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Orbital: Jurnal Pendidikan Kimia
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 25801856     EISSN : 25980858     DOI : -
Core Subject : Science, Education,
Chemistry Education
The current issue of Orbital: Jurnal Pendidikan Kimia contains five articles coverings topics related to chemistry and chemistry education which include study of chemical literacy capabilities, Think-Talk-Write learning strategy, cooperative learning model, metal content and pH analysis of river water, and betalain pigment from red dragon fruit.
Arjuna Subject : -
Articles 119 Documents
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Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi Ismiatul Zaroh; Muntholib Muntholib; Ridwan Joharmawan
Orbital: Jurnal Pendidikan Kimia Vol 6 No 1 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i1.12191

Abstract

Scientific argumentation is a critical part of scientific practice that should be learned by learner in the science classroom. Scientific argumentation can deepen students' understanding and make their reasoning apparent. Integrating argumentation in instruction necessitates the availability of assessment instruments. This study aims to develop a scientific argumentation test and investigate students' argumentation skills on reaction rates. This study applied a research and development design to develop a scientific argumentation test followed by a survey on students' scientific argumentation skills. The analysis of the validity and reliability of the scientific argumentation test involved three experts and 199 high school students. Meanwhile, the survey on students' scientific argumentation skills involved 86 high school students. The expert panel gave an average score of 94.8% (very worthy) to the developed scientific argumentation test. The empirical analysis of the test shows that all items (9 essay items) were valid with reliability of 0.777. The survey showed that students' abilities in: making claims were moderate (56.59%), providing evidence were very weak (18.35%), and making explanations were also very weak (14.21%). The results of this study imply that learning strategies that can improve students' scientific argumentation skills are needed.
Analisis Item Soal Kimia SMA Menggunakan Rasch Model Rina Ika Octaviana; Muhammad Burhan Anggara; Rayhan Jamilah; Ayi Darmana; Retno Dwi Suyanti
Orbital: Jurnal Pendidikan Kimia Vol 6 No 1 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i1.12248

Abstract

Assessment is a technique for evaluating student learning outcomes and deciding whether or not the learning objectives have been achieved. This study aims to determine the validity, reliability, and difficulty level of the tested items. The data collection technique used a documentation technique in the form of an answer sheet for the odd semester final exam for the 2021/2022 academic year for class XI at SMAS Al-Amjad Medan with a total of 222 respondents, and the form of the question was 45 multiple-choice questions (dichotomies) with five categories of answers. The Rasch model is used to obtain fit items. This analysis was carried out with the help of Winsteps software version 3.7.3. Based on the results of the analysis of the results of the item analysis using the Rasch model, the following conclusions can be drawn: in terms of validity, the questions consist of 86,67% valid and 13,33% invalid; Cronbach's alpha value of 0,95 in the very good category, the Person Reliability value is 0,93, which is included in the excellent category; the Item Reliability value is 0,95 in the special category; the distribution of the difficulty level of the item items is by the rules for making questions because 8 items (17,78%) are in the very difficult category, 9 items are about (20%) are in the difficult category, 23 items are about (51,11%) are in the easy category and 5 items (11,11%) in the very easy category.
Korelasi Keterampilan Interpersonal dengan Hasil Belajar Kimia Siswa pada Sistem Pembelajaran Tatap Muka Terbatas Rusfamahira Rusfamahira; Andi Ifriani Harun; Rahmat Rasmawan; Erlina Erlina; Ira Lestari
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.13342

Abstract

When learning offline, the implementation of interpersonal skills-based learning has been widely carried out. Study on the effectiveness of implementing interpersonal skills in chemistry learning has also been shown to improve students’ chemistry learning outcomes. However, the transition of the learning system to blended learning has reduced the communication process between students and between teachers and students. Even interpersonal skills-based learning cannot be implemented. Therefore, this research aims to find out the correlation value between student interpersonal skills and their chemistry learning outcomes during the blended learning system. The research design is quantitative descriptive, with 101 students from class XI IPA as the research sample. The instruments used in the research were questionners and documentation studies. Data from questioners and documentation were analyzed by rank spearman/correlation test. Based on the correlation test between student interpersonal skills and chemistry learning outcomes, it was found that the correlation value is equal to 0,639. The correlation value which is equal to 0,639 indicates that correlation between interpersonal skills and chemistry learning outcomes have a strong and mutually influencing relationship. Thus, interpersonal skills can improve student chemistry learning outcomes. The contribution of interpersonal skills in improving students’ chemistry learning outcomes during the blended learning system is 40.83%
Penggunaan Flashcard Sistem Periodik Unsur Terhadap Keterampilan Proses Sains Dasar Peserta Didik Kelas X SMA Elsa Sriwahyuni
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.14045

