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The Effect of Inquiry Learning Method by Using Laboratory and Logical Thinking on Learning Outcome in Chemical Reaction Rate Gulmah Sugiharti; Siti Kholilah Hasibuan
Jurnal Pendidikan Kimia (JPKim) Vol 9, No 1 (2017): April
Publisher : Pascasarjana Universitas Negeri Medan

Abstract: This research aims to discover the effect of learning models using laboratory and logical thinking ability to the students of chemistry learning outcomes on the material rate of the reaction. The research was conducted on the students of class XI IPA MAN 2 Model Medan T. A. 2016/2017. The population in this research is all students of class XI IPA MAN 2 Model Medan which consists of 8 classes. The sample is determined by purposive sampling that takes 2 classes that made the experimental class. This type of research is experimental type with factorial design 2 x 2. Data retrieval for student learning outcomes obtained by test of learning result using valid instrument as much as 23 questions and reliable (0,875). Whereas, the data for students logical thinking ability is obtained through questionnaire of logical thinking ability by using valid instrument data. Data analysis techniques used two-way variance analysis. The result of research shows that there is influence of Inquiry learning model by using real laboratory and virtual laboratory on students' chemistry learning result on reaction rate material with Fcount> Ftable that is 28,6367> 3,99, there is influence of high logical thinking ability and low logical thinking ability to the result of student's chemistry learning on the material of reaction rate with Fcount> Ftable is 21,6251> 3,99, and there is interaction between learning model with logical thinking ability to student's chemistry learning on reaction rate material with Fcount> Ftable that is 20,7645 > 3.99. Keywords: learning outcomes, interaction, virtual laboratory, real laboratory, inquiry learning model

Application of learning model with virtual lab and motivation in learning chemistry Gulmah Sugiharti; Eva Rofinta Limbong
Jurnal Pendidikan Kimia (JPKim) Vol 10, No 1 (2018): April
Publisher : Pascasarjana Universitas Negeri Medan

Abstract: This study aims to determine whether there is interaction between learning models and motivation to student learning outcomes. Samples were taken by purposive as much as 2 classes, experimental class I was treated with Problem Based Learning model using Virtual Lab and experiment II class was treated with PBL model using Real Lab on acid base titration material. Student learning outcomes data obtained using the test results of learning, while the data for motivation to learn through questionnaire motivation to learn. The data analysis technique uses two-way variance analysis and Fcount test. The results showed: 1) Hypothesis test obtained Fcount (A) and (B) equal to 18,551> Ftabel (0,05) (1,48) = 4,04 hence there is interaction between learning model using virtul lab and motivation learn to result learn chemistry of students. 2) Highly motivated students, taught by PBL model using Virtual Lab gives the highest average learning result (75,536 10,10), whereas taught by PBL model using real lab give average (75,2,43). 3) Students with low learning motivation, taught by PBL model using Virtual Lab give the average of learning result (71,59 10,74), whereas taught by PBL model using Real Lab give average (72,32 10,94). Thus it is concluded that there is an interaction between learning model and learning motivation toward chemistry learning result, and students who have high learning motivation are taught by PBL model using virtual lab give higher mean, whereas students who have low learning motivation are taught by PBL model using virtual lab provides a low average learning outcome.Keywords:learning outcomes, motivation, PBL model, virtual lab, real lab

UPAYA MENINGKATKAN KOMPENTESI CALON GURU (PRAKTIKAN) MELALUI SKENARIO PPL PEMBELAJARAN KIMIA DI SEKOLAH MITRA PPL Gulmah Sugiharti
Jurnal Pendidikan Kimia (JPKim) Vol 6, No 1 (2014): April
Publisher : Pascasarjana Universitas Negeri Medan

Abstract This article report from an action research, aims to Strengthening Classroom Management, question skills and reinforcement learning Competencies through PPL-scenes (site experience) on teaching chemistry. This research conduct in SMA Negeri 1 Tanjung Pura Langkat Province of North Sumatera by student training school (which take) PPL activities . The action research data collect by applying the technique of observation and interpretation simultaneously. The focus of this study is the observation in classroom management competence, questioning skills, giving reinforcement by student PPL Chemistry, in the learning process cycle unit Chemistry. The format of observations taken from 2012 UPPL Referring as an instrument and descriptive method used to data analysis. The research data shows (1). To understand and recognize the mistake in learning activities Chemistry student behavior during the learning process, the student has increased sensitivity, especially at the end of the first cycle. (2). There are efforts through trial and error on the situation facing the class, after the experimentalist began to recognize the use of techniques of classroom management, the provision of reinforcement and questioning skills. (3). Student have been able to use classroom management, giving reinforcement and questioning skills in a more professional and situational aspects into account at the end of the third cycle. (4). Action research cycles have been successfully established practitioner competence in the use of classroom management, asking and giving reinforcement to the situation facing the class. Based on the analysis above action research proved very suitable to form an calu student competence as a Chemistry teacher. Keywords : action research; teacher competencies; teaching chemistry; school partner PPL

