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Satriawan, M Agus
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Development Of Problem Based Learning Student Worksheet on Chemical Bonding Materials Febriana, Baiq Anita; Masitah, Siti; Satriawan, M Agus
Jurnal Riset Ilmu Pendidikan Vol. 4 No. 4 (2024): Jurnal Riset Ilmu Pendidikan
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/jrip.v4i4.930

Abstract

The development of science and technology requires humans to remain active and dynamic in facing various changes, including in the field of education. One of the effective learning approaches in developing critical thinking and problem-solving skills is Problem-Based Learning (PBL). In chemistry learning, especially in abstract chemical bonding materials, teaching materials that are able to support the optimal application of PBL are needed. This research aims to develop a PBL-based Student Worksheet (LKPD) on chemical bonding materials that are valid and suitable for use in learning. The results of the validity test show that the LKPD developed has an average validity value of 0.84, which is included in the very high category. In addition, students' responses to the use of PBL-based LKPD reached an average of 78.27%, which was categorized as good, so that this LKPD can be applied effectively in learning.
Analysis of Errors of Grade X Students in Solving Arithmetic Sequence Story Problems Satriawan, M Agus
Jurnal Riset Ilmu Pendidikan Vol. 5 No. 3 (2025): Jurnal Riset Ilmu Pendidikan
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/jrip.v5i3.1236

Abstract

This study aims to analyze the errors made by tenth-grade students of Central Lombok Senior High School in solving word problems on arithmetic sequences. This type of research is descriptive qualitative with 30 tenth-grade students in one of the high schools as research subjects. Data were obtained through written tests in the form of arithmetic sequence story problems and semi-structured interviews. Error analysis was conducted based on Newman's theory, including reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The results showed that the most dominant errors occurred at the transformation stage (34%), where students had difficulty converting verbal problems into mathematical forms. In addition, process skill errors (28%) also often appeared because students did not correctly apply the arithmetic sequence formula. These findings provide implications that learning needs to be improved through a contextual approach and intensive word problem practice to improve students' conceptual and procedural understanding.
Co-Authors Daniel Happy Putra Febriana, Baiq Anita