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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Inovasi Pendidikan Kimia Jurnal Penelitian Pendidikan Kimia J-PEK (JURNAL PEMBELAJARAN KIMIA) IJCER (International Journal of Chemistry Education Research) JMM (Jurnal Masyarakat Mandiri) Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Jurnal Riset Pendidikan Kimia (JRPK) Hydrogen: Jurnal Kependidikan Kimia Hydrogen: Jurnal Kependidikan Kimia Chemistry Education Review UNESA Journal of Chemical Education Jurnal Inovasi Pendidikan Kimia
Ivan Ashif Ardhana
Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Materials Science & Nanotechnology Public Health Social Sciences Other

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DAMPAK PROCESS-ORIENTED GUIDED-INQUIRY LEARNING (POGIL) TERHADAP PENGETAHUAN METAKOGNITIF SISWA PADA TOPIK ASAM-BASA Ardhana, Ivan Ashif
Hydrogen: Jurnal Kependidikan Kimia Vol 8, No 1 (2020): Hydrogen: Jurnal Kependidikan Kimia
Publisher : IKIP Mataram

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

Abstract

Aim of this research is to investigate different impact of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as learning approach at senior high school students? metacognitive knowledge grade XI program IPA on acid-base topic. Research design used was quasi experimental. Hypothesis testing uses t-test with 5% (0,05) significance utilizing SPSS 21 application. Results show that (1) there is significance difference of students? metacognitive knowledge that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer?s pattern of declarative, procedural, and conditional knowledge than students that are taught by verification approach.
Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Asih, Findiyani Ernawati; Novita, Dian; Ardhana, Ivan Ashif
Jurnal Pendidikan dan Pengajaran Vol 55, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i1.35979

Abstract

The society 5.0  era requires the active contribution of the younger generation to solve problems in the community through implementation of scientific methods which involve integrated science process skills (i-SPS). The rapid technological development makes social science students able to practice i-SPS through practicum methods. In addition, the existence of internet access can facilitate them to criticize phenomena through argumentation.. The aim of this study was analyzing the integrated science process skills (i-SPS) and argumentation of social science students. i-SPS were trained through demonstration methods and virtual experiment methods using pHET simulations, while argumentation were trained through debate activities involving pro-groups (pseudoscience view) and contra groups (scientific view). The research design was mixed method, the qualitative aspect is a content analyzing on i-SPS achievement of social science students who did rotation learning methods, while the quantitative aspect was the correlation test between i-SPS by pHET and argumentation. Mean score of  i-SPS by pHET was 83.46 and i-SPS by Demonstration was 55, while mean score of argumentation waas 77.88. The results of the nonparametric correlation test was r calculation was 0.175 smaller than r table 0.404 (sig 0.05 and N 24), so it was concluded that no correlation between i-SPS by pHET and argumentation. Majority of social science students about 75% have unequal category combinations of i-SPS by pHET and argumentation. Students’ i-SPS-PHET does not affect their argumentation. Several factors can influence the argumentation of social students, such as experience about phenomena, information disclosure in digital era , and the characteristics of debate involves pro and contra groups which expands knowledge.
Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Findiyani Ernawati Asih; Dian Novita; Ivan Ashif Ardhana
Jurnal Pendidikan dan Pengajaran Vol 55 No 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.061 KB) | DOI: 10.23887/jpp.v55i1.35979

Abstract

Rapid technological developments allow social studies students to practice i-SPS through practicum methods. This study aims to analyze the integrated science process skills (i-SPS) and the arguments of social studies students. i-SPS through demonstration methods and virtual experiments using pHET simulations, while arguments through debate activities involving the pro group (pseudoscience view) and the contra group (scientific view). The design of this research is a mixed method. The qualitative aspect analyses the i-SPS learning achievement of social studies students who use the rotating learning method. In contrast, the quantitative aspect is the correlation test between the i-SPS with pHET and argumentation. The mean score of i-SPS based on pHET is 83.46, i-SPS based on the demonstration is 55, while the average argumentation score is 77.88. The results of the nonparametric correlation test obtained that rcount 0.175 is more minor than rtable 0.404. So there is no correlation between i-SPS with pHET and argumentation. About 75% of social studies students have the i-SPS combination category, which is not balanced according to pHET and arguments. I-SPS-PHET students do not affect their arguments. Several factors can influence the argumentation of social students, such as experiences about phenomena, information in the digital era, and the characteristics of debates involving extended groups of pros and cons.
Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa Ivan Ashif Ardhana
Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Vol 8 No 1 (2020): Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan
Publisher : Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.74 KB) | DOI: 10.36052/andragogi.v8i1.133

