Jurnal Pendidikan Kimia (JPKim)
Jurnal Pendidikan Kimia (JPKim) yang dikelola Program Pascasarjana Universitas Negeri Medan terbit 3 kali setahun, yakni bulan April, Agustus dan Desember. JPKim menerbitkan artikel ilmiah hasil-hasil penelitian pendidikan kimia dan kimia fundamental. JPKim juga menerbitkan artikel Review terkait Pendidikan Kimia dan Kimia.
Articles
352 Documents
<![CDATA[The adsorption of heavy metal Pb(II) by silica based adsorbent from volcanic ash of mount sinabung ]]>
<![CDATA[Lisnawaty Simatupang]]>;
<![CDATA[Devy Putri Oktavia]]>;
<![CDATA[Maryati Doloksaribu]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 9, No 2 (2017): Agustus ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v9i2.7682
<![CDATA[Adsorpsi logam berat Pb (II) oleh adsorben berbasis silika dari abu vulkanik gunung Sinabung dengan sistem batch meliputi: jumlah adsorben, waktu kontak, pH dan konsentrasi telah dilakukan.hasil menunjukakan bahwa massa silika optimum diperoleh 0,25 g dengan Pb (II) yang teradsorpsi 9,8801x10-6 mol / g. Waktu kontak optimum 40 menit dengan jumlah Pb (II) yang teradsorpsi 9.9091x10-6 mol / g. pH optimum adsorpsi adalah pH 7 dengan jumlah Pb (II) yang teradsorpsi 9,5845x10-6 mol / g. Konsentrasi optimumnya adalah 110 ppm dengan jumlah Pb (II) yang teradsorpsi 2.3103x10-5 mol / g.Kata kunci: Silika gel, adsorpsi, batch, Ion Pb (II)]]>
<![CDATA[Penerapan Model Pembelajaran Berbasis Masalah Terintegrasi Media Internet Pada Pembelajaran Kimia Larutan Untuk Meningkatkan Hasil Belajar dan Karakter Siswa SMA ]]>
<![CDATA[Susilo Sudarman]]>;
<![CDATA[Ramlan Silaban]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 7, No 3 (2015): Desember ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v7i3.4262
<![CDATA[Abstract. This study aims to determine: 1). The learning outcomes differences between students who learned with an integrated model of Problem Based Learning (PBL) Internet media and Internet media integrated Direct Instruction (DI) and Direct Instruction (DI) learning. 2) The difference of character values of tolerance, communicative, confidence, respect democratic achievements and spreading among the students who learned with an integrated model of PBL and the Internet media DI teaching model integrated Internet media as well as the DI teaching model. 3) There is an interaction between the characters tolerant, communicative, confidence, appreciate spreading democratic achievements and the learning outcomes of students who learned with an integrated model of PBL and the Internet media DI teaching model integrated Internet media as well as the DI teaching model. 4) what cognitive domains spreading the students who learned with an integrated model of PBL and the Internet media DI teaching model integrated Internet media as well as the DI teaching model. The sample in this study consisted of three experimental class. Before the first treatment that has been done in the pre-test validation by a team of experts. Student learning outcomes measured by achievement test instrument using the normalized gain, while for the characters used questionnaires and observation. The analysis technique used Anacova significant at α 0,0. The hypothesis was tested using univariate general linear models. The results showed that there were significant differences in learning outcomes of students who received learning PBL model with an integrated internet and integrated Internet Direct Instruction and Direct Instruction Model .2. There are differences in character values of tolerance, communicative, confident, achievement and respect democratic spreading among the students who learned with an integrated model of PBL Internet and DI model of integrated Internet and DI. Keywords: problem based learning, direct instruction, media internet]]>
<![CDATA[Inovasi Buku Ajar Kimia SMA/MA Kelas XI Semester Ganjil Terinternalisasi Nilai-Nilai Karakter Siswa ]]>
<![CDATA[Riska Ritonga]]>;
<![CDATA[Ajat Sudrajat]]>;
<![CDATA[Eddiyanto Eddiyanto]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 8, No 3 (2016): Desember ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v8i3.4442