Abstract

One component that is the goal of learning chemistry is science process skills. The view of chemistry teachers so far is that science process skills can be developed if learning applies practical or experimental methods. In fact, science process skills can be developed through learning activities that utilize learning media. This study aims to analyze the effect of the use of instructional media, namely elemental periodic system flashcards, on the science process skills of class X high school students. The research method used was a quasi-experimental method with a post-test only control group design. The sample in this study were 57 students of class X SMA who were divided into two classes, namely one experimental class and one control class. This research was conducted at SMA N 1 Kasihan, Kab. Bantul, Special Region of Yogyakarta. The results showed a p-value of 0.014 from the t-test data analysis of the science process skills of the control class and the experimental class. It can be concluded that there is a significant difference in science process skills between the experimental class that uses flashcard periodic system of elements compared to the control class.
Melatihkan Keterampilan Berpikir Kritis Dan Berpikir Kreatif Peserta Didik dengan Model Scientific Critical Creative Thinking Rusmansyah Rusmansyah; Nurul Huda; Linda Safitri; Heldaniah Heldaniah; Isnawati Isnawati; Mahdian Mahdian
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.14930

Abstract

21st-century skills demand that learners have critical thinking and creative thinking skills, which can be used in solving problems in everyday life in chemistry learning activities. The Scientific Critical Creative Thinking (SCCrT) model is one of the constructivist learning models that can train students' critical thinking and creative thinking skills. The purpose of this study was to determine the difference between the critical thinking skills and creative thinking skills of students with the SCCrT model (experimental class) and the Direct Instruction (DI) model (control class) in learning salt hydrolysis material. Quasi-experimental research method with nonequivalent control group design, research sample class XI MIPA SMAN 10 Banjarmasin. The research data were obtained from the test results of learners' critical and creative thinking skills, then analyzed descriptively, qualitatively, and inferentially (with the SPSS program version 25). The results showed that the average critical thinking skills with the SCCrT model were higher than those of the DI model (significance value 0.001 < 0.05). The average creative thinking skills with the SCCrT model are also higher than those of the DI model (significance value 0.002 < 0.05). Thus, the SCCrT model is better than the DI model in training learners' critical thinking and creative thinking skills in learning salt hydrolysis material.
Kreativitas dan Keaktifan Pembelajaran Kimia Melalui Project Based Learning Berbantuan Podcast Pada Materi Larutan Penyangga Ayukinah - Ayukinah
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.14974

Abstract

This classroom action research was conducted with the aim of finding a solution to the problem of low creativity and activeness of students in class XI IPA. The treatment applied to the research is project-based learning assisted by podcasts. The research consisted of two cycles, namely cycle I and cycle II. The data in the classroom action research consisted of qualitative data from observations and quantitative data in the form of processing scores of students' creativity and activeness. The results showed that there was a significant increase in the creativity and activeness of students after the actions of cycle I and cycle II. Research performance indicators were achieved in cycle II. The average score for each creativity indicator tested was in the very good category, with a score range of 90.89-93.11. The activity of class XI IPA students increased by 93.27% in cycle II. This shows that the hypothesis is accepted (the treatment can increase the creativity and activeness of students).The application of the project-based learning model assisted by podcasts is effective and can be used as a solution to the problem of low creativity and activeness of students in chemistry subjects. Furthermore, the use of combined innovation between learning models and learning media can be used as a solution that will facilitate students' ability to improve the various skills they have
Lembar Kerja Laboratorium Berbasis Proyek Pembuatan Koloid dengan Pemanfaatan Daun Cincau Perdu (Premna Oblongifolia) Siti marfu'ah; Annisa Meristin
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.15015

Abstract

Chemistry practicum is still only concept verification or is a cookbook.This study aims to develop student worksheets on producing jelly as a colloid product by using perdu cincau leaves (Premna Oblongifolia). The method used in this study is development research with ADDIE models (Analysis, Design, Development, Implementation, Evaluation), which only done until development step. Analysis curricula of colloid topic and study of literature on project-based practicum and perdu cincau leaves have been carried out at analysis step. At this step also interviewed high school teachers and found that there is no student worksheets for supporting KD 4.15. At design step, the experiment of jelly producing using perdu cincau leaves was optimized and the best laboratory work design was obtained, such as materials, tools and procedures. Then, a project-based laboratory worksheet draft was created and validated by experts. Based on the suggestions given by the validator, content number 11 was omitted because it contained irrelevant instructions. Content number 2 added instructions. Content number 15 and 16 an explanation is added. Content number 3, 4 and 12, it is necessary to edit sentences. After revising, student worksheets is ready to be implemented in learning activities.
Instrumen Literasi Digital Guru Menggunakan Model Rasch Weni Lestari; Indah Wigati; Moh Ismail Sholeh; Desi Pramita
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.15019

