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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktik : Jurnal Ilmiah PGSD STKIP Subang UNESA Journal of Chemical Education Nuwo Abdimas Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Setyarini, Marina
Universitas Lampung
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics Other

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Efektivitas Learning Cycle 3E untuk Meningkatkan Penguasaan Konsep Materi Kelarutan dan Hasil kali Kelarutan I Komang Oka Mahendra; Ila Rosilawati; Marina Setyarini
Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 3 (2020): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This research aimed to describe the effectiveness of 3E Learning Cycle (LC 3E) to Improve Concepts Mastery on Solubility and Solubility Product. The population of this research were all students of class XI MIA SMAN 1 Natar 2018/2019. The sampling technique was purposive sampling, obtained XI MIA 1 as the experiment class and XI MIA 4 as the control class. The method in this research was quasi experiment with Non Equivalent Control Group Design. The technique of data analysis was the two average difference by t-test.  The result showed an average n-gain concepts mastery in the experiment class and control class each 0.68 and 0.45, the same as the middle category. The result of  t-test showed there was a significant n-gain concepts mastery difference between the experiment class using LC 3E with the control class using a conventional learning. This show that the LC 3E was effective to improve concepts mastery on solubility and solubility product.Keywords: LC 3E, concepts mastery, solubility and solubility productPenelitian ini bertujuan untuk mendeskripsikan efektivitas model Learning Cycle 3E (LC 3E) untuk meningkatkan penguasaan konsep materi kelarutan dan hasil kali kelarutan. Populasi penelitian adalah seluruh siswa kelas XI MIA SMAN 1 Natar 2018/2019. Pengambilan sampel menggunakan teknik purposive sampling, diperoleh kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 4 sebagai kelas kontrol.  Metode penelitian yang digunakan adalah quasi experiment dengan Non Equivalent Control Group Design.  Teknik analisis data yang digunakan adalah uji perbedaan dua rata-rata dengan uji t.  Hasil penelitian menunjukkan n-gain rata-rata penguasaan konsep di kelas ekspe­ri­men dan kelas kontrol masing-masing 0,68 dan 0,45, keduanya sama-sama berkategori sedang.  Hasil uji t menunjukkan bahwa terdapat perbedaan n-gain rata-rata penguasaan konsep yang signifikan antara kelas eksperimen yang menggunakan model LC 3E dengan kelas kontrol yang menggunakan pembelajaran konvensional. Hal ini menunjukkan bahwa model LC 3E efektif untuk meningkatkan penguasaan konsep materi kelarutan dan hasil kali kelarutan.Kata kunci: model LC 3E, penguasaan konsep, kelarutan dan hasil kali kelarutan
Teachers’ Perception of the Minimum Competency Assessment Instrument (AKM) based on Lynk.id to measure Students’ Scientific Literacy on Solar System Material Veny Endar Hadi Ayuningtyas; Viyanti; Marina Setyarini
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.5198

Abstract

The aim of my research is to determine science teachers' perceptions of the Link.id-based minimum competency assessment instrument to measure students' scientific literacy on solar system material. The research method used in this research is a mixed method with Sequential Explanatory Design. Data was first collected using a questionnaire and then analyzed using descriptive analysis. This questionnaire was distributed to 36 teachers and 124 junior high school students in Metro City. The research results show that teachers have a positive perception of the use of the Lynk-based Minimum Competency Assessment instrument to measure students' scientific literacy on solar system material. The results of the research show that 67% of teachers have not implemented active learning which leads to developing students' scientific literacy, and 33% of teachers have implemented active learning leading to scientific literacy but have not fully implemented the indicators of scientific literacy. Meanwhile, the level of success in an education does not only look at the learning process, just looking at the 21st century the biggest challenge to the development of competency assessment in Indonesia is no longer relying on individual assessments through the National Examination but see the assessment results continuously. Based on the research results, the level of scientific literacy assessment of students in solar system material is low, this is because students have difficulty applying indicators of scientific literacy. Based on the questions that have been studied, it is known that the questions in the cognitive aspect are still at C1 and C2 levels such as memorizing, explaining, and identifying. As well as based on the questionnaire given that 52% of the assessment is still traditional, namely by using a written formative test and not fully able to take advantage of technological developments. So there is a need for an innovative and effective assessment model so that it can provide measurable, valid and efficient results, one of which is using the Lynk.id platform. Based on the results, it can be concluded that science teacher’s perceptions of the Lynk-based minimum competency assessment instrument can measure aspects of student’ scientific literacy in solar system material.
Pelatihan Menyusun Modul Ajar IPA Berdasarkan Prinsip Berdiferensiasi Terintegrasi Keterampilan Abad 21 M. Setyarini; Rini Asnawati; Wisnu Juli Wiono; Gamilla Nuri Utami
Nuwo Abdimas Vol. 2 No. 2 (2023): Nuwo Abdimas
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS LAMPUNG

