cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Made Gautama Jayadiningrat
Contact Email
gtm_jd@yahoo.co.id
Phone
+6287762961886
Journal Mail Official
-
Editorial Address
Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116
Location
Kota denpasar,
Bali
INDONESIA
Jurnal Pendidikan Kimia Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26141086     EISSN : 25993380     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching of chemistry education in Ganesha University of Education(GUE). The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, curriculum development, learning environment, teacher education, educational, technology, and educational development at Chemistry Education.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 133 Documents
 7   8   9   10   11 
MODEL MENTAL SISWA TENTANG TERMOKIMIA Komang Melina Dewi; I Wayan Suja; I Dewa Ketut Sastrawidana
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21165

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental dan faktor-faktor penyebab terbentuknya model mental alternatif siswa kelas XI tentang termokimia di SMA Negeri Bali Mandara. Penelitian ini menggunakan mixed methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes hasil belajar dua tingkat, dan wawancara. Analisis data dilakukan secara deskriptif berdasarkan hubungan antara jawaban siswa dan argumentasinya dengan melibatkan tiga level kimia. Teknik analisis data hasil wawancara meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa profil model mental siswa kelas  XI tentang termokimia, meliputi 1,94 % model mental ilmiah dan 98,05% model mental alternatif, yang terdiri atas 28,19% miskonsepsi khusus dan 69,86% benar sebagian. Faktor-faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi rendahnya minat belajar siswa, kurangnya pemahaman siswa tentang termokimia, kurangnya perhatian siswa ketika pembelajaran, metode mengajar yang diterapkan guru tidak mencankup tiga level kimia dan padatnya kegiatan sekolah.Kata-kata kunci : termokimia, model mental, model mental alternatif.AbstractThis research was aimed describe and explain the profile of the mental models and the factors that cause the formation of alternative mental models of class XI students about thermochemistry at Bali Mandara High School. This research uses a sequential type mixed methods. Data collection was carried out by observation, giving two-level learning outcomes tests, and interviews. Data analysis is carried out descriptively, based on the relationship between student answers and their arguments involving three chemical levels. The technique of analyzing data from interviews includes the stages of data reduction, data presentation, and conclusion drawing. The results of this research indicate that the profile of the mental model of class XI students about thermochemistry includes 1.94% of the scientific mental model and 98.05% of the alternative mental models, which consist of 28.19% special misconceptions and 69.86% are partly correct. Factors that cause the formation of alternative mental models on the minds of students, including the low interest in student learning, lack of student understanding of thermochemistry, lack of attention of students when learning, teaching methods applied by teachers do not cover three chemical levels and the density of school activities.Key words: thermochemistry, mental models, alternative mental models.
MODEL MENTAL SISWA KELAS X SMA LABORATORIUM UNDIKSHA SINGARAJA TENTANG IKATAN ION DAN IKATAN KOVALEN Ni Luh Yuni Ari Pratiwi; I Wayan Suja; I Nyoman Selamat
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21166

