Lantanida Journal
Lantanida Journal is an, scientific journal open-access containing results research, literature reviews and recent news on science and technology in the areas of educational learning and learning development. This journal is formed from the initiative of Leaders Chemistry departmen, lecturers, staff, alumni and students of Chemistry Education Department UIN Ar-Raniry Banda Aceh.
Articles
193 Documents
<![CDATA[PEMBELAJARAN DALAM PERSPEKTIF KREATIVITAS GURU DALAM PEMANFAATAN MEDIA PEMBELAJARAN ]]>
<![CDATA[Ramli Abdullah]]>
<![CDATA[ Lantanida Journal Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v4i1.1866
<![CDATA[Learning will work well without using media appropriate to the material to be taught, because apart from being an intermediary media is also useful to overcome the limitations of space, time, and power the senses, such as an object that is too large can be replaced with reality, image, or movie frame , In use in the learning process, the teacher must know and master as well as capable of using media in teaching and learning. This capability is an imaginative activity that result is the formation of a combination of information obtained from previous experiences into new, meaningful and useful. So therefore, the creativity of teachers in the use of instructional media can be concluded, namely: (1) The creativity of teachers in the use of instructional media in learning a subject usually, only teachers use media such as books, whiteboard and markers. The success of the learning process depends on the competence of teachers in mastering the material or subject matter. Schools seek help improve the facilities and means associated with school education in one facility and related instructional media to increase student achievement and quality of education in schools.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE PADA MATERI MINYAK BUMI DI KELAS X MAN SABANG ]]>
<![CDATA[Perwiraga Hartami]]>;
<![CDATA[Ramli Abdullah]]>;
<![CDATA[Yeni Safitri]]>
<![CDATA[ Lantanida Journal Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v2i2.1407
<![CDATA[Based on observations made in class X2 MAN Sabang shows that learning still many students find it difficult to study chemistry, because the presentation material provided by the teacher is not maximized, so that the learning outcomes of students do not reach the target set in the KKM (70). This can be seen from the value of the task and the replay of students who gained an average of 66.2. One alternative to solve this problem is to use a cooperative learning that is easy to understand and fun through cooperative learning methods Take and Give. The purpose of this study was to: (1) determine student learning outcomes in the material of petroleum by using cooperative learning model type Take and Give, (2) Knowing student activity during learning using cooperative learning model type Take And Give, (3) Knowing the response students to the implementation of cooperative learning model of Take and Give. The design of this study is to use pre-experimental research design. The population in this study were all students of class X which consists of three local student learning outcomes is still relatively very low, then the sample in this study were all students of class X-2, which consists of 20 students. Data collection techniques using observation and administration of the test in the form of multiple choice. Observation data analyzed by using percentage, while the test results were analyzed by percentage formula. The research proves that: (1) student learning outcomes in the petroleum material once taught using cooperative learning model take and give to the percentage of the final test is 73%. (2) the percentage of students learning activity reached 76.9%. (3) response to highly motivated students to cooperative learning Take and Give the percentage is 95%. Based on these studies it can be concluded that the application of cooperative learning model of Take and Give can improve student learning outcomes in the discussion Petroleum class X-2 MAN Sabang]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN KIMIA BERBASIS LINGKUNGAN DENGAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKATKAN MINAT DAN KETERAMPILAN BERPIKIR KRITIS PADA SISWA SMA ]]>
<![CDATA[Husni Husni]]>
<![CDATA[ Lantanida Journal Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v3i2.1656
<![CDATA[This study aims to analyze: (1) the difference between the critical thinking skills that students learn through the implementation model of Problem Based Learning (PBL) environment based on petroleum materials with students who learn through conventional learning model (2) differences in student interest through implementation model (PBL) environment based on the students' interest through conventional learning models. This study was a quasi-experimental research in class X of SMA KARTIKA XIV-1 BANDA ACEH in Academic Year 2013/2014. The research design was a two-group pretest-posttest design. Data were analyzed by independent t-test statistical analysis test with the software program SPSS version 17. The results obtained by analysis of the percentage of the average value of the initial test experimental class is 25.00 and 24.69 for the control class. Furthermore, the percentage of the average value of the final test in the experimental class at 77.35, while the control class is 62.19. The average N-gain normalized experimental class were high with an average rating of 0.75 while the control class including medium category with an average rating of 0.50. For N-normalized gain obtained t = 6.045 with signfikansi p = 0.000, due to the significance]]>
