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<![CDATA[Peningkatan Keterampilan berpikir Kritis Siswa dengan menggunakan model inkuiri terbimbing bervisi SETS ]]>
<![CDATA[neti afrianis]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4316
<![CDATA[The process of teaching and learning in the schools only emphasized on the knowledge and understanding aspects and lack develop the skill of critical thinking of students so that they are poorly trained to develop reasoning power in responding and solving problem or applied the concept of science in life. The objective of this study was to improve the critical thinking skill of student using guided inquiry model with SETS (Science, Environment, Technology and Social) vision. This research was conducted in Senior High School (SMAN) 1 Kampar, class of XI IPA-1 and XI IPA-3. Improvement of critical thinking skill of student is measured using pre-test and post-test. The score of pre-test and post-test was analyzed using the N-Gain tested. The result of this study showed that skill to basic explanation, constructing of basic practice, generalization, and hypothesis making as the indicator of thinking ability of student were catagorized as moderate, meanwhile indicator of applied the concept was high with 0.834 of N-Gain value. The critical thinking of students for each indicator were increased that reflected from average value of pre-test and post-test of students. The finding of this study was guided inquiry model with SETS vision able to improve the critical thinking of student of SMAN 1 Kampar. ]]>
<![CDATA[DESAIN BAHAN AJAR BERUPA HANDOUT BERBASIS INKUIRI TERBIMBING PADA PEMBELAJARAN KIMIA MATERI HIDROKARBON ]]>
<![CDATA[Lina Wati]]>;
<![CDATA[yuni fatisa]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4536
<![CDATA[AbstractThis research was instigated by students’ difficulty at the tenth grade of State Senior High School 10 Pekanbaru in comprehending chemistry concept of Hydrocarbon Lesson that made them unable to achieve optimal learning achievement, thus a teaching lesson was required to guide them to comprehend the concept. It was done by designing a teaching lesson in the form of handout Guided Inquiry based. This research aimed at knowing the validity and practicality levels of handout Guided Inquiry based that was valid and practical. It was a Research and Development (R&D) with 4D (four-D) model, modified by doing limited trials and removing disseminating step. It was administered at State Senior High School 10 Pekanbaru. The primary data were collected in this research through questionnaire. Validity and practicality test questionnaires were the instruments of collecting the data. The data obtained were analyzed by using Descriptive qualitative and quantitative analysis techniques. The handout produced was tested, its validity level was 89.94% (very valid) and its practicality level was 76.50% (practical). Based on these results, it could be identified that the handout tested was appropriate and practical to be an alternative teaching lesson for teachers in a school. Keywords: Handout, Guided Inquiry, Hydrocarbon]]>
<![CDATA[KOMPARASI MODEL INKUIRI TERBIMBING MENGGUNAKAN EKSPERIMEN LABORATORIUM RIIL DAN VIRTUAL TERHADAP KETERAMPILAN PROSES SAINS SISWA ]]>
<![CDATA[astri lliana asri]]>;
<![CDATA[elvi yenti]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4354
<![CDATA[This[u1] research was an experiment aiming at knowing the difference between the effect of Guided Inquiry model using Real and Virtual Laboratory Experiment on student science processes skill on Buffer material at State Senior High School Plus Riau Province in the Academic Year of 2016/2017. Samples of this research were the elevent grade student class MS 1 as the first experimental group amount 25 students taught by using Guided Inquiry model usig Real Laboratory Experiment and class MS 4 as the second experimental group amount 25 students taught by using Guided Inquiry Model using Virtual Laboratory Experiment. Simple random sampling was used in this research. Documentation and observation were the techniques of collecting the data. The preliminary and final data were analyzed by using Independent sample t-test. Based on the result the data processed, it was obtained that tobserved was 2.432 and ttabel was 1.671 revealing that tobserved was was higher than ttabel. Thus Ho was rejected. This research finding revealed that the use of Guided Inquiry model using Real and Virtual Laboratory Experiment on Buffer material. Kp formula was used to measure the effect of using Guided Inquiry model, and the coefficient effect was 10.96%.Keywords: Guided Inquiry Model, Real Laboratory, Virtual Laboratory, Science Processes Skill, Buffer ]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TPS DENGAN MEDIA ICM TERHADAP HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[rabiatul adawiyah]]>;
<![CDATA[zona octarya]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4538
