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All Journal Journal of Education and Instruction (JOEAI) Hydrogen: Jurnal Kependidikan Kimia
Amat, Amat
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating the Meaningful Learning in Chemical Separation Practicums: A Quantitative Approach Amat, Amat; Erlina, Erlina; Ira Lestari, Ira Lestari; Masriani, Masriani; Maria Ulfah, Maria Ulfah
Hydrogen: Jurnal Kependidikan Kimia Vol 12, No 2 (2024): April-May 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i2.11323

Abstract

Meaningful learning has an important element that is finding advantages in obtaining various information comprehensively, thereby ultimately improving learner’s abilities. This aspect can provide information to understand and enhance meaningful learning. The purpose of this research is to analyze meaningful learning in the chemical separation practicum for the Chemistry Education students at FKIP UNTAN. The type of research used is quantitative descriptive with a survey method. Data collection tools in this analysis are questionnaires and interview guidelines. The questionnaires and interviews were administered after the practicum was completed. The number of students for the questionnaire was 59 people consisting of 26 people who were interviewed, including course instructors, laboratory heads, laboratory assistants, and student representatives from classes A1, A2, A3. The research results, in terms of the affective aspect, were 64% in the good category. In terms of the cognitive aspect, a percentage of 73% was achieved in the good category, while the affective-cognitive aspect had a percentage of 66% in the good category. Based on the data obtained, it can be concluded that learning in this chemical separation practicum is meaningful.
Investigating the Meaningful Learning in Chemical Separation Practicums: A Quantitative Approach Amat, Amat; Erlina, Erlina; Ira Lestari, Ira Lestari; Masriani, Masriani; Maria Ulfah, Maria Ulfah
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 2 (2024): April-May 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i2.11323

Abstract

Meaningful learning has an important element that is finding advantages in obtaining various information comprehensively, thereby ultimately improving learner’s abilities. This aspect can provide information to understand and enhance meaningful learning. The purpose of this research is to analyze meaningful learning in the chemical separation practicum for the Chemistry Education students at FKIP UNTAN. The type of research used is quantitative descriptive with a survey method. Data collection tools in this analysis are questionnaires and interview guidelines. The questionnaires and interviews were administered after the practicum was completed. The number of students for the questionnaire was 59 people consisting of 26 people who were interviewed, including course instructors, laboratory heads, laboratory assistants, and student representatives from classes A1, A2, A3. The research results, in terms of the affective aspect, were 64% in the good category. In terms of the cognitive aspect, a percentage of 73% was achieved in the good category, while the affective-cognitive aspect had a percentage of 66% in the good category. Based on the data obtained, it can be concluded that learning in this chemical separation practicum is meaningful.
Pengaruh Model Inkuiri Terbimbing dan Keterampilan Proses Sains terhadap Hasil Belajar Kognitif Siswa pada Mata Pelajaran IPA Amat, Amat; Haritani, Hartini; Wazni, M. Khairul
JOEAI (Journal of Education and Instruction) Vol. 5 No. 2 (2022): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v5i2.4397

Abstract

This study aims to determine whether the influence of guided inquiry learning models and pro-science skills on the cognitive learning outcomes of grade V science students. This type of research is Quasi-Experimental research with a research design using T treatment by Level 2x2. The population in this study were grade V students of elementary school. This research instrument is a multiple-choice test with a total of 20 questions. Data processing techniques and data analysis are descriptive statistics and infrencial statistics with SPSS 22. The data analysis results show significant differences in student cognitive learning outcomes with guided inquiry methods and science process skills, namely sig. = 0.000 < 0.05, meaning that there are differences in learning outcomes taught by guided inquiry (experimental class) with student learning outcomes taught by conventional approaches (control classes). Furthermore, there is an interaction caused between the use of guided inquiry methods by looking at the level of skills of the student's science process towards the cognitive learning outcomes. This can also be proven from the hypothesis test results, namely with a value of sig. = 0.000 < 0.05 means that there is a significant interaction between the use of guided inquiry and the skill level of the student's science process to influence the cognitive learning outcomes of students together. The conclusion of this study is that there is no significant interaction between science process skills and learning outcomes. The cognitive learning outcomes of students who were taught using the guided inquiry learning model were higher than those taught using the conventional learning model for students with low science process skills. Keywords: Guided Inquiry, Learning Outcomes, Process Skills
Co-Authors Erlina Erlina Hartini Haritani Ira Lestari, Ira Lestari Maria Ulfah, Maria Ulfah Masriani .