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All Journal QUANTUM: Jurnal Inovasi Pendidikan Sains JOURNAL OF CHEMISTRY AND EDUCATION (JCAE)
Syarifah Meutiah Eka Sari
Program Studi Pendidikan Kimia FKIP Universitas Lambung Mangkurat
Chemistry Education Physics

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PENGARUH MODEL PEMBELAJARAN POGIL TERHADAP HASIL BELAJAR KOGNITIF DAN KETERAMPILAN SOSIAL SISWA PADA MATERI HIDROKARBON Siti Mahfuzah; Rusmansyah Rusmansyah; Arif Sholahuddin; Syarifah Meutiah Eka Sari; Hestu Anggrah Eny; Gusti Aulia Nasution; Ade Rahmawati Idris
JCAE (Journal of Chemistry And Education) Vol. 8 No. 3 (2025): JCAE APRIL 2025
Publisher : PROGRAM STUDI PENDIDIKAN KIMIA FKIP UNIVERSITAS LAMBUNG MANGKURAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jcae.v8i3.3439

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kolaboratif tipe POGIL (Process-Oriented Guided Inquiry Learning) terhadap hasil belajar kognitif dan keterampilan sosial peserta didik pada materi hidrokarbon di kelas X MAN 1 Pulang Pisau Tahun Ajaran 2017/2018. Tujuan khusus penelitian ini adalah untuk: (1) mengetahui perbedaan hasil belajar kognitif dan keterampilan sosial antara peserta didik yang mengikuti pembelajaran dengan model POGIL dan model konvensional, serta (2) menganalisis pengaruh penerapan model POGIL terhadap peningkatan hasil belajar. Metode yang digunakan adalah eksperimen semu dengan desain nonequivalent control group design. Subjek penelitian terdiri dari peserta didik kelas X IPA 3 sebagai kelas eksperimen dan X IPA 2 sebagai kelas kontrol. Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa pada hasil pretest kognitif, nilai thitung sebesar 0,4615 < ttabel (α = 0,05), dengan rata-rata nilai 24, menunjukkan tidak terdapat perbedaan signifikan sebelum perlakuan. Namun, pada hasil posttest, thitung sebesar 4,6610 > ttabel, dengan rata-rata nilai 83, menunjukkan adanya perbedaan signifikan setelah perlakuan. Peningkatan hasil belajar (N-gain) kelas eksperimen sebesar 0,62 dan kelas kontrol sebesar 0,52. Pada ranah afektif, rata-rata nilai keterampilan sosial kelas eksperimen sebesar 86,3 lebih tinggi dibandingkan kelas kontrol sebesar 64,8.
Chemistry Teachers’ Understanding of Literacy and Learning Skills as Part of 21st Century Skills: A Quantitative Descriptive Analysis Syarifah Meutiah Eka Sari; Burhanudin Milama; Ni Pt. Pande Mirah Surya Dewi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 16, No 2 (2025): Oktober 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v16i2.23174

Abstract

Teachers play a crucial role in equipping students with 21st-century skills. Chemistry teachers' understanding of these competencies, particularly literacy and learning skills, is essential in shaping how they integrate them into classroom practice. This study explores the level of understanding chemistry teachers have regarding literacy and learning skills as core components of 21st-century skills. This study used a quantitative descriptive approach, using a questionnaire as its instrument. The questionnaire consisted of 44 questions covering aspects of literacy skills and learning skills. Data were obtained from 52 alums of the Chemistry Education Study Program at UIN Syarif Hidayatullah Jakarta who currently work as chemistry teachers. Data analysis was conducted using descriptive statistics to assess the teachers' level of understanding in each domain and sub-aspect. Findings indicate that chemistry teachers' understanding of literacy and learning skills falls within the good category (74.1%) based on the average score across all measured aspects. In learning skills, the highest level of understanding was observed in communication and collaboration (72.4%), while critical thinking scored the lowest (69.4%). Regarding literacy skills, understanding was highest in information literacy (79.2%) and lowest in media literacy (75.2%). These results indicate that chemistry teachers have a good understanding of 21st-century skills, although critical thinking and media literacy skills still need improvement. Therefore, it is hoped that there will be a targeted development program for chemistry teachers to strengthen these weak skills.
Co-Authors Ade Rahmawati Idris Arif Sholahuddin Burhanudin Milama Gusti Aulia Nasution Hestu Anggrah Eny Ni Pt. Pande Mirah Surya Dewi Rusmansyah Rusmansyah Siti Mahfuzah