students to understand and apply their concepts to solve contextual problems. This research aimed to determine the validity, practicality, and effectivity of buffer solution students’ worksheet based on problem based learning with etnochemistry on students’ science literacy ability. The development model used in this research is 4-D. buffer solution students’ worksheet was validated by 3 chemistry lectures and 2 chemistry teachers. Practicality tests were carried out by 3 chemistry teachers and 32 students. Then, the level of effectiveness of buffer solution students' worksheet is known through the N-gain test. The validity test was analyzed by using aiken's v derived formula consisting the validity of the content and construct which was 0.91 and 0.90 with category valid. The results of the practicality of teachers and students was 88.80 and 87.75 with higher category. Analysis of the n-gain value obtained the results of the value of g = 0.86 in the high category. Then the date analyzed with quantitative method by using hypotheses testing, determined that the research hypothesis was accepted. This result confirmed that buffer solution students’ worksheet based on problem based learning with ethnochemistry was valid, practical, and effective to improving students’ science literacy ability significantly.
Development of Acid-Base E-Modules Based on Guided Discovery Learning Using React Native to Improve Problem Solving Skills of Phase F High School Students Rivo Juita Sudirman; Yerimadesi; Andromeda; Riga; Nofri Yuhelman
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.12212

Abstract

The study aims to develop an acid-base e-module based on guided discovery learning using React Native to improve the problem-solving skills of senior high school students. The research method is Educational Design Research (EDR) using the Plomp model. The e-module using React Native is presented in the form of a mobile application that can be accessed on smartphones. The presentation of acid-base material in the e-module is adapted to the syntax of Guided Discovery Learning. The e-module was validated by 5 validators, including 3 subject matter experts and 2 media experts, using a questionnaire analysed with Aiken's V. Practicality was assessed by 9 students representing low, medium, and high ability categories using a questionnaire in the small group stage, analysed using achievement percentages. Effectiveness was determined by comparing pre-test and post-test scores of students using the N-gain formula. The validation results of the acid-base e-module using React Native were 0.90, categorized as valid, and the practicality of the e-module was 92%, categorized as highly practical. Effectiveness was obtained from N-gain data of 0.71, categorised as high (sufficiently effective). Hypothesis testing was conducted using the Wilcoxon test because the data was not normally distributed, with a sign of < 0.001, indicating that the acid-base e-module based on guided discovery learning using React Native can improve the problem-solving skills of senior high school students in phase F.
Development of an Acid-Base E-Module Based on Guided Discovery Learning with Ethnoscience Content to Improve Literacy and Numeracy Nadia Marsila; Yerimadesi; Alizar; Andromeda
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12439

Abstract

This research aims to develop a chemistry learning e-module for acids and bases based on guided discovery learning, incorporating elements of ethnoscience to improve students' literacy and numeracy. The guided discovery learning approach was chosen to encourage students to actively construct knowledge through guidance, while the integration of ethnoscience aims to link chemistry concepts with local wisdom to increase student relevance and understanding. The research method used was Research and Development (R&D) with the 4D development model (Define, Design, Develop, Disseminate). The research instruments included an expert validation sheet, a student response questionnaire, and literacy and numeracy tests. The validation results indicated that the e-module was highly feasible in terms of content, presentation, and language. A limited trial demonstrated significant improvements in students' literacy and numeracy skills after using the e-module. Therefore, this e-module is effective as an alternative learning medium for contextual and meaningful chemistry learning.
Co-Authors Alizar Amalia Putri Lubis Budhi Oktavia Dita Yumarni Lase Fitrah Mey Harmi Siregar Hardeli Nadia Marsila Nofri Yuhelman Rahadian Zainul Riga Rivo Juita Sudirman Siti Rahma Hasibuan Viola Dwicha Asda Yerimadesi Yerimadesi Yerimadesi