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All Journal Jurnal Ilmiah Kanderang Tingang BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan
Siska Alvionita
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Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Energy Engineering Other

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META-ANALYSIS OF THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON CHEMISTRY LEARNING OUTCOMES Siska Alvionita
BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 13 No. 1 (2025): Journal Balanga Edisi Januari-Juni 2025
Publisher : Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/balanga.v13i1.17368

Abstract

This study aims to re-analyze the effectiveness of the Problem Based Learning (PBL) learning model on students' Chemistry learning outcomes. The type of research is meta-analysis research. The subjects of this study are 14 articles that have been published over the past 10 years by several national and international journals and can be accessed online through ERIC and Google Scholar. The research instrument used is a coding sheet. The method of information analysis uses quantitative descriptive analysis with effect size guidelines. After getting the effect size value, then the effect size can be categorized into levels or categories of effect size. The results of this meta-analysis study show that the PBL learning model is very influential in improving students' Chemistry learning outcomes with the lowest percentage of 5.44% to the highest reaching 120.59%. Based on the results of the meta-analysis, it also shows that if the PBL learning model has a high influence, there are students' Chemistry learning outcomes when viewed through the effect size by getting an average of 2.659984005. At the high school education level, the average effect size is 2.571626429 and the university level is 3.190129466. The average effect size of research published in Indonesia has an average effect size of 2.642521674 and research published abroad has an average effect size of 2.683267114. It can be concluded that the PBL learning model is very effective in learning Chemistry to improve student learning outcomes.
Peningkatan Pemahaman Keselamatan dan Penggunaan Peralatan Laboratorium Kimia Melalui Pembelajaran Praktis Siska Alvionita; Triliyansi, Triliyansi; Asi, Nopriawan Berkat
Jurnal Ilmiah Kanderang Tingang Vol 16 No 1 (2025): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v16i1.390

Abstract

This study aims to evaluate the effectiveness of practical learning activities in the chemistry laboratory of Palangka Raya University on increasing the understanding of SMAN 2 Kahayan Tengah students regarding the safety and use of chemistry laboratory equipment. This study uses a pre-experimental design with a one-group pretest-posttest approach. Grade XI students who participated in practical learning activities included the delivery of laboratory safety materials, introduction to laboratory tools and instruments, and demonstrations of simple chemical experiments. Student comprehension data was collected through pretest and posttest, then analyzed using the Wilcoxon signed-rank test and N-gain calculation. The results showed a significant increase (p < 0.05) between pretest scores (mean = 62.00) and posttest (mean = 80.33), with an average N-gain value of 0.48 which was included in the medium category. The conclusion of this study is that practical learning activities in the chemistry laboratory of the University of Palangka Raya are effective in improving the understanding of SMAN 2 Kahayan Tengah students regarding the safety and use of chemistry laboratory equipment.
MEASUREMENT OF PHYSICS EDUCATION STUDENTS’ PROBLEM-SOLVING ABILITY ON CHEMICAL BONDING AND MOLECULAR SHAPE TOPICS Nopriawan Berkat Asi; Triliansi; Siska Alvionita; Deklin Frantius
BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 13 No. 2 (2025): Journal Balanga Edisi Juli-Desember 2025
Publisher : Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/balanga.v13i2.21102

Abstract

This study aims to measure the problem-solving ability of Physics Education students on the topic of chemical bonding and molecular shape in the Basic Chemistry course. The measurement was conducted in December 2024 using 20 essay-type questions developed based on Polya’s problem-solving indicators: understanding the problem, devising a plan, carrying out the strategy, and evaluating the result. The research subjects consisted of 12 students enrolled in the Basic Chemistry course. Data were analyzed quantitatively using descriptive statistics by calculating the percentage of achievement for each indicator. The results showed that the students’ problem-solving abilities varied across the indicators. The average achievement scores were 75.40% for understanding the problem (good category), 69.20% for devising a plan (fairly good category), 67.50% for carrying out the strategy (fairly good category), and 59.60% for evaluating the result (poor category). These findings indicate that students were relatively capable of understanding problems and planning solutions, but they still faced difficulties in consistently implementing strategies and were particularly weak in evaluating their results. In conclusion, the problem-solving ability of Physics Education students on the topic of chemical bonding and molecular shape was generally in the fairly good category, with the main weakness found in the evaluation stage. This study recommends the implementation of learning strategies that emphasize reflection and answer verification, such as problem-based or inquiry-based learning models, to enhance students’ problem-solving skills more comprehensively.
TEACHERS SATISFACTION WITH THE COMMUNITY SERVICE PROGRAM ON LEARNING ASSESSMENT AT SMK NEGERI 8 PALANGKA RAYA Suandi Sidauruk; Ruli Meiliawati; Agtri Wulandari; Anggi Ristiyana Puspita Sari; Fatchiyatun Ni’mah; Triliyansi; Siska Alvionita
BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan Vol. 13 No. 2 (2025): Journal Balanga Edisi Juli-Desember 2025
Publisher : Jurusan Pendidikan Teknologi dan Kejuruan, FKIP, Universitas Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/balanga.v13i2.22253

Abstract

Learning assessment in Vocational High Schools (SMK) plays a crucial role not only in measuring academic achievement but also in evaluating students’ readiness for the workforce. However, assessment practices at SMK Negeri 8 Palangka Raya still face several challenges, including the dominance of summative assessment, limited use of authentic instruments, and restricted application of technology as mandated by the Merdeka Curriculum. These conditions have resulted in low-quality learning outcome data and less effective remedial strategies. To address these issues, a community service program was carried out in the form of an educational seminar. The program was designed in three stages: preparation (needs analysis, development of materials, and evaluation tools), implementation (seminar sessions and interactive discussions on formative, authentic, and Higher Order Thinking Skills/HOTS-based assessment), and evaluation (a teacher satisfaction survey). Data were collected through a Likert-scale questionnaire and analyzed descriptively. The evaluation results showed an average teacher satisfaction rate of 90,38%, with most indicators scoring ≥92,00%, particularly in material relevance, delivery methods, interactivity, and team professionalism. The lowest scores (84,62%) were found in time adequacy, classroom application of seminar results, and the program’s contribution to solving classroom problems, indicating the need for further support. These findings confirm that the program was effective in strengthening teachers’ competence in learning assessment, although follow-up strategies such as in-depth workshops and practical mentoring are necessary to optimize implementation.
Co-Authors Agtri Wulandari Anggi Ristiyana Puspita Sari Asi, Nopriawan Berkat Deklin Frantius Fatchiyatun Ni’mah Nopriawan Berkat Asi Ruli Meiliawati Suandi Sidauruk Triliansi Triliyansi Triliyansi, Triliyansi