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All Journal Jurnal Inovasi Pendidikan Kimia Unnes Science Education Journal
Diah Ika Rusmawati, Diah Ika
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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PENINGKATAN HASIL BELAJAR KIMIA MATERI LARUTAN ASAM-BASA DAN KEAKTIFAN SISWA DENGAN MODEL PEMBELAJARAN IBL BERPENDEKATAN SETS Supanti, Sri; Rusmawati, Diah Ika
Jurnal Inovasi Pendidikan Kimia Vol 14, No 2 (2020): July (2020)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to increase: 1) the outcome of chemistry learning students which Good criteria in a value of ≥ 80, 2) the activity of students through the application of IBL learning model with SETS approach on acid-base solution material. The research used 2 (two) cycles. Each cycle consists of four stages, they are planning, implementation, observation and reflection. Each cycle did in 4 until 5 meetings. The collecting data used testing, observation and documentation method. Data was analyzed descriptively by percentage. The subjects of this study were students in class XI-IPA 4 of 14 Semarang State Senior High School on the 2017/2018 Academic Year, totaling 36 students. The average value students in the first cycle was 86 with obtained value ≥ 80 was 83%. The average value students in the second cycle was 93 with obtained value ≥ 80 was 100%. The activity of students in cycle I only 64%, and increased to 92% in cycle II. Outcome learning increase from cycle I to cycle II is proofed by the average results of cycle I pre test and posttest, consecutive 75 and 86; while in cycle II the average results of posttest reach 93 with 100% Good criteria achievement. The conclusion of this class action research is the application of IBL learning model with SETS approach can increase the outcome learning of Acid-Base Solution and the activity of students in class XI IPA-4 of 14 Semarang State Senior High School significantly
PEDAGOGICAL CONTENT KNOWLEDGE (PCK) CALON GURU DAN GURU KIMIA PADA MATERI BUFFER Haryani, Sri; Prasetya, Agung Tri; Rusmawati, Diah Ika
Unnes Science Education Journal Vol 5 No 3 (2016): December 2016
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v5i3.13185

Abstract

Abstrak ___________________________________________________________________ Penelitian ini bertujuan untuk menganalisis PCK guru dan calon guru kimia serta implementasinya dalam pembelajaran pada materi Buffer. Subjek penelitian deskriptif adalah 2 calon guru Kimia yang mengontarak mata kuliah Perencanaan Pembelajaran Kimia (PPK), dan 2 guru kimia peserta kegiatan MGMP kota Semarang. Kemampuan PCK dianalisis dari hasil pengisian CoRe, serta keterkaitannya dengan RPP dan LKS. Implementasi PCK di kelas diobservasi melalui lesson study untuk guru, dan melalui peer dan micro teaching untuk calon guru. Hasil analisis CoRe menunjukkan bahwa gambaran PCK calon guru lebih runtut, detail, dan lebih lengkap dibandingkan guru. Mahasiswa calon guru lebih memperhatikan apersepsi dan aspek konstruktivis yang tampak LKS konstruktivis yang disusun. Baik guru maupun calon guru masih belum mencantumkan penurunan persamaan Buffer, sedangkan untuk mekanisme kerja Buffer hanya calon guru yang menuliskan baik dalam CoRe maupun LKS. Beberapa hal yang mulai dipertimbangkan guru maupun calon guru setelah pelatihan dan pembekalan PCK adalah dalam hal penulisan RPP dan LKS memikirkan apersepsi, materi prasyarat, keluasan dan kedalaman materi, dan strategi pembelajaran agar siswa mampu mengkonstruk pengetahuannya. Abstract ___________________________________________________________________ This study aimed to analyze the PCK chemistry teachers and prospective teachers and the implementation of learning in matter Buffer. Subjects are two prospective descriptive study Chemistry teacher who mengontarak subjects Chemistry Lesson Planning (KDP), and the second chemistry teacher MGMPs participants in the city of Semarang. PCK analyzed the ability of the results of the charging cores, as well as its association with RPP and LKS. Implementation of PCK in the classroom through lesson study observed for teachers, and through peer and micro teaching for prospective teachers. Core analysis results indicate that the picture PCK prospective teachers more coherent, detailed, and more complete than the teacher. Student teachers pay more attention apersepsi and constructivist aspects that seem LKS constructivist arranged. Both teachers and prospective teachers still have not included a decrease in Buffer equation, whereas for the working mechanism Buffer only prospective teachers who wrote in both the core and LKS. Some things that have been considered teachers and prospective teachers after the training and equipping PCK is in writing lesson plans and worksheets apersepsi thinking, material requirements, the breadth and depth of the material, and learning strategies so that students are able to construct knowledge.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK) CALON GURU DAN GURU KIMIA PADA MATERI BUFFER Haryani, Sri; Prasetya, Agung Tri; Rusmawati, Diah Ika
Unnes Science Education Journal Vol 5 No 3 (2016): December 2016
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v5i3.13185

Abstract

Abstrak ___________________________________________________________________ Penelitian ini bertujuan untuk menganalisis PCK guru dan calon guru kimia serta implementasinya dalam pembelajaran pada materi Buffer. Subjek penelitian deskriptif adalah 2 calon guru Kimia yang mengontarak mata kuliah Perencanaan Pembelajaran Kimia (PPK), dan 2 guru kimia peserta kegiatan MGMP kota Semarang. Kemampuan PCK dianalisis dari hasil pengisian CoRe, serta keterkaitannya dengan RPP dan LKS. Implementasi PCK di kelas diobservasi melalui lesson study untuk guru, dan melalui peer dan micro teaching untuk calon guru. Hasil analisis CoRe menunjukkan bahwa gambaran PCK calon guru lebih runtut, detail, dan lebih lengkap dibandingkan guru. Mahasiswa calon guru lebih memperhatikan apersepsi dan aspek konstruktivis yang tampak LKS konstruktivis yang disusun. Baik guru maupun calon guru masih belum mencantumkan penurunan persamaan Buffer, sedangkan untuk mekanisme kerja Buffer hanya calon guru yang menuliskan baik dalam CoRe maupun LKS. Beberapa hal yang mulai dipertimbangkan guru maupun calon guru setelah pelatihan dan pembekalan PCK adalah dalam hal penulisan RPP dan LKS memikirkan apersepsi, materi prasyarat, keluasan dan kedalaman materi, dan strategi pembelajaran agar siswa mampu mengkonstruk pengetahuannya. Abstract ___________________________________________________________________ This study aimed to analyze the PCK chemistry teachers and prospective teachers and the implementation of learning in matter Buffer. Subjects are two prospective descriptive study Chemistry teacher who mengontarak subjects Chemistry Lesson Planning (KDP), and the second chemistry teacher MGMPs participants in the city of Semarang. PCK analyzed the ability of the results of the charging cores, as well as its association with RPP and LKS. Implementation of PCK in the classroom through lesson study observed for teachers, and through peer and micro teaching for prospective teachers. Core analysis results indicate that the picture PCK prospective teachers more coherent, detailed, and more complete than the teacher. Student teachers pay more attention apersepsi and constructivist aspects that seem LKS constructivist arranged. Both teachers and prospective teachers still have not included a decrease in Buffer equation, whereas for the working mechanism Buffer only prospective teachers who wrote in both the core and LKS. Some things that have been considered teachers and prospective teachers after the training and equipping PCK is in writing lesson plans and worksheets apersepsi thinking, material requirements, the breadth and depth of the material, and learning strategies so that students are able to construct knowledge.
Co-Authors Agung Tri Prasetya Sri Haryani Supanti, Sri