<![CDATA[Abstract. This study aims to determine: (1) Test the feasibility of High School Class XI textbook commercially complies with the standards BSNP; (2) Test the feasibility of textbook by validators to high school chemistry textbook/ MA first semester of classes XI developed in accordance with the standards BSNP; (3) Test the feasibility of textbook by validators to high school chemistry textbook/ MA Class XI the first semester have developed internalized the values of the character of the students; (4) Test the feasibility of textbook by students of the high school chemistry textbook/ MA class XI semester of internalized character values of students; (5) Improved student learning outcomes after studying with a high school chemistry textbook/ MA class XI semester of internalized character values of students; (6) The results of studying chemistry student using high school chemistry textbook / MA class XI semester of internalized character values of students better than the minimum completeness criteria. The entire sample was selected by purposive sampling. Samples were determined in this study are (1) high school chemistry book/ MA Class XI outstanding as much as four books; (2) Teachers chemistry with the criteria of formal education bachelor and experienced teaching in schools as many as 10 people, chemistry lecturer criteria have minimal formal education postgraduate were 3 people; (3) A Class XI Sains-treated using a textbook teaching high school chemistry/ MA class XI half of Odd internalized character values of students based on curriculum 2013. Based on test data analysis, the results showed that (1) Test the feasibility of commercially textbooks valid criteria and should be revised; (2) Test the feasibility of the validator against chemical textbook produced in this study meet the standards required by the National Education Standards. (2) and (3) test the feasibility of the validator and students to the textbook internalized character values of students in this study meet the standard of assessment rubrics character values developed. (4) Improved student learning outcomes using chemistry textbook produced in this study is of 0.69 which is average. (5) Based on data obtained learning outcomes sign value <0.05 (0.011 <0.05) the use of high school chemistry textbook/ MA class XI half of Odd internalized the values of the student's character better than the the minimum completeness criteria.Keywords: Buku ajar kimia, terinternalisasi nilai-nilai karakter siswa]]>
<![CDATA[Separation of Sb (V) and Sb (III) antimony compounds using anion exchange chromatography technique ]]>
<![CDATA[Herlinawati Herlinawati]]>;
<![CDATA[Buchari Buchari]]>;
<![CDATA[M. Bachri Amran]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 12, No 3 (2020): December ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v12i3.21186
<![CDATA[Separation of Sb (V) and Sb (III) antimony compounds using anion exchange chromatography technique have been done. To obtain the separation of Sb (V) and Sb (III) antimony compounds which is good in this study have been studied several parameters of separation in anion exchange chromatography technique. Parameters that influence the process of separation of Sb (V) and Sb (III) antimony compounds is the concentration and pH of the mobile phase (eluent) have been evaluated. The separation of Sb (V) and Sb (III) antimony compounds is good and optimum obtained using an eluent 200 mM phosphate buffer at pH 7 with a flow rate of 1 mL/min. Based on the optimum conditions for the separation of Sb (V) and Sb (III) antimony compounds with anion exchange chromatography method has generated value the capacity factor (k ') Sb (V) and Sb (III) obtained are respectively 1.77 and 3.01. While the value of selectivity (α), Number of theoretical plates (N) and Resolution (Rs) obtained are respectively 1.70; 369.48; and 1.48.Keywords: Anion exchange chromatography, Capacity factor, Eluent, Resolution, Selectivity]]>
<![CDATA[PENGEMBANGAN PENUNTUN PRAKTIKUM TIPE DISCOVERY DAN TIPE PROJECT BASED LEARNING PADA PEMBELAJARAN ELEKTROLIT DAN NON ELEKTROLIT DI SMA ]]>
<![CDATA[Zakiah Zakiah]]>;
<![CDATA[Albinus Silalahi]]>;
<![CDATA[Zainuddin Muchtar]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 7, No 1 (2015): April ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v7i1.5504
