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Alizar
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Pengembangan Modul Model Pembelajaran Discovery Learning pada Materi Kinetika Kimia untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Fase F Kelas XI SMA Ike Yusrianti; Alizar; Rahadian Zainul; Riga
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.v11i7.12229

Abstract

This study aims to develop a chemistry learning module based on the discovery learning model on chemical kinetics material to improve critical thinking skills of grade XI Phase F high school students. This research is a type of development research (Research and Development) that uses the Plomp development model, which consists of three stages: preliminary research, development (prototyping phase), and assessment phase. The preliminary research stage includes needs analysis and theoretical studies as the basis for compiling the module. Furthermore, in the development stage, the module was validated by five experts to assess the feasibility of content, presentation, language, and contextual aspects. The results showed that the developed module had very high validity with an average Aiken's V value of 0.96. The practicality test showed an average value of 98.50%, which is classified as very practical. The effectiveness test produced a significance value of 0.019 (< 0.05), which indicates a significant increase in learning outcomes after using the module. It can be concluded that this discovery learning module on chemical kinetics is valid, practical, and effective in improving students' critical thinking skills. This module can be an alternative contextual teaching material that encourages active and independent learning at the high school level.
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.
Development of an Acid–Base Module Based on Problem-Based Learning Integrated with TPACK to Improve Senior High School Students’ Learning Outcomes Rela Faradina; Desy Kurniawati; Budhi Oktavia; Alizar
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12535

Abstract

The Merdeka Curriculum emphasizes students’ ability to understand and apply their conceptual knowledge to solve contextual problems. This study aims to determine the validity, practicality, and effectiveness of an acid–base module based on problem-based learning integrated with TPACK in improving the learning outcomes of Phase F senior high school (SMA/MA) students. The development model used in this research was the 4-D model. The acid–base module was validated by three chemistry lecturers and two chemistry teachers. The practicality test of the module was conducted by three chemistry teachers and 31 students. The effectiveness of the module in improving learning outcomes was analyzed using the N-gain test. The validity test was analyzed using Aiken’s V, which consisted of content and construct validity, yielding results of 0.89 and 0.91, respectively, both categorized as valid. The practicality results from teachers and students were 98.61% and 86.87%, respectively, both in the high category. The N-gain analysis resulted in a value of g = 0.79, categorized as high. Based on the hypothesis test, the calculated t-value was greater than the critical t-value. These findings confirm that the developed acid–base module based on problem-based learning integrated with TPACK is valid, practical, and effective for significantly enhancing students’ learning outcomes.
Development of E-Module Acid-Base Based on Problem Based Learning Oriented Chemo-Entrepreneurship to Improve Student’s Critical Thinking Skills Hanna Salwa Putri; Budhi Oktavia; Yerimadesi; Alizar
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.7943

Abstract

Acid-base is one of the important materials in chemistry learning. Based on preliminary analysis, it is known that students have not properly understood the concept of acid-base. This study aims to develop an acid-base e-module, analyze its validity, practicality, and effectiveness on critical thinking skills. This research method is development research with the Plomp development model. The e-module was validated by 5 valitadors. The practicality test was conducted on 28 students and 3 teachers. The effectiveness of the e-module is seen from the increase in critical thinking test score from 57 students. Validity and practicality were analyzed using Aiken's V, while effectiveness was analyzed with N-Gain. The results showed that the developed e-module had a validity value of 0.89 with a valid category; a practicality value of 0.87 by students and 0.97 by teachers with a practical category. The effectiveness results show that the e-module has an effect on students' critical thinking skills, as evidenced by the N-Gain score of the experimental class of 0,7 with a fairly effective category while the N-Gain score of the control class is 0,4 with a less effective category. Thus, the developed e-module is declared valid, practical, and effective.
Pengembangan E-Modul Larutan Penyangga Berbasis Problem Based Learning Terintegrasi Etnokimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Nadia; Desy Kurniawati; Alizar; Budhi Oktavia
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14653

Abstract

This study aims to produce an electronic module (E-module) of buffer solutions based on ethnochemistry-integrated problem-based learning to improve students' critical thinking skills and analyze the level of validity, practicality, and effectiveness of the E-module on students' critical thinking skills. This type of research is Research and Development (R&D) with a 4-D development model. The 4-D development model consists of 4 stages of development, namely define, design, develop and disseminate. The results of the construct and content validity tests were 0.88, respectively, in the valid category. The results of the teacher and student practicality tests were 88.33% and 84.93%, respectively, in the very practical category. The N-Gain value analysis in the experimental and control classes was 0.71 and 0.46, respectively, in the high and medium criteria. The t-test results showed that students' critical thinking skills at SMAN 1 Bungo who used the E-module of buffer solutions based on ethnochemistry-integrated Problem-Based Learning were significantly higher than the control class that did not use the E-module. Thus, it can be said that the E-module on buffer solution material is valid, practical, and effective in significantly improving students' critical thinking skills.
Co-Authors Andromeda Budhi Oktavia Desy Kurniawati Hanna Salwa Putri Ike Yusrianti Nadia Nadia Marsila Rahadian Zainul Rela Faradina Riga Yerimadesi