Abstract

The development of digital technology provides a significant role in the learning process. However, its utilization is very closely related to the skills possessed by the teacher. These skills can be identified with digital literacy instruments. This study aims to measure the accuracy and feasibility of digital literacy instruments for teachers. The type of research used is descriptive quantitative with a non-experimental/survey research design. The research sample consisted of 96 teachers teaching at the State Aliyah Madrasah in Palembang City, South Sumatra. The research data was obtained from an analysis of the teacher's digital literacy instrument questionnaire. Data were analyzed using the Rasch model. The results showed that the item separation value was 3.54 where the instrument could identify the respondent's group. The item reliability value is 0.93 which is categorized as very good. The Cronbach Alpha value is 0.90 which indicates that the value is very good and consistent. The raw variance explained by measures is 31.8% where the instrument is actually able to measure what it should measure. The classification of the difficulty level of the instrument categorized as very difficult, difficult, easy, and very easy. The results of the DIF analysis show that there are no items that are biased or only biased and detrimental to one gender. So it can be concluded that the instrument meets the requirements and can be used as material to measure the digital literacy abilities of teachers at MAN Palembang City.
Implementasi Flipped Classroom Menggunakan Media Mind Mapping pada Asesmen Pembelajaran Kimia Munawwarah M; Zulqifli Alqadri
Orbital: Jurnal Pendidikan Kimia Vol 6 No 2 (2022): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v6i2.15037

Abstract

One of the learning models that is in line with the transition of the curriculum from teacher-centered to student-centered, namely the flipped classroom model. This study aims to determine the effect of the flipped classroom model with mind mapping media on student learning outcomes in the chemistry learning assessment subject. The type of research used is quasi-experimental with a control-group post test only design. The research sample is chemistry education students in the fifth semester. A total of 33 students in the experimental class and 33 students in the control class. The experimental class uses the flipped classroom model with Mind mapping media. The control class uses a direct learning model with the discussion method. The instrument used is in the form of essay questions on the Mid Semester Examination and the Final Semester Examination. The data obtained were analyzed by Independent sample t-test using Microsoft Excel. The results obtained are t-stat > t-critical (t-stat = 4.29, t-critical = 1.67). The results of the analysis show that students who go through the learning process using the flipped classroom model with Mind mapping media have higher learning outcomes compared to students who use the direct learning model with the discussion method.
Kurikulum untuk Pengembangan Modul Pembelajaran Peningkatan Bobot Kambing di Era New Normal K. Anom W; Yesi Hikmahtika; Eka Ad'hiya; Abdurachman Ibrahim
Orbital: Jurnal Pendidikan Kimia Vol 7 No 1 (2023): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v7i1.13411

Abstract

The purpose of this study was to analyze the curriculum for entrepreneurship courses as a learning module development for the Science Technology Engineering Mathematics approach in the New Normal era, feed for increasing the weight of goats in the growth phase. The respondents of this study were students in semester 5 of the 2021/2022 academic year of Chemistry Education, Faculty of Teacher Training and Education, Sriwijaya University. This research method is descriptive, researchers analyze data from interviews with chemistry education students in semester 5 of the 2021/2022 academic year and documentation. The results of the questionnaire on 6th semester chemistry education students who strongly agreed were 61.90% for item 1) The learning module for entrepreneurship courses contained material about raising goats to increase the weight of goats. A total of 47.61% of students strongly agree with point 2) The revised curriculum is revised in order to foster entrepreneurial attitudes and motivation. A total of 38.09% stated strongly agree to item 3) Entrepreneurship curriculum characterized by chemistry (chemo-entrepreneurship). as much as 52.38% strongly agree with item 4) The entrepreneurship curriculum uses the STEM approach. a total of 52.38% strongly agree with point 5) In the New Normal era the curriculum must be carried out with entrepreneurs. The conclusion of the study is that the entrepreneurship curriculum needs to be revised so that students can adapt in the New Normal era so that a learning module with the topic of feed types is needed to increase goat weight.

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