Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal JKPK (Jurnal Kimia dan Pendidikan Kimia) Jurnal Inovasi Pendidikan Kimia
Widarti, Hayuni
Unknown Affiliation
Chemical Engineering, Chemistry & Bioengineering Chemistry

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementation of Blended Learning-Based STEM-PjBL Learning Model Redox on and Electrochemical Materials   Pratama, Rico Wahyu; Widarti, Hayuni; Rokhim, Deni Ainur
Jurnal Inovasi Pendidikan Kimia Vol. 18 No. 2 (2024): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/k129bv35

Abstract

Redox and electrochemistry are materials that students consider difficult. One of the difficulties experienced by students is in balancing redox reactions using the oxidation number method. This condition is exacerbated by learning activities that must be carried out from home, resulting in low student motivation and learning outcomes. Therefore, innovative learning methods are needed but are still effective if applied online. One learning model that can be applied is STEM-PjBL, which is based on blended learning. The research aims to determine the differences in motivation and learning outcomes of students who are taught using the STEM-PjBL learning model based on blended learning and the lecture learning model. This research is quasi-experimental and uses a post-test-only control design research design. The research population was students of class XII Science at SMAN 5 Malang in the 2021/2022 academic year. The sample was class XII G and H, totaling 63 people by purposive sampling. The data collected include student learning outcomes, cognitive, affective, and psychomotor aspects, and student motivation questionnaires. The research results show differences in learning outcomes and motivation between students who apply the STEM-PjBL learning model and those who apply conventional learning. Student responses to using STEM-PjBL-based learning models and media were 41% very happy, 50% liked it, and 9% quite good.
The Effects of Instagram Media with Inquiry on Critical Thinking Skills in The Topic Reaction Rates Rose, Roro Roudotul Rohmatin; Yamtinah, Sri; Ulfa, Maria; Widarti, Hayuni; Shidiq, Ari Syahidul
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 2 (2023): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v8i2.74224

Abstract

In the 21st century, social media has emerged as a potential educational tool to enhance learning outcomes and critical thinking skills. To explore this, a study assessed whether Instagram, employed as a learning media for inquiry-based chemistry learning, influences students' critical thinking abilities. The research adopted a quasi-experimental design, utilizing a pretest-posttest nonequivalent control group approach in eleventh-grade science classes across Senior High Schools in Surakarta. The research focused on reaction rates due to its abstract nature and visualization challenges. Random sampling was employed to select 72 students aged 16 to 18, divided into experimental and control groups. The research instrument encompassed 24 questions in pretest and posttest formats, comprising multiple-choice and essay-type questions. N-Gain analysis revealed a noteworthy increase in learning outcomes within the experimental group, registering a value of 0.79, surpassing the control group's value of 0.69. This underscores Instagram's efficacy as a learning tool, outperforming conventional teaching methods. Regarding critical thinking skills, the experimental group displayed the highest competence in indicators such as explanation, self-regulation, evaluation, analysis, and conclusion. The study establishes that when integrated into chemistry education with an inquiry-based model, Instagram positively impacts students' critical thinking skills, specifically about reaction rates. This research contributes novel insights into the application of Instagram for chemistry education and pioneers the examination of critical thinking skills within this context, enriching the domain of chemistry learning.
Co-Authors Ari Syahidul Shidiq Deni Ainur Rokhim Maria Ulfa Pratama, Rico Wahyu Rose, Roro Roudotul Rohmatin Sri Yamtinah