<![CDATA[KEMAMPUAN MERUMUSKAN SOAL BAGI MAHASISWA CALON GURU (Penelitian di Program Studi Pendidikan Kimia FTK UIN Ar-Raniry) ]]>
<![CDATA[Azhar Azhar]]>
<![CDATA[ Lantanida Journal Vol 2, No 1 (2014) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v2i1.661
<![CDATA[On learning activities, there are several processes, one of which is the implementation of the evaluation. To carry out its own evaluation of learning requires the ability to formulate an instrument for the evaluation. Every teacher should have the ability to formulate questions correctly so that the matter will be communicative, with complete data and can be understood by students. Student and Teaching Faculty Tarbiyah UIN Ar-Raniry as a prospective teacher must also be known ability to formulate a matter before the respective assigned in the field. The purpose of this study is to determine the ability to formulate questions for student teachers in the Department of Chemistry, Faculty of Education and Teaching UIN Tarbiyah Ar-Raniry. In general the results of this study are expected to be useful as reference material for the development of the evaluation process of learning, and in particular the issue of the ability to formulate questions for student teachers. This study uses research design evaluation (evaluation research). Data collected through tests and interviews. Data obtained from this study were processed using analytical techniques to the test result by means of the formulation of questions students are classified by the type of formulation of the problem. The results of this classification is an indicator of students' ability to formulate / create questions. The tests will be carried out in stages (four times the test) the situation of different tasks according to four subpokok discussion in learning Chemistry Calculation. From the test results the ability to formulate questions can be seen that in the stages of an increase in students' ability to formulate problems / questions that are appropriate to the situation of a given task. Comparison of the ability to formulate a matter of student learning Chemistry in the calculation of the stages can be described as follows: stage-4> stage-3> stage-2> stage-1. Comparison of the ability to formulate a matter of students in stages at each learning subpokok discussion of material Calculation Chemistry there are no significant differences, except for differences in the ability to formulate a matter between the phase-1 to phase-2, this is due to the learning stage-1 students are still in the process of adapting the pattern formulate questions, and students are still in a state of hesitation to formulate questions because they think that is the task of formulating a matter of lecturers / teachers are confidential, and they should not be involved in the formulation / formation of the matter. Cognitive processes used by the student in formulating (forming) problems is through the association, which is a process of hooking something to others.]]>
<![CDATA[STRATEGI PENINGKATAN KINERJA GURU YANG PROFESIONAL ]]>
<![CDATA[Amna Emda]]>
<![CDATA[ Lantanida Journal Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v4i2.1883
<![CDATA[Education Implementation success is determined by the readiness of hearts teachers prepare their students participants through Teaching and Learning Activities . Good Quality Education For Being benchmarks of success is shown by the boarding costs . teacher. The creation of the Good boarding costs if someone has a teacher Personality And Dedication And Able to telecom - telecoms professionalism Learning hearts . Increased costs kos teacher can be done through development professionalisme.]]>
<![CDATA[STUDI KASUS MATERI PERTUMBUHAN DAN PERKEMBANGAN TUMBUHAN DI SMA 12 BANDA ACEH ]]>
<![CDATA[Zahriani Zahriani]]>
<![CDATA[ Lantanida Journal Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v3i2.1650
<![CDATA[Learning activities are planned educational activities to gain knowledge and insight, and it can change a person's behavior toward maturity. Learning also processes that affect the understanding of the value that predispose a person to think, act and behave. Biology lesson that SMA 12 Banda Aceh is not maximized penerapaan pedagogical competence and professional competence in accordance learning Permendiknas No. 16 of 2007 on Academic Qualification Standards and Teacher Competence part B is to develop teaching materials. Then the teaching materials are not in accordance with the level of experience and ability of the students' characteristics has reduced student motivation. One way to improve students 'motivation to increase interest in learning, can be done by providing teaching materials in accordance with the level of experience and ability of the students' characteristics.]]>
<![CDATA[PENGARUH MOTIVASI DALAM PEMBELAJARAN ]]>
<![CDATA[Maryam Muhammad]]>
<![CDATA[ Lantanida Journal Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v4i2.1881