Abstract

[THE EFFECT OF PROCESS-ORIENTED GUIDED-INQUIRY LEARNING (POGIL) TOWARD STUDENTS’ PROBLEM SOLVING SKILLS]. The aim of this research is to investigate the different impacts of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as a learning approach at senior high school students’ problem solving ability grade XI program IPA on acid-base topic. The research design used was quasi experimental. Hypothesis testing uses a t-test with 5% significance utilizing SPSS 21 program for windows. Results show that (1) there is a significant difference in students’ problem solving ability that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern than students that are taught by verification approach. According to the research result, POGIL could be well promoted learning model to developing problem solving skill on acid-base topics. This result does imply to the next similar research that appropriate exploration of problem solving ability on another contextual chemistry topic such as rate of reaction, chemical equilibrium, and colligative properties. Exploration about metacognition involvement on POGIL also the other implication of this research result that can be deeply analyzed.
Penggunaan Tes Online “Testmoz” Terintegrasi dengan Googleclassroom sebagai Alternatif Alat Pembelajaran Daring Ivan Ashif Ardhana
Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Vol 8 No 2 (2020): Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan
Publisher : Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36052/andragogi.v8i2.182

Abstract

[The Use of the Online "Testmoz" Test Integrated with Google Classroom as an Alternative Online Learning Tool]. This study aimed to explore students’ acceptance level of the online-based assessment tool “Testmoz” integrated with Google classroom on chemistry courses. The subjects were 51 students of the fifth semester at Jurusan Tadris Kimia IAIN Tulungagung selected by purposive sampling. The method used in this study was a one-shot case study design. Data obtained from students’ questionnaires and interviews before the Covid-19 pandemic start to begin. The result shows 93,30% accepting the level of Testmoz integrated with Google classroom. These findings were supported by students’ interview data as a user that overall result was positive and shows support. The additional result shows the high interest of rural students through learning innovation using the help of information technology. These results may support the learning process on pandemic conditions that use digital platforms such as the Learning Management System (LMS) as supporting tools of learning in this era.
Dampak Process-Oriented Guided-Inquiry Learning (POGIL) terhadap Pengetahuan Metakognitif Siswa pada Topik Asam-Basa Ivan Ashif Ardhana
Hydrogen: Jurnal Kependidikan Kimia Vol 8, No 1 (2020): Hydrogen: Jurnal Kependidikan Kimia
Publisher : Universitas Pendidikan Mandalika Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (216.48 KB) | DOI: 10.33394/hjkk.v8i1.2545

Abstract

Aim of this research is to investigate different impact of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as learning approach at senior high school students’ metacognitive knowledge grade XI program IPA on acid-base topic. Research design used was quasi experimental. Hypothesis testing uses t-test with 5% (0,05) significance utilizing SPSS 21 application. Results show that (1) there is significance difference of students’ metacognitive knowledge that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern of declarative, procedural, and conditional knowledge than students that are taught by verification approach.
Penggunaan Aplikasi Google Classroom untuk Meningkatkan Persepsi Pembelajaran Digital Mahasiswa Ivan Ashif Ardhana
Jurnal Riset Pendidikan Kimia (JRPK) Vol 10 No 2 (2020): Jurnal Riset Pendidikan Kimia (JRPK), Volume 10 Nomor 2 (2020)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.102.04

Abstract

Telah dilakukan penelitian yang bertujuan meningkatkan persepsi pembelajaran digital mahasiswa menggunakan aplikasi Googleclassroom pada mata kuliah Kimia Fisika II dan Dasar Kimia Analitik. Sampel penelitian adalah 51 mahasiswa semester IV dari dua kelas yang dipilih menggunakan teknik purposive sampling. Desain penelitian yang dilakukan adalah one-group pretest-postest design. Pengujian hipotesis dilakukan menggunakan uji-t dengan bantuan program SPSS 21 for windows. Hasil penelitian menunjukkan bahwa ada peningkatan persepsi pembelajaran digital mahasiswa yang dibelajarkan menggunakan bantuan aplikasi Googleclassroom yang meliputi (1) adanya peningkatan persepsi terhadap pendidikan tanpa menggunakan kertas (Paperless Education); (2) adanya peningkatan persepsi terhadap pembelajaran bervisi kimia hijau (Green Chemistry) (3) adanya peningkatan persepsi terhadap literasi digital individu (Individual Digital Literation); dan (4) adanya peningkatan persepsi terhadap stimulus lingkungan pembelajaran (Learning Environment Stimulus). Penelitian ini diharapkan dapat membantu pemangku kebijakan institusi pendidikan menengah maupun tinggi dalam memanfaatkan Googleclassroom sebagai penunjang pembelajaran digital di era pendidikan berbasis teknologi informasi. Kata kunci: GoogleClassroom, Literasi Digital, Paperless Education, Green Chemistry,Stimulus Lingkungan Pembelajaran
Development of Audiovisual Learning Media on Electrolyte and Non-Electrolyte Chemistry Topic With Powtoon Application Anis Muyassaroh; Ivan Ashif Ardhana
Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan Vol 10 No 1 (2022): Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan
Publisher : Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36052/andragogi.v10i1.273