<![CDATA[AbstractThis research is the development of practical guidance in the field of chemical education. The purpose of this research are (1) Obtain practical guide Discovery types and the type of Project Based Learning, (2) a significant difference to improving the learning outcomes that learned by using practical guidance Discovery types and the type of Project Based Learning, (3) The effectiveness of the learning process that is learned with using practical guide Discovery types and the type of Project Based Learning. The stages in this study were (1) syntax analysis Discovery learning model and Project Based Learning to know the chemistry lab guiding components in accordance with the type of Discovery and the type of Project Based Learning, (2) Prepare and develop chemistry lab guiding electrolyte and non-electrolyte material suitable with syntax type of Discovery and the type of Project Based Learning, (3) standardization or feasibility or feasibility test lab guide to the validator teachers and lecturers, (4) Implementation of practical guidance to students of class X SMA 2 Sigli, (5) to analyze the effectiveness of practical guidance Discovery types and the type of Project Based Learning in learning electrolyte and non-electrolyte that has been tested. The results of the feasibility test lab guides Discovery types 3:41 and practical guide type Project Based Learning 3:50. While the effectiveness of the use of practical guides Discovery types and the type of Project Based Learning is seen from the results of student learning in mind that the first experimental class that uses practical guide type Discovery 86.00 average with 71.4% increase in learning outcomes while using the experimental class II type Project Based practical guide Learning average of 81.75 with an increase of 58.8% learning outcomes. It can be concluded that the practical guidance Discovery types and the type of Project Based Learning feasible to be used as a guide practice in schools, with increased learning outcomes using practical guidance Discovery types of higher value than the type of practical guidance Project Based Learning.Keywords: Practical Guidance Development, Type Discovery , Type of Project Based Learning]]>
<![CDATA[Organizational Culture Management and Job-Satisfaction As Teacher Job-Performance Predictors ]]>
<![CDATA[Wesly Hutabarat]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 9, No 1 (2017): April ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v9i1.6202
<![CDATA[Abstract: This study is a causal research which is intended to find out direct and indirect effects of organizational culture and job-satisfaction on job-performance. As many as 143 of 645 public high school teachers were selected from 10 pulic high schools in Medan, Indonesia by stratified random sampling techniques. The classroom teacher samples selected were teachers who have teaching experiences for at least 10 years, and have been certified as professional teachers and received certification fees continuously, except for guidance and counseling teachers. It was found that the direct effect of Organizational Culture on Job Satisfaction is 32.50%, while the direct effect of Job Satisfaction and Organizational Culture on Performance is 16.70% and 35.60% respecively. The indirect effect of Organizational Culture on Performance through Job Satisfaction is 14.50%. So the total effect of Organization Culture on Performance is 33.3%. Based on the findings, it can be concluded that organizational culture, organizational structure and job satisfaction have a positive impact on the teacher job-performance of high school teachers in Medan.Keywords: Job-Performance, Job-Satisfaction, Organizational Culture]]>
<![CDATA[Penyediaan Lembar Kerja Siswa Inovatif Larutan Elektrolit dan Non Elektrolit Untuk Siswa SMA ]]>
<![CDATA[Ramlan Silaban]]>;
<![CDATA[Sary MF Sitompul]]>;
<![CDATA[Marianna E Pasaribu]]>;
<![CDATA[Trisna W Simanullang]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 7, No 3 (2015): Desember ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v7i3.4253
<![CDATA[Abstract. This study aimed to obtain a student worksheet (LKS) on electrolyte and non electrolyte solution based innovative PBL and its influence on learning outcomes, affective and psychomotor attitudes of high school students. To achieve the objectives, conducted quasi-experimental research which starts from the assessment of some chemical LKS electrolyte and non-electrolyte solution that is used by high school students of class X, compile worksheets based innovative PBL, standardize, and limited test. There are two types of instruments in this research instrument a questionnaire BSNP non test and test instrument in the form of a multiple choice test is valid. The results obtained from this study: (1). Student worksheet (LKS) electrolyte and non electrolyte solution developed already meet the standards set by the National Education Standards. (2) The results of the student learning outcomes of senior high school students that learned using innovative worksheets on the electrolyte and non-electrolytes is higher than using an existing worksheet. (3). Affective percentage of students that learned using innovative worksheets on the electrolyte and nonelectrolytes is higher than using existing worksheets. (4). Psychomotor percentage of students that learned using innovative worksheets on the material and the electrolyte and nonelectrolytes is higher than using existing worksheets. Keywords: LKS inovatif, problem based learning, larutan elektrolit dan nonelektrolit]]>