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan profil model mental siswa, serta menganalisis faktor-faktor yang memengaruhi terbentuknya model mental alternatif siswa kelas X MIA di SMA Laboratorium Undiksha Singaraja pada materi ikatan ion dan ikatan kovalen. Penelitian ini menggunakan pendekatan mix methods, jenis sekuensial. Pengumpulan data dilakukan dengan observasi, tes model mental, dan wawancara. Instrumen yang digunakan adalah tes diagnostik pilihan ganda dua tingkat dan wawancara dengan pertanyaan menyelidik. Hasil penelitian menunjukkan persentase siswa yang memiliki model mental ilmiah tentang ikatan ion dan kovalen sebanyak 53,33% model mental alternatif sebanyak 38,89%, dan 7,78% tidak memberikan tanggapan. Faktor-faktor yang memengaruhi terbentuknya model mental alternatif meliputi kekurangan informasi, kekeliruan penalaran, dan buku teks kimia yang digunakan siswa sebagai sarana belajar. Sehubungan dengan temuan tersebut, guru kimia di SMA perlu menerapkan strategi pembelajaran yang tepat untuk mengajarkan ketiga level kimia secara utuh.Kata Kunci: ikatan ion, ikatan kovalen, model mental, model mental alternatifABSTRACTThis research was aimed to describe and explain the profile of mental model student’s, and analyze the factors that influence the formation of alternative mental models of class X MIA students at SMA Laboratorium Undiksha Singaraja about ionic bonding and covalent bonds material. This research is a mix method approaches in research, a sequential type. Data collection is done by observation, mental model tests, and interviews. The instrument used in this study was a diagnostic test two tier and interview with probing questions. The results showed the percentage of students who experienced a scientific mental model of ion bonds and covalent bonds of 53.33% of students, had an alternative mental model of 38.89%, and as many as 7.78% did not have a mental model. Factors that influence the formation of alternative mental models include lack of information, errors of reasoning, and chemical textbooks that students used. Related with that research, chemistry teachers in high schools need to apply appropriate learning strategies in the process of learning chemistry.Keywords: ionic bonding, covalent bonding, mental model, mental model alternative
MODEL MENTAL SISWA PADA SUBPOKOK BAHASAN PERUBAHAN MATERI Putu Eka Sukma Diantari; I Wayan Suja; I Dewa Ketut Sastrawidana
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21168

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental siswa serta mengidentifikasi faktor-faktor penyebab terbentuknya model mental alternatif siswa pada subpokok bahasan perubahan materi di SMP Negeri 2 Singaraja. Penelitian ini menggunakan pendekatan mix methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes diagnostik dua tingkat (two-tier), dan wawancara. Hasil penelitian menunjukkan profil model mental siswa kelas VII pada subpokok bahasan perubahan materi 5,30% tergolong model mental ilmiah, serta 92,38% mengalami model mental alternatif, yang meliputi 69,81% memiliki model mental benar sebagian dan 22,57% memiliki model mental miskonsepsi khusus. Sedangkan sisanya, sebanyak 2,32% tidak memberikan tanggapan. Faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi minat dan motivasi belajar siswa rendah, pemaknaan konsep-konsep perubahan materi rendah, pemahaman konsep pendukung terkait perubahan materi rendah, pemahaman terhadap ketiga level kimia (level makroskopis, level submikroskopis, dan level simbolik) beserta interkoneksinya rendah, buku teks (paket) yang digunakan kurang lengkap, dan strategi mengajar yang diterapkan oleh guru tidak tepat.Kata-kata kunci: perubahan materi, model mental, model mental alternatif.AbstractThis research was aimed to describe and explain the profile of mental model students and identify the factors that cause the formation of an alternative mental model students on the subject of material changes at SMP Negeri 2 Singaraja. This research is a mix methods approach, type sequential. Data collection was carried out by observation, giving two-tier diagnostic tests, and interviews. The results showed the profile of mental class VII grade students on the  subject of  material change 5.30% classified as a scientific mental model, and 92.38% experienced an alternative mental model, which included 69.81% having a partially correct mental model and 22.57% having special mental misconception models. While the rest, as much as 2.32% did not give a response. Factors that cause the formation of alternative mental models on students minds, including low interest and student learning motivation, meaning concepts of low material change, understanding of supporting concepts related to low material changes, understanding of all three chemical levels (macroscopic level, submicroscopic level, and symbolic level) along with the low interconnection, the textbook (package) used is incomplete, and the teaching strategy applied by the teacher is not appropriate.Keywords: change materials, mental model, alternative mental model
KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP I. K. Sudiana; I. D. K. Sastrawidana; N. P. S. Antari
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21169

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character
ANALISIS KESULITAN BELAJAR KIMIA PADA MATERI LARUTAN PENYANGGA DI SMA NEGERI 2 BANJAR Sanjiwani NLI; Muderawan IW; Sudiana IK
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i2.21170