<![CDATA[ AbstractThis research aimed at knowing the effect of using TPS learning model with ICM media toward student chemistry learning achievement on Hydrocarbon lesson at the tenth grade of State Senior High School 2 Rumbiojaya. It was instigated by the low of student chemistry learning achievement on Hydrocarbon lesson at the tenth grade of State Senior High School 2 Rumbiojaya. It was a Quasi-experiment with pretest and posttest design. Two classes of the tenth-grade students owning the same homogeneity level were the samples, the tenth grade of classes 2 was as the experimental group and class 3 was as the control group, and Purposive sampling technique was used. Observation, homogeneity test as the preliminary data test, pretest and posttest as the final data test, and documentation were the techniques of collecting the data. t test used to analyze the final data showed that tobserved was 2.038 and ttable was 2.00 at 5% significant level. It meant that tobserved was higher than ttable, H0 was rejected, and Ha was accepted. It revealed that there was an effect of using TPS learning model with ICM media toward student learning achievement on Hydrocarbon lesson and the coefficient of effect was 8.6%.Keywords : Think Pair Share, Index Card Match, Learning Achievement, Hydrocarbon.]]>
<![CDATA[PEMANFAATAN KULIT PISANG ( MUSA PARADISIACA) SEBAGAI PEMBUATAN BATERAI PADA PRAKTIKUM SEL ELEKTROKIMIA DI MAN 1 PEKANBARU ]]>
<![CDATA[ranti yanasari]]>;
<![CDATA[fitri refelita]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4355
<![CDATA[The research on the application of banana skin (Musa Paradisiaca) has been done as a production of natural battery paste. This research is aimed at to see the voltage, light flame, and the endurance that are produced by two varieties of the banana skins. the banana skins that are utilized are the skins of Berangan banana and Kepok banana. Each of the mass samples is 5 grams. In the research, the addition of salt is performed. The KCl salt with different mass is conducted: 0.75; 1; 1.25; 1.5; 1.75 and 2 grams until it reached 1.5-1.8 volts of voltage. The addition of salt is done to gain a more optimum voltage. The result indicates that the Berangan banana skin has better voltage and endurance comparing to Kepok banana. The voltage that is generated by Berangan banana skin is 1.17 volts with the endurance time of 4 days. After being added with the salt, the voltage increased to 1.54 volts and the endurance of 11 days. For Kepok banana, it is generated 1.00 volts with the endurance time of 3 days. After the salt addition, the voltage increases to 1.52 volts with the endurance of 7 days. The questionnaire of teacher’s evaluation about the research result as learning sources at voltage cells practicum gives a cumulative score of 93.75% which is categorized very good. Keywords: banana skin battery paste, battery, banana skin, voltage, electrolyte.]]>
<![CDATA[ANALISIS KESULITAN PENGUASAAN KONSEP TEORITIS DAN PRAKTIKUM KIMIA MAHASISWA CALON GURU KIMIA ]]>
<![CDATA[yenni kurniawati]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4537
<![CDATA[Abstract The difficulties of preservice chemistry teacher in understanding theoretical and experimental chemistry were needed to be explored. This research was conducted to analyze students' difficulties in understanding theoretical and experimental chemistry courses, to obtained information that can be used as an evaluation for lecturers and faculty in an effort to improve the quality of preservice chemistry teacher. Mixed method with embedded design was used in this research by given priority to qualitative data as core and quantitative data to supported the analysis. This research found that teoretical inorganic and physical chemistry objects were the most difficult course for fifth semester students, whereas for the seventh graders physical and instrumental chemistry was the most difficult. The main causes of difficulty for students was the chemical abstractions plus the mathematic analysis that was not easily to deep understood by the students. Studets learning patterns and learning design are things that need to be improve to get better results. Kata Kunci: Kesulitan Mahasiswa, Kimia Teoritis, Praktikum Kimia]]>
<![CDATA[BIOSORPSI ION LOGAM Cd2+ MENGGUNAKAN BATANG KECOMBRANG (Etlingeraelatior) SEBAGAISUMBER BELAJAR BERBASIS POWER POINT ]]>
<![CDATA[warsono adinata]]>;
<![CDATA[lazulva lazulva]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4360
