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Oxygenius Journal Of Chemistry Education
Published by Universitas Negeri Manado
ISSN : -     EISSN : 26864649     DOI : -
Core Subject : Science, Education,
Chemistry Education
Oxygenius Journal Of Chemistry Education is an Indonesian Journal of Chemistry Education presented by the Educational Chemistry Department, Universitas Negeri Manado. The Articles journal published in Oxygenius Journal Of Chemistry Education is free of plagiarism and has never been published by other journals. The focus and scope of this journal are as follows: 1. Development of Chemical Material Learning Methods 2. Development of Chemistry Material Learning Media 3. Development of Chemical Material Teaching Materials 4. Blended Learning Chemistry 5. Chemical E-Learning
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 122 Documents
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Pengembangan LKPD Berbasis Inquiry Terbimbing dengan Pendekatan Peer Instruction untuk Meningkatkan Keterampilan Argumentasi pada Materi Kimia Larutan Elektrolit dan Non-elektrolit Rizky Alicia Miranti; Harun Nasrudin
Oxygenius: Journal Of Chemistry Education Vol 8 No 2 (2026): Oxygenius : Journal Of Chemistry Education
Publisher : Chemistry Department, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37033/ojce.v8i2.828

Abstract

Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Siswa berbasis Inkuiri Terbimbing (LKPD) menggunakan pendekatan instruksi sebaya yang valid, praktis, dan efektif untuk meningkatkan kemampuan argumentasi siswa. Kemampuan argumentasi siswa dalam kimia, khususnya mengenai elektrolit dan non-elektrolit, relatif rendah; oleh karena itu, dibutuhkan bahan pembelajaran yang dapat memfasilitasi formulasi klaim, data, dan alasan secara sistematis. Penelitian ini merupakan penelitian Penelitian dan Pengembangan menggunakan model 4D (mendefinisikan, merancang, mengembangkan, menyebarluaskan), terbatas pada tahap “mengembangkan”. Uji coba terbatas dilakukan dengan 25 siswa di SMA X IPIEMS Surabaya menggunakan desain Pretest-Posttest Satu Kelompok. Data dikumpulkan melalui lembar validasi, lembar observasi aktivitas siswa, lembar implementasi pembelajaran, kuesioner respons siswa, dan instrumen pretest dan posttest. Hasil menunjukkan bahwa lembar kerja tersebut valid, dengan skor modus 5 yang diklasifikasikan sebagai sangat baik; praktis, dengan tingkat aktivitas siswa dan implementasi pembelajaran 100% dan tingkat respons siswa 98,4%; dan efektif, berdasarkan uji Wilcoxon dengan tingkat signifikansi 0,000 (<0,05) dan rata-rata N-gain sebesar 0,72 diklasifikasikan sebagai “tinggi”. Dengan demikian, lembar kerja yang dikembangkan cocok digunakan untuk meningkatkan kemampuan argumentasi siswa.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Teknik Laboratorium Kimia Mahasiswa Jurusan Kimia FMIPA UNIMA Desire Atna Sridanty Rumondor; Dian Howan; Jakub Saddam Akbar
Oxygenius: Journal Of Chemistry Education Vol 8 No 1 (2026): Oxygenius : Journal Of Chemistry Education
Publisher : Chemistry Department, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37033/ojce.v8i1.450

Abstract

The purpose of this study was to determine the effect of the guided inquiry learning model on the learning outcomes of Chemistry Laboratory Techniques among students of the Chemistry Department, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Manado (UNIMA). The use of the guided inquiry learning model is expected to encourage students to become more actively involved in the learning process, particularly in understanding concepts, conducting laboratory activities, analyzing experimental results, and drawing conclusions based on the evidence obtained. In this study, the sample consisted of 32 students who participated as respondents. The research focused on determining whether the implementation of the guided inquiry learning model could contribute to improving students’ learning outcomes in Chemistry Laboratory Techniques.The results of the study showed that the guided inquiry learning model had a positive effect on the learning outcomes of students in the Chemistry Department, FMIPA, UNIMA. The implementation of this learning model provided students with opportunities to actively participate in the learning process, develop their ability to think critically and systematically, and gain a better understanding of laboratory techniques through direct learning experiences

Page 13 of 13 | Total Record : 122

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