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan (1) kesulitan belajar kimia siswa, (2) sebaran kesulitan belajar kimia siswa, dan (3) faktor penyebab kesulitan belajar siswa dalam mempelajari materi larutan penyangga. Subjek penelitian ini adalah 154 orang siswa dari seluruh kelas XI MIA dan 1 orang guru kimia. Metode penelitian yang digunakan adalah gabungan metode kuantitatif dan kualitatif. Pengambilan data dilakukan dengan cara observasi, tes, kuesioner, dan wawancara. Hasil penelitian menunjukkan bahwa (1) Tingkat kesulitan belajar siswa berkisar antara sedikit sulit sampai sangat sulit. (2) Sebaran tingkat kesulitan belajar siswa pada masing-masing indikator adalah cukup sulit (44,97%), sulit (74,57%), sedikit sulit (31,66%), cukup sulit (43,51%), sangat sulit (81,82%), dan sedikit sulit (36,36%). (3) Faktor internal penyebab kesulitan belajar meliputi pemahaman konsep prasyarat dan konsep-konsep pada materi larutan penyangga rendah, kemampuan matematika rendah, minat, dan motivasi belajar kimia rendah. Faktor eksternal penyebab kesulitan belajar meliputi metode mengajar yang diterapkan guru, pengaruh negatif teman sebaya, keadaan dan waktu pembelajaran yang kurang kondusif.Kata kunci : kesulitan belajar, larutan penyangga, faktor penyebabAbstractThis research aims to describe and explain (1) students’ learning difficulties in chemistry, (2) the distribution of students’ learning difficulties, and (3) the causative factors of students’ learning difficulties to understand the topic of buffer solution. The subjects for this research are 154 students from all class XI MIA and 1 chemistry teacher. The research method used a quantitative and qualitative method. The data were collected by using observation, test, questionnaire, and interview. The result of this research showed that (1) The students’ learning difficulties on buffer solution topic was ranged between less difficult until very difficult. (2) The distribution and level of student learning difficulties in each indicators, are difficult enough (44,97%), difficult (74,57%), less difficult (31,66%), difficult enough (43,51%), very difficult (81,82%), and difficult enough (36,36%), respectively (3) Internal factor that caused learning difficulties is less understanding toward supporting concepts and buffer solution concept, the lack of student’s ability in mathematics, less learning interest and motivation toward chemistry. The external factor that caused learning difficulties is teacher’s teaching method, negative effect from friend at the same age, and less conducive learning conditions and times.Keywords: learning disabilities, buffer solution, cause factors
ANALISIS KESAPAN BELAJAR SISWA KELAS X MIPA DALAM PEMBELAJARAN KIMIA Ahmad Ferdian; Siti Maryam; I Nyoman Selamat
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i1.21177

Abstract

ABSTRAK Penelitian ini bertujuan mendeskripsikan dan menjelaskan kesiapan belajar siswa kelas X MIPA ditinjau dari aspek kesiapan fisik, materiil, psikis, dan kognitif dalam pembelajaran kimia di SMA Negeri 4 Singaraja. Jenis penelitian ini adalah fenomenologi dengan menggunakan pendekatan deskriptif kualitatif. Subjek dalam penelitian ini adalah seluruh siswa kelas X MIPA SMA Negeri 4 Singaraja yang berjumlah 188 orang. Objek dalam penelitian ini adalah kesiapan belajar siswa yang ditinjau dari aspek kesiapan fisik, materiil, psikis, dan kognitif. Metode pengumpulan data pada penelitian ini di antaranya observasi, pemberian angket, pemberian pretest, dan wawancara. Data yang diperoleh dianalisis menggunakan teknik analisis deskriptif interpretatif. Hasil penelitian menunjukkan bahwa kesiapan belajar siswa kelas X MIPA SMA Negeri 4 Singaraja tahun ajaran 2018/2019 secara umum dalam kategori cukup, yang mana untuk kesiapan belajar siswa dari aspek kesiapan fisik dan materiil termasuk dalam kategori baik, kesiapan belajar siswa dari aspek kesiapan psikis termasuk dalam kategori cukup, dan kesiapan belajar dari aspek kognitif termasuk dalam kategori cukup. Kata kunci: kesiapan belajar, pembelajaran kimia, SMA Negeri 4 Singaraja ABSTRACT This research aims to describe and explain students’ learning readiness of 10th grade mathematic and science in term of aspects physical, material, psychological, and cognitive readiness in learning chemistry at SMA Negeri 4 Singaraja. The type of research was phenomenology using a qualitative approach. The subjects in this reseach were all students’ of 10th grade matematic and science SMA Negeri 4 Singaraja which amounted to 188 people. The object in this reseach was student learning readiness in term of aspects physical, material, psychological, and cognitive readiness. Data collection methods used were observation, questionnaire, giving pretest, and interviews. Data obtained were analyzed using interpretative descriptive technique. The results of this reseach show that the students’ learning readiness of 10th grade mathematic and science SMA Negeri 4 Singaraja for academic year 2018/2019 in general is sufficient category, which for students’ learning readiness from aspects of physical and material readiness was included in the good category, student readiness from aspects of psychological readiness included in sufficient categories, and readiness to learn from cognitive aspects is included in the sufficient category. Keywords: chemistry learning, learning readiness, SMA Negeri 4 Singaraja
UJI KEPRAKTISAN LEMBAR KERJA SISWA YANG MENGGUNAKAN PENDEKATAN SAINTIFIK Ayu Sayu Mas Megananda; I Gusti Lanang Wiratma; I Dewa Ketut Sastrawidana
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i1.21178