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Abstract

Tujuan pembelajaran IPA di SMP/MTs adalah menumbuhkan kesadaran pada peserta didik tentang dirinya dan lingkungan sekitar serta mengetahui bagaimana cara menjaga dan melestarikan. Selain itu, peserta didik juga perlu disiapkan dalam menyongsong abad 21 dengan keterampilan yang relevan. Memastikan capaian peserta didik terhadap tujuan tersebut, perlu dilakukan proses pembelajaran yang representatif. Pembelajaran berdiferensiasi adalah strategi yang tepat agar guru mampu mengidentifikasi capaian belajar setiap siswa. Beberapa guru masih kesulitan menerapkan strategi pembelajaran berdiferensiasi dalam praktik di kelas. Perlu pembekalan secara berkelanjutan kepada guru-guru selaku ujung tombak pelaksana kurikulum merdeka di sekolah. Pelatihan diadakan secara tatap muka dilanjutkan dengan daring untuk sesi pembimbingan tugas. Hasil pelatihan menunjukkan bahwa kegiatan terlaksana sesuai dengan perencanaan. Analisis terhadap hasil pretest dan postes menunjukkan angka 0,61 yang berarti peserta mengalami peningkatan dalam katagori sedang. Secara keseluruhan, sebanyak 73% peserta menyatakan baik sekali terhadap penyelenggaraan kegiatan pelatihan. Perlu dilanjutkan kegiatan serupa agar para guru dapat merancang modul ajar IPA yang representatif berdasarkan prinsip pembelajaran berdiferensiasi dan terintegrasi keterampilan abad 21.
Teacher and Student Perceptions on the Use of Differentiated e-LKPD in Project-Based Learning on Organic Waste Processing to Improve Critical Thinking Skills Umamah Apriyanti; Chansyanah Diawati; M. Setyarini
Jurnal Penelitian Pendidikan IPA Vol 11 No 6 (2025): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i6.11500

Abstract

The purpose of this study was to determine the perception of science teachers towards differentiated electronic student worksheets based on organic waste processing projects to improve critical thinking skills. The research method used is a qualitative method. Data collection techniques through questionnaires and interviews, then analyzed using descriptive analysis. The questionnaire was distributed to 10 science teacher respondents and 96 junior high school students in South Lampung Regency. The results showed that 80% of teachers had not used differentiated electronic student worksheets based on projects and had not trained critical thinking skills; according to students, no teachers implemented project-based learning. Based on the results of the study, it can be concluded that differentiated e-LKPD based on organic waste processing projects is needed to improve students' critical thinking skills.
Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students Mohammad Ahdiat; Ila Rosilawati; M. Setyarini; Rabiyatul Adawiyah Siregar
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students, Chemistry learning for biology education students often encounters challenges due to abstract chemical concepts and the limited availability of teaching materials that integrate biological contexts, necessitating practical teaching modules tailored to student characteristics. Objective: This study aims to analyze the practicality level of the Chemistry Science teaching module “Chemistry for Beginners: Basic Concepts and Practical Applications” developed for first-year students of the Biology Education Study Program, FKIP, University of Lampung. Methods: This research employed a quantitative descriptive approach with 80 students from the 2024 cohort as subjects. The instrument was a practicality questionnaire covering nine closed indicators (Likert scale 1-4) and one open-ended suggestion item. Data were analyzed using descriptive percentage statistics and thematic analysis for open-ended suggestions. Results: The results showed that the teaching module achieved a very practical category with an average percentage of 86.4%. The highest indicators were font readability (92.5%) and suitability of material sequence with the lecture contract (91.3%). The three main student suggestions were adding more varied sample questions (45 respondents), explaining formula and symbol notations (28 respondents), and correcting typos (12 respondents). Conclusion: The Chemistry Science teaching module is declared very practical and feasible to use as a supporting teaching material. Improvement recommendations focus on enriching sample questions, compiling a glossary, and enhancing proofreading quality.
The Effectiveness of Flipped Classroom Integrated with Deep Learning Based on Multiple Representations on Chemical Equilibrium Material to Improve HOTS Vedra Sandrina Manalu; M. Setyarini; Ni Putu Rahma Agustina; Ila Rosilawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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Abstract

