Garuda - Garba Rujukan Digital

Application of cooperative learning type Quick on the Draw on buffer solution material to improve learning outcomes of Class XI students Rudi, La; Widiyanto, Brian Tri; Saefuddin, Saefuddin; Esnawi, Esnawi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

This research aims to determine student learning outcomes, determine effectiveness and determine student responses to the quick on the draw type cooperative learning model on buffer solution material. The sample of this research was class XI MIPA 3 students using simple random sampling. The method used is quasi-experimental with a Randomized Control Group Pretest-Posttest Design. From the research results, it was found that the learning outcomes of students who were taught using the quick on the draw type cooperative learning model on buffer solution material were obtained on average 79.68 while the control class was 77.42 with completeness of learning outcomes based on the KKM score of 83.9% for the experimental and 61.74% for the control class. Based on the analysis of the N-gain value, it was found that the quick on the draw learning model was effective for use in buffer solution material, this was because the N-gain value for the experimental class reached the high category of 35% while the control class was 19%. The results of the analysis of student response questionnaires showed that 68% of students said they were very interested in the quick on the draw learning model because learning was more fun, and 87% of students were very motivated in learning. DOI: 10.23960/jppk.v12.i3.23.11

Efektivitas Model Pembelajaran Terhadap Hasil Belajar Siswa Kelas XI pada Materi Laju Reaki Desti, Desti; Esnawi, Esnawi; Maysara, Maysara
Chemistry Education Practice Vol. 8 No. 1 (2025): Edisi Mei
Publisher : FKIP University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cep.v8i1.9001

Research has been conducted on the effectiveness of Problem Based Learning model on the learning outcomes of Class XI students of SMAN 3 Sampolawa on reaction rate material. This study aims to determine the effectiveness of Problem Based Learning model on student learning outcomes on reaction rate material. The subjects in this study were 25 students of class XI MIPA 1. This type of research is pre-experiment with One Group Pretest-Posttest design. The research instruments included a learning outcome test consisting of 20 multiple choice questions and an observation sheet. The results showed that the average pretest score of 29.6 increased to 77.2 in the posttest. The effectiveness of learning based on the N-Gain value of 0.68 is included in the medium category, so the Problem Based Learning model is declared effective in improving student learning outcomes. Students' responses to the learning model were classified as very good, while the implementation of learning by teachers and students was considered good and experienced an increase. Keywords: Effectiveness, Problem Based Learning, Learning Outcomes, Reaction Rate

Application of cooperative learning type Quick on the Draw on buffer solution material to improve learning outcomes of Class XI students Rudi, La; Widiyanto, Brian Tri; Saefuddin, Saefuddin; Esnawi, Esnawi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

This research aims to determine student learning outcomes, determine effectiveness and determine student responses to the quick on the draw type cooperative learning model on buffer solution material. The sample of this research was class XI MIPA 3 students using simple random sampling. The method used is quasi-experimental with a Randomized Control Group Pretest-Posttest Design. From the research results, it was found that the learning outcomes of students who were taught using the quick on the draw type cooperative learning model on buffer solution material were obtained on average 79.68 while the control class was 77.42 with completeness of learning outcomes based on the KKM score of 83.9% for the experimental and 61.74% for the control class. Based on the analysis of the N-gain value, it was found that the quick on the draw learning model was effective for use in buffer solution material, this was because the N-gain value for the experimental class reached the high category of 35% while the control class was 19%. The results of the analysis of student response questionnaires showed that 68% of students said they were very interested in the quick on the draw learning model because learning was more fun, and 87% of students were very motivated in learning. DOI: 10.23960/jppk.v12.i3.23.11

The Conceptual and Mathematical Difficulties in Solving Reaction Rate Problems: A Diagnostic Study of Grade XI Students Fajriani, Nur; Rudi, La; Esnawi, Esnawi
The Future of Education Journal Vol 5 No 1 (2026): #2 IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1624