<![CDATA[This research aimed at seeing the appropriateness of the instructional media Power Point based. The early stage conducted was seeing the basic competence that needed the instructional media adapted to the syllabus of Vocational High School of Pharmacy Pekanbaru. The material was Adsorption material that was on the basic competence of 1.2, it was about understanding the adsorption process. After adjusting the material, applied research of biosorption of Cd2+ metal ion using Kecombrangtrunk on various pH 2, 3, 4, 5, and 6 that was analyzed by AAS was conducted. The optimum pH obtained was on pH 5 with 80.73% adsorption. The next step was preparing the instructional media Power Point based that was assessed by material and media experts. The result of material expert assessment showed their strong agreements and there was no revision with 82% percentage. The next step was testing 4 Chemistry teachers at Vocational High School of Pharmacy Pekanbaru. It showed the agreement and no revision with 79.75% percentage. It meant that the chemistry instructional media Power Point based could be a learning resource.Keywords: Learning Resources, Instructional Media Power Point Based, Kecombrang,Cadmium, Adsorption.]]>
<![CDATA[MISKONSEPSI MAHASISWA MENGENAI IKATAN ION DALAM SENYAWA NaCl ]]>
<![CDATA[Arif - Yasthophi]]>;
<![CDATA[Pangoloan Soleman Ritonga]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4306
<![CDATA[Research on new university student misconceptions about bond in NaCl compounds has been done to identify possible misconceptions. Student misconceptions are observed using a misconception analysis instrument consisting of statements accompanied by right and wrong choices and open reasons. Based on the analysis of the instrument that has been done found that the students experience the concept of ionic bonding in the compound NaCl. Students experience misconceptions why NaCl is an ionic compound. In addition, misconceptions are also found about the physical properties of the associated NaCl compounds, ie students believe that NaCl is a compound with a brittle bond and no breaking of bonds in NaCl solution and NaCl has electrolyte properties in solid phase.]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN PREDICT OBSERVE EXPLAIN (POE) TERHADAP AKTIVITAS BELAJAR KIMIA SISWA MAN KUOK ]]>
<![CDATA[navisa navisa]]>;
<![CDATA[Pangaloan soleman ritonga]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4379
<![CDATA[Abstract This research was an experiment—instigated by the lack of students’ activeness in the teaching learning process. This research aimed at informing that Predict Observe Explain (POE) learning model effected students’ Chemistry learning activity on Electrolyte and Non-Electrolyte Solution material at State Islamic Senior High School of Kuok. The samples were 29 students of class X.1 (Experimental group) and 31 students of class X.3 (Control group). Interview, normality test of observation sheets, and documentation were the techniques of collecting the data. T-test was used to analyze the data. Based on the data analysis, tobserved was 2.200 and ttable was 2.00 (tobserved ≥ ttable). It revealed that Ho was rejected. In other words, it showed that there was students’ Chemistry learning activity enhancement on Electrolyte and Non-Electrolyte Solution material at State Islamic Senior High School of Kuok. The influence is counted by using Influence Coefficient (IC) Predict Observe Explain (POE) learning model it is 7,7%. Keywords:Predict Observe Explain (POE)Model, Learning Activity, Electrolyte and Non-Electrolyte Solution]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN QUICK ON THE DRAW TERHADAP AKTIVITAS DAN HASIL BELAJAR KIMIA SISWA PADA MATERI HIDROKARBON ]]>
<![CDATA[antika nova renja]]>;
<![CDATA[Miterianifa Miterianifa]]>
<![CDATA[ Konfigurasi : Jurnal Pendidikan Kimia dan Terapan Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/konfigurasi.v1i2.4396
<![CDATA[AbstractThis research was a Quasi-experiment with pretest and posttest design instigated by student activity and learning achievement that were still on low category. It aimed at knowing the effect of using Quick on the Draw learning model toward student activity and chemistry learning achievement. The subjects of this research were the tenth grade students of classes 5 (control group) and 6 (experimental group) selected through Simple random sampling technique. Learning activity data were obtained through observation sheet of student learning activity, and learning achievement data were obtained learning achievement test (posttest). Then, learning activity data were analyzed by using Descriptive statistical and inferential (nonparametric) analysis techniques. The data of learning achievement were analyzed by using t test at 5% level. The research findings revealed that (1) there was an effect of using Quick on the Draw learning model toward student learning activity that Zobserved 4.87 was higher than Ztable 1.96, it meant that Ha was accepted; (2) there was an effect of using Quick on the Draw learning model toward student learning achievement that tobserved 2.63 was higher than ttable 2.00, it meant that Ha was accepted. It showed that Quick on the Draw learning model positively affected student activity and chemistry learning achievement on Hydrocarbon lesson at the tenth grade of State Senior High School 1 Tambang.Keywords: Quick On The Draw Learning Model, Learning Activity, Learning Achievement, Hydrocarbon.]]>