Abstract: The Effectiveness of Flipped Classroom Integrated with Deep Learning Based on Multiple Representations on Chemical Equilibrium Material to Improve HOTS. Objectives: This study aims to describe the effectiveness of a flipped classroom integrated with a deep learning approach based on multiple representations on chemical equilibrium material in improving students' Higher Order Thinking Skills (HOTS). Methods: This study employed a quasi-experimental method with a nonequivalent pretest-posttest control group design. The sample was selected through purposive sampling, consisting of class XI.F.4 as the experimental class and XI.F.5 as the control class. Data were analyzed using the Independent Sample T-Test. Findings: The average n-gain HOTS of students in the experimental class was 0.35, categorized as moderate and significantly higher than that of the control class. Conclusion: The flipped classroom integrated with deep learning based on multiple representations on chemical equilibrium material was effective in improving students' HOTS.
EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS MULTIREPRESENTASI PADA MATERI ELEKTROLIT DAN NON ELEKTROLIT DALAM MENINGKATKAN KETERAMPILAN MENGOMUNIKASIKAN Putri Friskwila Simanjuntak; M. Setyarini; Ni Putu Rahma Agustina
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18717

Abstract

This study aimed to examine the effectiveness of a guided inquiry learning model based on multiple representations in improving students' communication skills on the topic of electrolyte and non-electrolyte solutions. The population consisted of all Grade X students at SMA Gajah Mada Bandar Lampung during the 2025/2026 academic year, comprising six classes X.1–X.6. The sample was selected using purposive sampling, resulting in Class X.2 as the experimental group and Class X.6 as the control group. This study employed a quasi-experimental method with a nonequivalent pretest–posttest control group design. The research instruments consisted of pretest and posttest essay tests to assess students' communication skills and student activity observation sheets. The data were analyzed using the normalized gain (N-gain), followed by hypothesis testing with an independent-samples t-test after the assumptions of normality and homogeneity had been satisfied to determine the difference in the improvement of communication skills between the two groups. The results showed that the experimental class achieved a mean N-gain score of 0.71, which was categorized as high, whereas the control class obtained a mean N-gain score of 0.58, which was categorized as medium. The hypothesis test indicated that the mean N-gain score of the experimental class was significantly higher than that of the control class. These findings demonstrate that the guided inquiry learning model based on multiple representations is effective in improving students' communication skills on the topic of electrolyte and non-electrolyte solutions.
EFFECTIVENESS OF FLIPPED LEARNING WITH DEEP LEARNING FRAMEWORK BASED ON MULTIPLE REPRESENTATIONS IN ACID-BASE MATERIAL TO IMPROVE SCIENTIFIC PROCESS SKILLS Suci Ramadhanti; Marina Setyarini; Annisa Meristin; Chansyanah Diawati
UNESA Journal of Chemical Education Vol. 15 No. 3 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n3.p186-193

Abstract

This study aims to describe the effectiveness of flipped learning with a deep learning framework based on multiple representations on acid-base material to improve science process skills. The population in this study were all grade XI students of SMA Negeri 1 Bandar Lampung in the 2025/2026 academic year. The research sample was taken using a purposive sampling technique and obtained class F.1 as the experimental class and class F.2 as the control class. In the experimental class, flipped learning with a deep learning framework based on multiple representations was applied and the control class was applied with conventional learning. This study is a quasi-experimental study with a non-equivalent control group design. The instrument used was a science process skills pretest–posttest test. Supporting data on student activities were collected using observation sheets. Data analysis in this study included analysis of primary data, supporting data, and hypothesis testing. Hypothesis testing used was a test for differences in two means with an independent sample t-test. The results showed that the average N-gain of students’ science process skills in the experimental class was significantly higher than the control class, with the average N-gain of students’ science process skills in the experimental class being categorized as moderate. It can be concluded that flipped learning with a deep learning framework based on multiple representations on acid-base material is effective in improving students’ science process skills.
Co-Authors Annisa Meristin Chansyanah Diawati Dina Kiftatul Kusnia Gamilla Nuri Utami I Komang Oka Mahendra Ila Rosilawati Ila Rosilawati Indah Mayasari Mohammad Ahdiat Ni Putu Rahma Agustina Nina Kadaritna Noor Fadiawati Putri Friskwila Simanjuntak Rabiyatul Adawiyah Siregar Rahma Abida Rini Asnawati Suci Ramadhanti Umamah Apriyanti Vedra Sandrina Manalu Veny Endar Hadi Ayuningtyas Viyanti Wisnu Juli Wiono