Abstract

Abstrak Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan kepraktisan LKS pada pembelajaran kimia pokok bahasan larutan elektrolit dan nonelektrolit yang menggunakan pendekatan saintifik. Penelitian ini merupakan penelitian pengembangan yang dilakukan dengan beberapa tahap, yaitu: (1) pengumpulan data; (2) desain produk; (3) validasi desain; (4) revisi desain (5) uji coba produk; dan (6) revisi produk. Validitas LKS melibatkat dua ahli isi, satu ahli bahasa, dan dua praktisi. Uji coba produk dilakukan dengan uji coba lapangan terbatas yang melibatkan sembilan siswa kelas XI SMAN 1 Kuta Selatan. Hasil uji kepraktisan diperoleh bahwa siswa memberikan respon positif terhadap LKS menggunakan pendekatan saintifik Kata kunci: lembar kerja siswa, pendekatan saintifik, larutan elektrolit dan nonelektrolit. Abstract This study was conducted aimed at describing and explaining the practicality of LKS in learning the subject chemistry of electrolyte and non-electrolyte solutions that use a scientific approach. This research is a development research carried out in several stages, namely: (1) data collection; (2) product design; (3) design validation; (4) design revisions (5)  product trials; and (6) product revisions. The validity of the LKS involved two content experts, one linguist, and two practitioners. The product trial was conducted with a limited field trial involving nine students of class XI SMAN 1 Kuta Selatan. The practicality test results obtained that students gave a positive response to the LKS using a scientific approach Keywords:    student worksheets, scientific approach, electrolyte solutions and nonelectrolytes.
PENGEMBANGAN LEMBAR KERJA SISWA KIMIA SMA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA TOPIK ASAM BASA Firry Abidah; I Nyoman Tika; I Nyoman Selamat
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i1.21179