Abstract

Aim of this research is to explore validity and students’ response to learning media with powtoon on electrolyte and non-electrolyte topic. Research method is 4D development with define, design, develop dan disseminate process. Nevertheless, this research only toward develop step because of time limiting. This research uses the instruments of interview and content and media validity. Data analysis shows analyze qualitative data from interview result and quantitative data form students’ response questionnaire by calculate this average. Content validity result shows average of 90% on well category. Media validity result shows average of 95,7% on well category too. Students’ response on small scale test shows average of 82,08% on well category. Based on these results, learning media valid to be used as learning media also could be use to support development of similar media on another research.
Development of Android-Based Chemistry Virtual Laboratory Media on Acid-Base Materials for 11th Grade High School Students Firda Elfiana Muslim; Ivan Ashif Ardhana
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 2 (2023): April 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i2.7222

Abstract

This study aimed to develop an Android-based virtual laboratory media for chemistry, assess its validity, and determine students' responses to it. The research methodology employed was research and development (R&D) with the 4D development model (Four D Models) according to Thiagarajan, which comprises four stages: define, design, develop, and disseminate. The study was carried out until the development stage. The research instruments used included interview guides, validation sheets, and questionnaires. The media products developed were validated by material and media expert validators consisting of two chemistry lecturers and one chemistry teacher. Limited trials were conducted with a total of 32 11th grade students from Mathematics and Science (MIPA) 3 class at State Islamic Senior High School (MAN) Blitar City. Data analysis techniques involved both qualitative and quantitative methods. The results indicate that the validation scores from the material and media experts were very valid, with an average percentage score of 98% and 95%, respectively. The student's responses to the limited trials were also very good, with an average percentage score of 88%. Overall, the study demonstrated the potential of the developed Android-based virtual laboratory media for chemistry education.
Pengembangan E-Modul Berbasis Guided Inquiry Pada Materi Sifat Koligatif Larutan untuk Siswa Kelas XII SMA/MA Fitri Widyawati; Ivan Ashif Ardhana
Jurnal Penelitian Pendidikan Kimia: Kajian Hasil Penelitian Pendidikan Kimia Vol 10, No 1 (2023)
Publisher : Chemistry Education Study Program Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jppk.v10i1.19932

Abstract

Penggunaan bahan ajar kimia khususnya pada materi sifat koligatif larutan masih terbatas bahan ajar cetak, seperti buku paket dan LKS. Selain itu guru belum memanfaatkan teknologi dalam proses pembelajaran secara maksimal, seperti mengembangkan sendiri bahan ajar sesuai dengan kebutuhan siswa dan kurikulum K13. Oleh karena itu, diperlukan bahan ajar yang dapat membantu siswa belajar secara aktif dan mandiri, yaitu menggunakan E-Modul berbasis guided inquiry.Tujuan Penelitian ini adalah mengidentifikasi tingkat kelayakan pengembangan E-Modul Berbasis Guided Inquiry pada materi sifat koligatif larutan untuk siswa kelas XII SMA/MA yang dikembangkan. Jenis penelitian ini adalah penelitian dan pengembangan (R&D) dengan model 4D dari S. Thiagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel. Namun, pada penelitian ini hanya dibatasi hingga tahap ketiga saja, yaitu develop. Hasil Hasil penelitian ini adalah  E-Modul yang dikembangkan dinyatakan sangat valid oleh validator ahli materi dengan persentase sebesar 91,8% dan hasil validator ahli media persentase sebesar 95,2% dengan kriteria sangat valid. Sementara itu, angket respon siswa sebesar 84,6% dengan kriteria sangat baik. Berdasarkan hasil validasi oleh ahli materi dan ahli media, serta respon siswa, terhadap E-Modul berbasis guided inquiry pada materi sifat koligatif larutan untuk siswa kelas XII SMA/MA ini dinyatakan layak digunakan sebagai bahan ajar bagi siswa dalam proses pembelajaran kimia khususnya pada materi sifat koligatif larutan.
Co-Authors A'yuni, Qurrota Ali Amirul Mu’minin Anisa Lailatul Azizah Asih, Findiyani Ernawati ‘Aisy, Syandifa Rohadlotul Datul, Ifa Dian Novita Fauziah, Ita Septiana Febrianti, Intan Berliana Findiyani Ernawati Asih Firda Elfiana Muslim Fitri Widyawati Hidayah, Rahayu Nur Ijtihadah, Mustabsyirotul Khotimatun Nisak Khumairoh, Alvin Jahwarotul Ma'isyah, Ni'matul Mufidah, Nisaul Muyassaroh, Muyassaroh Nissa, Aliefiya Choirun Novita, Dian Pertiwi, Niken Yuhana Septiani, Nurul Ulya Umy Zahroh ‘Aisy, Syandifa Rohadlotul