<![CDATA[Antioxidant activity test of ethyl acetate total extract from Batak leeks (Allium chinense G. Don) ]]>
<![CDATA[Aliyah Fahmi]]>;
<![CDATA[Hamelasari Sitompul]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 11, No 2 (2019): August ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v11i2.14460
<![CDATA[The research with titled "Antioxidant activity test of ethyl acetate total extract from Batak leeks (Allium. chinense G. Don)" had been done. For the antioxidant activity test using UV Visible Spectrophotometer with 2,2-diphenyl-1-picrylhydrazyl (DPPH) as a scavenging agent obtained IC50 ethyl acetate extract total batak leeks amounted to 52.39% mg / L which stated that the extract was strong antioxidant.Keywords:Activities; antioxidants; Batak leeks]]>
<![CDATA[Pengembangan Penuntun Praktikum Kimia Dasar I Terintegrasi Pendekatan Inkuiri ]]>
<![CDATA[Laila Tussifah Lubis]]>;
<![CDATA[Ramlan Silaban]]>;
<![CDATA[Iis Siti Jahro]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 8, No 2 (2016): Agustus ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v8i2.4435
<![CDATA[Abstract-This research aimed to obtain Basic Chemistry I Practical Guidance Integrated Approach Inquiry that is easily understood and fit for use in Universitas Muhammaditah Tapanuli Selatan (UMTS) Padangsidimpuan. The method used is research and development (research and development) that is limited to the development, validation and testing of the product. Guidance lab developed based syntax inquiry approach. The instruments used were a questionnaire validation, observation sheets affective and psychomotor assessment. As a sample is student of chemical education at UMTS taken by purposive sampling. Guidance has been prepared validated by lecturers that have a minimum educational S2. Lecturer validation results against from 24 aspects assessed gained an average of 3.88, which means that the basic chemistry lab guide I used an integrated approach worthy of inquiry. Results limited trial gained an average of 69.31 pretest and post-test average of 82.73 and a score gain of 0.43 which means that the basic chemistry lab guide I can improve student learning outcomes. Results of the assessment of affective students gained an average of 2.5 and the assessment of psychomotor students gained an average of 2.34, which means that the value of affective and psychomotor student are good. The results of this study indicate that the basic chemistry lab guides I in UMTS is not accordance with the syllabus. Retrieved the guiding basic chemistry I that integrated guidance lab inquiry in accordance with the syllabus and fit for use. Guidance basic chemistry lab inquiry I integrated approach can improve student learning outcomes in the cognitive, affective and psychomotor. Keywords: Research and Development, Practical Guide, Basic Chemistry I, Inquiry Approach]]>
<![CDATA[The effect of portfolio-based learning models and self-regulated learning on student’s creative thinking skills on acid and base materials ]]>
<![CDATA[Rini Alfiahas]]>;
<![CDATA[Asrial Asrial]]>;
<![CDATA[Damris Muhammad]]>
<![CDATA[ Jurnal Pendidikan Kimia (JPKim) Vol 12, No 2 (2020): August ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkim.v12i2.19406
<![CDATA[The acid and base concepts are fundamental in understanding chemistry taught at senior high schools. The chemistry concepts are generally abstract and sometimes complex. Teachers are required find ways that lead to improve their students understanding. This study aimed to look at the effect of portfolio-based learning model and self regulated learning on students creative thinking skills on acid and base teaching materials. Data of students creative thinking skills were collected with test and self-regulated learning with questionnaire. The data analysed with two-way ANOVA shows that the portfolio-based learning models and students self-regulated learning have a positive effect on the students' creative thinking skills in the material taught. However, both are independent and do not interact each others in affecting the student creative thinking skills.Keywords: Acid and base, Creative thinking skills, Portfolio based learning model, Self regulated learning]]>