This study aims to analyze students’ conceptual and mathematical difficulties in solving chemistry problems on the topic of reaction rates. The research employed a descriptive quantitative approach with 27 eleventh-grade science students from SMA Negeri 12 Kendari as the subjects. The research instrument was a written diagnostic test designed to identify students’ conceptual and mathematical difficulties based on learning indicators for reaction rates. The data were analyzed by calculating the percentage levels of students’ difficulties for each indicator as well as the average difficulty for each aspect. The results show that, in the conceptual aspect, students’ difficulties fall into the moderate category with an average percentage of 46%, with the highest difficulty found in the indicator of relating changes in concentration to time (55%). In the mathematical aspect, students’ difficulties range from moderate to high, with an average percentage of 52%, where the highest difficulty occurs in the indicator of applying reaction rate formulas (65%). These findings indicate that students’ mathematical difficulties tend to be more dominant than their conceptual difficulties; therefore, instruction on reaction rates should be designed to emphasize a balanced integration of conceptual understanding and computational skills.

DEVELOPMENT OF INTERACTIVE VIDEO BASED ON LOOMIE LIVE APPLICATION ASSISTED BY NEARPOD AS LEARNING MEDIA ON THE SUBJECT OF CHEMICAL BONDS Haetami, Aceng; Karsita, Elma; Maysara, Maysara; Dahlan, Dahlan; Esnawi, Esnawi; Arsyad, Muhammad
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53109

The abstract nature of chemical bonding concepts often results in low student engagement and suboptimal learning outcomes, particularly when instruction relies on teacher-centered approaches. This study aimed to develop and evaluate an interactive video learning medium based on the Loomie Live application integrated with Nearpod and structured using the Problem-Based Learning (PBL) model. Employing a Research and Development (R&D) design, the study involved expert validation, small-group trials (n = 9), and field implementation with 30 tenth-grade students. Data were collected using validation sheets, practicality questionnaires, observation sheets, and pretest–posttest instruments, and analyzed using percentage criteria and N-gain scores. The results indicated that the developed media achieved high validity (media aspect = 80.55%; material aspect = 78.27%), very high practicality (teacher response = 92.43%; student response = 95.83%), and strong effectiveness (N-gain = 0.8, high category). Student learning activity reached 84.28%, indicating very active engagement. The novelty of this study lies in the integration of real-time animated video production (Loomie Live) with interactive assessment features (Nearpod) within a PBL framework, enabling synchronous conceptual visualization and formative feedback in chemistry learning. The findings imply that technology-enhanced, problem-based interactive video can significantly improve conceptual understanding and learner engagement in abstract science topics. This model offers a scalable digital learning innovation adaptable to secondary chemistry education contexts.

The Relationship between Cognitive Learning Outcomes and Scientific Argumentation through Socio Scientific Issues Based Liveworksheets Hudin, Yuni Afriani; Saefuddin, Saefuddin; Esnawi, Esnawi
The Future of Education Journal Vol 5 No 1 (2026): #2 IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1647

This study aims to determine the relationship between cognitive learning outcomes and scientific argumentation skills through the implementation of Socio-Scientific Issues (SSI)–based Liveworksheets on the topic of buffer solutions in Grade XII science classes at SMAN 2 Bungku. This research employed a correlational design using a survey method. The population consisted of all Grade XII science students at SMAN 2 Bungku, totaling 74 students, with a sample of 42 students selected through random sampling. Data on scientific argumentation skills were obtained through an essay test assessed using the Toulmin’s Argument Pattern (TAP) rubric, while data on cognitive learning outcomes were collected through a 20-item multiple-choice test. Data analysis was conducted using simple linear regression and Pearson’s product-moment correlation with the assistance of SPSS version 25. The results indicated that both variables were normally distributed and linearly related. The correlation coefficient (r) was 0.767 with a significance value of 0.000 < 0.05, indicating a positive and significant relationship between students’ scientific argumentation skills and their cognitive learning outcomes. The coefficient of determination (R²) was 0.637, meaning that 63.7% of the variance in cognitive learning outcomes was influenced by scientific argumentation skills, while the remaining 36.3% was affected by other factors beyond the scope of this study. Thus, it can be concluded that the higher the students’ scientific argumentation skills, the higher their cognitive learning outcomes. The implementation of SSI-based Liveworksheets was proven effective in enhancing students’ scientific argumentation skills and conceptual understanding of buffer solutions.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search