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan lembar kerja siswa (LKS) berbasis model pembelajaran kooperatif tipe Think Pair Share pada topik asam basa sehingga dihasilkan LKS yang valid. Jenis penelitian ini adalah Research and Development (R&D) menurut Borg and Gall. Penelitian ini dibatasi sampai empat tahap, yaitu 1) penelitian dan pengumpulan informasi, 2) perencanaan, 3) pengembangan rancangan produk, 4) uji coba terbatas. Penelitian ini menghasilkan LKS yang menggunakan model pembelajaran kooperatif tipe Think Pair Share. Hasil penelitian menunjukkan bahwa LKS dengan model pembelajaran kooperatif tipe Think Pair Share layak digunakan untuk pembelajaran kimia topik asam basa. Hal tersebut ditunjukkan oleh: 1) karakteristik LKS dengan model pembelajaran kooperatif tipe Think Pair Share dapat membuat siswa berpikir, menjawab dan berbagi jawaban untuk meningkatkan pola interaksi siswa, 2) Tahap validasi menghasilkan data hasil validasi LKS dengan model pembelajaran kooperatif tipe Think Pair Share pada topik asam basa dari validator ahli dan praktisi dengan nilai rata-rata 3,6 yang menunjukkan kriteria sangat valid, 3) hasil uji keterbacaan yang dilakukan oleh 10 orang siswa terhadap produk LKS dengan model pembelajaran kooperatif tipe Think Pair Share topik asam basa, menunjukkan kriteria sangat baik dengan nilai rata-rata 33% baik (B) dab 67% sangat baik (SB). Kata-kata kunci: asam basa, Think Pair Share, penelitian dan pengembangan Abstrack This study aims to develop and describe student worksheets (LKS) based on cooperative learning model type Think Pair Share on acid base topics which a valid worksheet is produced. This type of research using Research and Development (R & D) according to Borg and Gall. This research is limited to four stages, namely 1) research and information gathering, 2) planning, 3) product design development, 4) limited trials. This study produced LKS using the cooperative pair type Think Pair Share model. The results of the study showed that worksheets with the Think Pair Share cooperative learning model are appropriate to be used in studying chemistryon topic acid base. This is indicated by: (1) the characteristics of LKS with cooperative learning models of the Think Pair Share type can make students think, answer and share answers to improve student interaction patterns, (2) the result of validation student worksheet with Think Pair Share cooperative learning models on acid base topics in terms of professional and practitioner with average rating 3.6 showed that gotten very valid, (3) the results of readability tests conducted by 10 students on LKS products with cooperative learning models of Think Pair Share acid base topics, show criteria very good with value on average 33% good (B) and 67% very good (SB). Keywords: acid base, Think Pair Share, research and development
ANALISIS IMPLEMENTASI PEMBELAJARAN KIMIA DALAM PROGRAM FULL DAY SCHOOL I Ketut Bandem Elyadi; I Wayan Subagia; Siti Maryam
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i1.21181

Abstract

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan pendekatan, metode, model pembelajaran, sumber belajar yang digunakan, dan distribusi waktu belajar siswa dalam program full day school di SMA Negeri Bali Mandara. Subjek dalam penelitian ini adalah RPP, penjadwalan pembelajaran kimia, guru, dan siswa. Metode yang digunakan dalam pengumpulan data adalah observasi, studi dokumen, dan wawancara. Data disajikan dengan deskriptif kualitatif. Hasil penelitian ini adalah sebagai berikut. (1) Pendekatan pembelajaran yang digunakan dalam program full day school di SMA Negeri Bali Mandara, yaitu pendekatan saintifik. (2)  Metode pembelajaran yang digunakan, yaitu tanya jawab, diskusi, presentasi, penugasan, dan praktikum. (3) Model pembelajaran yang digunakan, yaitu inkuiri terbimbing, discovery learning, dan problem based learning. (4) Sumber belajar yang digunakan, yaitu buku paket kimia, internet, video dan e-learning. (5) Waktu pembelajaran kimia dominan dialokasikan pada pagi hari. Implementasi pembelajaran kimia dalam program full day school belum berjalan sesuai dengan kurikulum 2013. Kata kunci: pembelajaran kimia, program full day school, SMA Negeri Bali Mandara.  ABSTRACT This research aimed to describe and explain the the approaches, methods, learning models, learning resources used, and the distribution of student learning time in the full day school program at Bali Mandara High School. The subjects in this study were lesson plans, scheduling of learning chemistry, teachers, and students. The methods used in data collection are observation, document study, and interview. Data presented with descriptive qualitative. The results of this study are as follows. (1) The learning approach used in the full day school program at Bali Mandara State High School is a scientific approach. (2) Learning methods used, namely question and answer, discussion, presentation, assignment, and practicum. (3) The learning model used, namely guided inquiry, discovery learning, and problem based learning. (4) Learning resources used, namely chemistry textbooks, the internet, video and e-learning. (5) The dominant chemical learning time is allocated in the morning. The implementation of chemistry learning in the full day school program has not run according to the 2013 curriculum. Keywords: chemistry learning, full day school program, Bali Mandara High School.
PENGEMBANGAN PERANGKAT PEMBELAJARAN SAINTIFIK DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING MELALUI PENALARAN DEDUKTIF PADA TOPIK LAJU REAKSI I. F. Ntelok; I. B. N. Sudria; I. W. Suja
Jurnal Pendidikan Kimia Undiksha Vol. 2 No. 1 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpk.v2i1.21182