<![CDATA[That the learning outcomes is an overview of the progress or development of students from the first to follow the educational program until the time they ended the educational program which he passes. So the study results can be seen after learners gain experience learning and behavioral changes. So with a change in the student after a learning experience and that's called learning outcomes. Someone students who have high motivation to learn, have the drive or desire to learn a subject, students who have the desire and drive to learn a subject guided by their needs. One needs are close to success in learning a subject is need for achievement. That students who have high motivation to learn, will be marked with a bold desire to compete and receive feedback and encouragement to always be responsible and goal attainment. That students who have the drive to take responsibility and achievement of learning objectives, makes the learners to always be disciplined and focused in learning a subject. Therefore, students who have high motivation to learn, will get better learning outcomes compared to students with low learning motivation. Thus, if in improving learning outcomes of a subject, the need for efforts to increase student motivation. Motivation is realized in the form of action, is one factor that can be used to predict the progress of learning.]]>
<![CDATA[PENILAIAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN KIMIA MATERI KIMIA UNSUR MENGGUNAKAN MIND MAP DI KELAS XII IPA SEMESTER 1 SMA NEGERI 1 WONOSARI ]]>
<![CDATA[Anjar Purba Asmara]]>
<![CDATA[ Lantanida Journal Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v3i1.1438
<![CDATA[This research is aimed to determine the quality of mind maps which have created by students and to determine the result of students learning in chemistry lesson by using mind map model. The research uses description qualitative method. The population is students of natural science program grade XII at SMA 1 Wonosari years 2013/2014. The sample consists of 96 students at class XII IPA1, XII IPA2, and XII IPA3. The research gives imformation about the quality of student’s mind map which have scored by using mind map scoring rubric and the result of students learning which have tested by giving daily examination. The percentage of very good category, good category, and good enough category is 40%, 40%, and 20% respectively. The average of test value is 80.406, it means that the average value is higher than minimal passing standart. The percentage of student which pass the test is 80.208%. thus the result to be categorized as good level.]]>
<![CDATA[MENUMBUHKAN SIKAP SISWA DALAM PENCAPAIAN HASIL BELAJAR ]]>
<![CDATA[Razali M. Thaeb]]>
<![CDATA[ Lantanida Journal Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v4i1.1867
<![CDATA[Learning is change a person's ability and can be maintained within a certain time. Various growth that occurred in the study, such as changes in behavior after someone learners got a wide range of experience in various situations of learning itself, so the variety of experiences that will lead to the changes that occur in a person learners. While the measure is to apply the measuring instrument to a particular object. Magnitudes numbers obtained, then gained significance when compared to the results of measurements with a certain standard. The attitude of a person when used in learning and teaching a subject, then there will be individuals who love a subject (positive attitude) or behave otherwise is not like a subject (a negative attitude). For those students who have a positive attitude about a subject will learn them on their own and devote his full attention on a subject matter. In contrast the attitude of learners negative about a subject. Or in other words a learner who has a positive attitude toward a subject to be loved also a subject such and by itself learners will be serious in learning.]]>
<![CDATA[PENCAPAIAN HASIL BELAJAR MELALUI PENUMBUHAN SIKAP MAHASISWA ]]>
<![CDATA[Cut Aswar]]>
<![CDATA[ Lantanida Journal Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[UIN AR-RANIRY ]]>
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DOI: 10.22373/lj.v2i2.1408
<![CDATA[Lecturer trying to grow and improve the positive attitude of students in the study of the course so that students can learn an increased vigor in the course. Indeed, the persistence of the negative attitude of students to a course, and it does not mean all the students to be negative towards a course, otherwise many students a positive attitude towards a subject that is learned. Lecturer of the course seeks to evoke the spirit of students to love a subject and trying to build a positive attitude towards the subject that he teaches. If the student has not been able to raise it toward a positive attitude among students, it is difficult for educators to develop students are knowledgeable and skilled in mastering a subject. For students who are positive or negative attitude is always the case in the learning of a subject, and even negative attitude is more dominant than positive attitude. Thus, the learning that educators are given less attractive, so that lecturers are less able to foster a positive attitude in the students learn a subject. That the lecturer of the course is able to actualize its role optimally in the process of learning a course undoubtedly positive attitude of students in the learning will become more prevalent among students. From the description above, the attitude of a person when used in the learning activities of the course, there will be individuals who love a subject (positive attitude) or being otherwise is not like a subject (a negative attitude). For students who have a positive attitude about a course will learn of their own accord and devote full attention to the matter of the course. Instead negative student attitudes about a course would lead to inactive students in learning activities and will ultimately negative effect also on a subject that is learned]]>
