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All Journal Reflection Journal Journal of Authentic Research Multi Discere Journal
Kamaliana, Yola
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Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Public Health Social Sciences Other

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Pengaruh Praktikum Inkuiri Terbimbing Berbasis Bahan Pangan Terhadap Keterampilan Kolaborasi Dan Penguasaan Konsep Siswa Pada Materi Asam Dan Basa Kamaliana, Yola; Kurnia, Nova; Mashami, Ratna Azizah
Reflection Journal Vol. 4 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i1.2083

Abstract

Penelitian ini bertujuan untuk mengevaluasi pengaruh praktikum inkuiri terbimbing berbasis bahan pangan terhadap keterampilan kolaborasi dan penguasaan konsep siswa pada materi asam dan basa. Penelitian menggunakan metode eksperimen semu dengan desain pretest-posttest control group. Populasi penelitian adalah siswa kelas XI MA NW Debok, dengan sampel terdiri dari kelas eksperimen (20 siswa) dan kelas kontrol (18 siswa). Instrumen yang digunakan meliputi tes penguasaan konsep dan lembar observasi keterampilan kolaborasi. Hasil penelitian menunjukkan peningkatan signifikan dalam keterampilan kolaborasi siswa pada kelas eksperimen, dengan skor rata-rata meningkat dari 11,87 menjadi 14,62. Penguasaan konsep juga meningkat signifikan, dengan nilai rata-rata posttest kelas eksperimen mencapai 72,25 dibandingkan dengan 57,22 pada kelas kontrol. Uji t menunjukkan bahwa perbedaan antara kelas eksperimen dan kontrol signifikan pada taraf 0,05 (p < 0,05). Kesimpulan dari penelitian ini adalah bahwa praktikum inkuiri terbimbing berbasis bahan pangan secara signifikan meningkatkan keterampilan kolaborasi dan penguasaan konsep siswa. Disarankan agar metode ini diimplementasikan lebih luas dalam pembelajaran kimia untuk meningkatkan hasil belajar siswa, khususnya pada materi yang memerlukan pemahaman mendalam seperti asam dan basa. The Effect of Guided Inquiry Practicum Based on Food Materials on Collaboration Skills and Students' Concept Mastery in Acid and Base Material  This study aims to evaluate the impact of guided inquiry-based practical activities using food materials on students' collaboration skills and concept mastery in acid-base chemistry. The research employs a quasi-experimental method with a pretest-posttest control group design. The population consists of 11th-grade students at MA NW Debok, with a sample comprising 20 students in the experimental group and 18 students in the control group. The instruments used include a concept mastery test and an observation sheet for collaboration skills. The results indicate a significant improvement in students' collaboration skills in the experimental group, with the average score increasing from 11.87 to 14.62. Concept mastery also showed significant improvement, with the posttest average score in the experimental group reaching 72.25 compared to 57.22 in the control group. A t-test revealed that the difference between the experimental and control groups was statistically significant at the 0.05 level (p < 0.05). The study concludes that guided inquiry-based practical activities using food materials significantly enhance students' collaboration skills and concept mastery. It is recommended that this method be more widely implemented in chemistry education to improve student learning outcomes, especially in subjects requiring deep understanding, such as acid-base chemistry.  
The Influence of Food-Based Contextual Experiments on Students’ Understanding of Chemical Reaction Concepts Kamaliana, Yola; Ahmadi, Ahmadi
Multi Discere Journal Vol. 2 No. 2 (2023): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v2i2.5581

Abstract

This study investigates the influence of food-based contextual experiments on students’ understanding of chemical reaction concepts. Chemical reactions are fundamental topics in chemistry; however, students often experience difficulties in understanding reaction processes because they involve macroscopic observations, symbolic equations, and submicroscopic particle interactions. Food-based contextual experiments were used as an instructional strategy to connect abstract chemical reaction concepts with familiar materials found in students’ daily lives, such as vinegar, baking soda, milk, salt, sugar, and fermented food products. This study employed a pre-experimental design using a one-group pretest–posttest format. The participants consisted of 31 Grade X students at Pondok Pesantren Nurul Hakim Kediri. Data were collected through a conceptual understanding test consisting of five items related to indicators of chemical reaction concepts, including evidence of chemical reactions, reactants and products, conservation of mass, reaction types, and factors affecting reactions. The data were analyzed using descriptive statistics and a paired-sample t-test. The findings showed that students’ conceptual understanding significantly improved after learning through food-based contextual experiments compared with their initial understanding. The learning activities enabled students to observe real chemical phenomena, discuss reaction evidence, and relate experimental results to chemical equations. These findings suggest that food-based contextual experiments can serve as an effective contextual learning approach to improve students’ understanding of chemical reaction concepts.
The Influence of Food-Based Contextual Experiments on Students’ Understanding of Chemical Reaction Concepts Kamaliana, Yola; Ahmadi, Ahmadi
Journal of Authentic Research Vol. 2 No. 2 (2023): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v2i2.6348

Abstract

This study investigates the influence of food-based contextual experiments on students’ understanding of chemical reaction concepts. Chemical reactions are fundamental topics in chemistry; however, students often experience difficulties in understanding reaction processes because they involve macroscopic observations, symbolic equations, and submicroscopic particle interactions. Food-based contextual experiments were used as an instructional strategy to connect abstract chemical reaction concepts with familiar materials found in students’ daily lives, such as vinegar, baking soda, milk, salt, sugar, and fermented food products. This study employed a pre-experimental design using a one-group pretest–posttest format. The participants consisted of 31 Grade X students at Pondok Pesantren Nurul Hakim Kediri. Data were collected through a conceptual understanding test consisting of five items related to indicators of chemical reaction concepts, including evidence of chemical reactions, reactants and products, conservation of mass, reaction types, and factors affecting reactions. The data were analyzed using descriptive statistics and a paired-sample t-test. The findings showed that students’ conceptual understanding significantly improved after learning through food-based contextual experiments compared with their initial understanding. The learning activities enabled students to observe real chemical phenomena, discuss reaction evidence, and relate experimental results to chemical equations. These findings suggest that food-based contextual experiments can serve as an effective contextual learning approach to improve students’ understanding of chemical reaction concepts.
Co-Authors AHMADI Kurnia, Nova Ratna Azizah Mashami