Abstract

ABSTRAK Tujuan dari penelitian dan pengembangan pendidikan (R&D) ini adalah untuk (1) mendeskripsikan spesifikasi perangkat pembelajaran dengan model problem solving dan penalaran deduktif pada topik laju reaksi, (2) mendeskripsikan validitas dan tingkat keterbacaan, dan (3) mengetahui keefektifan dari perangkat pembelajaran melalui uji coba pendahuluan. Penelitian dan pengembangan ini konsisten mengikuti prosedur Borg dan Gall (1989) yang terbatas pada tahap uji coba pendahuluan mampu mewujudkan perangkat pembelajaran saintifik dengan efektif. Perangkat pembelajaran yang dikembangkan meliputi RPP, LKS, teks materi pelajaran, dan instrumen penilaian. Keseluruhan perangkat pembelajaran menyajikan materi dengan urutan pembelajaran yang sama, yakni sesuai dengan pendekatan saintifik yang diamanatkan oleh kurikulum 2013 dengan model pembelajaran problem solving melalui penalaran deduktif. Hasil validitas dan uji keterbacaan perangkat pembelajaran menunjukkan tingkat validitas yang memadai dan tingkat keterbacaan yang baik. Hasil uji coba pendahuluan di kelas XI SMA Negeri 4 Singaraja menunjukkan perolehan belajar siswa yang signfikan yakni skor postest lebih tinggi dari skor pretest dan kualitas NGS yang tergolong sedang baik per indikator maupun keseluruhan, perkembangan skor kinerja proses 5 M siswa cenderung mengalami peningkatan serta adanya apresiasi/ respon yang baik dari siswa selama mengikuti pembelajaran dengan menggunakan perangkat pembelajaran saintifik yang dikembangkan. Kata kunci: laju reaksi, model pembelajaran problem solving, penalaran deduktif, pendekatan saintifik, dan perangkat pembelajaran. ABSTRACT The aims of this educational research and development (R & D) were to (1) describe the specification scientific learning tools with problem solving learning model through deductive reasoning on topic reaction rate, (2) describe the validity and readability, and (3) determine the effectiveness of learning tools through preliminary field testing. This research and development consistent followed Borg and Gall (1989) model limited until preliminary field testing produce scientific learning tools effectively. Learning tools that were developed including lesson plan, student worksheet, learning material text, and assessment instruments. The whole of learning tools presented content with similar learning squncing, which is in appropriate with scientific approach instructed by 2013 curriculum with problem solving learning model through deductive reasoning. Validation result showed that learning tools had satisfy validity level. Learning tools also had satisfy readability level and can be comprehended by students. Preliminary field testing in class XI SMA Negeri 4 Singaraja showed a student learning outcomes that were significant namely the postest score higher than pretest score and NGS quality medium categorized on each indicator or overall, the score development of students’ performance processes 5M tended to increase and there was good appreciation / response from students in learning using the scientific learning tools which is developed.  Keywords: deductive reasoning, learning model, learning tool, problem solving model of teaching, reaction rate, and saintific approach.

Page 9 of 14 | Total Record : 133

 7   8   9   10   11 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2025) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022) Vol 6, No 1 (2022) Vol 5, No 2 (2021) Vol. 5 No. 2 (2021) Vol. 5 No. 1 (2021) Vol 5, No 1 (2021) Vol. 3 No. 2 (2019) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol. 3 No. 1 (2019) Vol 2, No 2 (2018) Vol. 2 No. 2 (2018) Vol. 2 No. 1 (2018) Vol 2, No 1 (2018) Vol. 1 No. 2 (2017) Vol 1, No 2 (2017) Vol 1, No 1 (2017) Vol. 1 No. 1 (2017) More Issue