Perbandingan Hasil Belajar Siswa yang Diajar Dengan Menggunakan Model Contextual Teaching And Learning dan Guided Inquiry pada Pokok Bahasan Struktur Atom Gulmah Sugiharti; Agus Muliaman
Jurnal Pendidikan Kimia (JPKim) Vol 8, No 1 (2016): April
Publisher : Pascasarjana Universitas Negeri Medan

Abstract. This study aims to determine whether there are differences in learning outcome is taught by models Contextual Teaching and Learning (CTL) and the model of Guided Inquiry (GI) and to investigate the cognitive level most growth in both classes. Sampling was done by purposive sampling technique by taking two classes of class X MIPA-1 and as the experimental class 1 and class X MIPA 9 as an experimental class 2. The instrument used to determine student learning outcomes is an objective test in the form of multiple choice questions numbered 30 which has proven validity, level of difficulty, power differentiator, distractors, and reliability. R_11 price obtained for the price rtabel = 0.892 and 0.312. overall reliability of the test can be said to be reliable because rhitung> rtabel. Class 1 is given treatment experiments using models Contextual Teaching and Learning and the experimental class 2 given treatment using a model of Guided Inquiry. After the pretest and posttest and data processing of the obtained χ2 Calculate pre-test 0.380 and χ2 Calculate post-test 0.319 for the experimental class 1 and χ2 Calculate pre-test 0.223 and χ2 Calculate post-test 0.107 for the experimental class 2 and value sign α = 0.05. Because χ2 Calculate> sign, then the normal distribution of data. At Fhitung homogeneity test showed a smaller number than the F table, namely 0.248> 0,05untuk value pretest, 0.16> 0.05 for the value posttest and 0.743> 0.05 for the gain so that the data homogeneous. Gain learning outcomes in the experimental class 1 .7756 (75.56%), gain learning outcomes in the experimental class 2 .5640 (56.40%). Based on the results of testing the hypothesis improving student learning outcomes obtained price sign> α ie 0.000> 0.005 with a significance level (α = 0.05) so that Ha is accepted and we can conclude that there are differences in learning outcome is taught by models Contextual Teaching and Learning and Guided models Inquiry. In addition, also obtained an increase in cognitive Siswadi experimental class that is at the level of knowledge (C1) amounted to 54.17%, of understanding (C2) of 78.85%, the application (C3) amounted to 75.62%, and for analysis (C4) amounted to 77.22% and an increase in cognitive students in the experimental class 2, namely the level of knowledge (C1) amounted to 51.67%, of understanding (C2) of 47.93%, the application (C3) amounted to 49.58%, and for analysis (C4) of 65.05%. Keywords: CTL, GI, atomic structure, learning outcomes, SPSS 21 for windows

The implementation of learning model and virtual lab toward learning outcome of chemistry education Gulmah Sugiharti; Abdul Hamid; Mukhtar Mukhtar
Jurnal Pendidikan Kimia (JPKim) Vol 11, No 3 (2019): December
Publisher : Pascasarjana Universitas Negeri Medan

The abundance of chemical concepts and general chemistry lessons that tend to be monotonous and have not yet considered the ability of mathematical thinking to cause problems in learning that resulted in low student learning outcomes. Even though the concept can be related to students' daily lives by applying effective learning models in accordance with teaching materials. The purpose of this study was to determine whether there were significant differences in learning outcomes between the classes taught with PBL models and the classes taught in the DI model in the General Chemistry course at the Chemistry Education department of FMIPA Unimed. The population consists of 2 classes, each of which consists of 26 students taught with different learning models. After the data is tested normal and homogeneous by using SPSS, the hypothesis is tested using t test. Based on the results of the hypothesis test, it is known that the value of Sig. 0.065 <0.10. So it was said that there were significant differences in learning outcomes of classes taught with PBL models with classes taught with the DI model in General Chemistry courses. This study concludes that for the General Chemistry subject learning, it is better to use the PBL model than the DI model.Keywords: DI model; general chemistry; project-based learning model; virtual lab

Learning Model And Logical Thinking Ability in Redox Reaction Learning Gulmah Sugiharti*; Wan Azura
Jurnal Pendidikan Sains Indonesia Vol 9, No 4 (2021): OCTOBER 2021
Publisher : Universitas Syiah Kuala

The implementation of the 2013 curriculum has not been fully implemented in Private High School Angkasa Medan , because teachers do not fully understand the learning model that must be used. This has an impact on the results of student chemistry learning that not all students are able to achieve the set minimum completeness score target of 75. This study is about the application of learning models and the ability to think logically in redox learning in class X Private High School Angkasa Medan. The population consisted of 6 class X students and the sample was taken purposively by setting 2 classes for the research sample. Both classes are taught with two models, with a combination of factorial 2 X 2. There are two factors tested, namely factor A in the form of a learning model consisting of Problem Based Learning (PBL) and Direct Instruction (DI) models, factor B: logical thinking ability high and low logical thinking ability. Data analysis techniques using 2-way ANOVA. Based on the hypothesis test at a significant level of α = 0.05, it shows that there is an influence of the learning model and students' logical thinking ability on the learning outcomes of topic redox chemistry, and there is an interaction between the learning model and the ability to think logically towards the redox learning outcomes. The results of the BNT advanced test indicate that the Problem Based Learning Model is better than the Direct Instruction model on topic redox chemistry learning.

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