Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education)
Jurnal Inovasi Pembelajaran Kimia ini berisi tentang inovasi pembelajaran dan pendidikan kimia, pengembangan media pembelajaran, model pembelajaran dan penelitian yang terkait dengan bidang pendidikan kimia.
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<![CDATA[PENGEMBANGAN MODUL LAJU REAKSI BERBASIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK) UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Frisca Zahrona Utami Harahap]]>;
<![CDATA[Destria Roza]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17853
<![CDATA[This study aims to analyze the feasibility of the PCK Chemistry module and learning outcomes on the subject matter of the reaction rate taught by the PCK Chemistry module class XI MAN 1 Medan Medan. The selected sample is class XI MIA 3 as an experimental class. The method used in this research is R&D. The module analysis results state that the average overall validation result is 3.65 which means that the module is feasible to use. While the results of the module analysis based on the respondents obtained an average of 3.70 which means that the developed PCK module is appropriate to use. This is also evidenced from student learning outcomes that are taught using the PCK chemistry module. Hypothesis testing is done by using the t-one party test that is the right side, with the results of this study at a significance level of 5% (α = 0.05) indicating that tcount> t table (12.63> 1.68) then Ho is rejected. Thus, showing chemistry learning outcomes using the PCK chemistry module is greater or equal to KKM, where an average pretest of 28.25 is obtained and an average of posttest is obtained an average of 86.04.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK TERHADAP HASIL BELAJAR LAJU REAKSI SISWA ]]>
<![CDATA[Aisyatur Radhwa Marpaung]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.16736
<![CDATA[One of the subject matter of Chemistry High School which has quite extensive studies and full of concepts is Reaction Rate. The subject matter will be more precisely taught through Problem Based Learning (PBL) with scientific approach that designed with surrounding environment. This study aims to determine difference between increasing learning outcomes learned through PBL with scientific approach and increasing learning outcomes learned through Direct Instruction (DI) with scientific approach on Reaction Rate. The population was all students of XI MIA MAN. The sampling technique in this study was purposive sampling. The results showed an increase in student learning outcomes in experimental class by 84% and in control class by 79%. Based on test of the real difference with the statistical technique t at the level of significance α = 0.05 on the results of this study it can be concluded that increase in student learning outcomes through the PBL with scientific approach is higher than increase in learning outcomes taught through the DI with scientific approach to Reaction rate.]]>
<![CDATA[KEBERHASILAN BELAJAR SISWA SMA PADA MATERI AJAR LAJU REAKSI MELALUI PEMBELAJARAN BERBASIS MASALAH MENGGUNAKAN WEBLOG ]]>
<![CDATA[Eko Martin Sinaga]]>;
<![CDATA[Albinus Silalahi]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17831
<![CDATA[This study aims to show: (1) the difference between the student learning outcomes taught by the PBL model using weblog media (PBL-WM) and taught by the same learning model but not using the media (PBL); (2) the correlation between student learning motivation and PBL-WM improvement; (3) differences in student learning motivation based on PBL-WM and PBL. The sample studied was class XI student of SMA Negeri 1 Percut Sei Tuan in the academic year 2019/2020 on the reaction rate teaching in 2013 curriculum. The instrument that used by test (learning outcome) and non-test (motivation). The results showed the average increase in PBL-WM was 74.7; while the average increase in PBL was 62,658. The average student motivation based on PBL-WM was 85.92; while the average student motivation based on PBL was 78.45. The statistical analysis results of SPSS 22.0 at α=5% can be stated that (1) PBL-WM was higher than PBL; (2) there was a significant correlation between student learning motivation and increase in PBL-WM , with a correlation coefficient of 0.925 and the contribution of learning motivation to increase PBL-WM of 85.5% while 14.5% was influenced by other factors; (3) student motivation based on PBL-WM was higher than PBL. ]]>
<![CDATA[PENGEMBANGAN KIT PEMBELAJARAN DARI LIMBAH SEKAM PADI PADA MATERI BENTUK MOLEKUL KELAS X SMA ]]>
<![CDATA[Adelia Yesya Putri Hasibuan]]>;
<![CDATA[Iis Siti Jahro]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.16633
<![CDATA[Learning media has a very important role because it can increase motivation, improve understanding and retention of learning. But the reality in school learning media is often overlooked for reasons of diffuclty finding the right media and limited time to make it yourself. To overcome the nothingness of learning media on molecular shape material, learning media from rice husk waste are developed. This study aims: (1)To know the feasibility of KIT learning media which used in learning activities. (2)To know student learning outcomes by using KIT learning media is higher than KKM. (3)To know student learning activities by using KIT learning media. This type of research is development of ADDIE research model carried out in class XI MIA 2 SMA Swasta Budisatrya Medan. The results of the research are: (1)KIT Learning on molecular shape material has been developed is feasible for use and is in accordance with Ministry of Education and Culture standards with a percentage of 96.87%. (2)Student learning outcomes that use KIT learning media on molecular shape material are higher than KKM. (3) Student learning activities using KIT learning media on molecular shape materials reach the criteria of Good with an average value of 90.]]>
<![CDATA[KONTRIBUSI KEMAMPUAN MATEMATIKA PADA HASIL BELAJAR KIMIA SISWA KELAS XI SMA TERHADAP POKOK BAHASAN HIDROLISIS GARAM ]]>
<![CDATA[Yustika Mawarini Simanjuntak]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17838
<![CDATA[This study aims to study whether there is a linear and significant relationship, which is positive and greater than mathematical abilities on student chemistry learning outcomes. The population in this study were all students of class XI MIPA of SMA Negeri 1 Lubuk Pakam which consisted of 7 classes. The research sample is one class taken by purposive technique. This study uses 15 objective test instruments that have been questioned for validity, suitability, power differences and reliability of 0.806 (high) for mathematical ability data and reliability of 0.799 (high) for chemistry learning outcome data. For the first hypothesis test results namely linearity regression test using ANAVA regression test shows Fcount> Ftable (30.7503> 4.13), for the second hypothesis test result is a comparison test using the product moment test shows rcount> rtable (0.6891> 0.329). Based on hypothesis testing, then Ho is rejected and accepted that there is a linear and significant relationship and there is a positive conflict between mathematical ability and student chemistry learning outcomes. To test the coefficient of determination determines whether the ability of mathematical agreement with student chemistry learning outcomes is 47.49% while 52.51% is influenced by other factors.]]>
<![CDATA[ANALISIS PBL DENGAN DL MENGGUNAKAN MACROMEDIA FLASH TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA PADA MATERI LAJU REAKSI DI SMA NEGERI 10 MEDAN ]]>
<![CDATA[Siska Lestari Siregar]]>;
<![CDATA[Freddy Tua Musa Panggabean]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17829
<![CDATA[The study aims (1) To find out whether there are differences in the value of student learning outcomes taught by PBL and DL models using macromedia flash (2) To find out the significant correlation between motivation and student learning outcomes. From the data analysis: (1) Student learning outcomes (84.06 ± 7.771) taught by applying PBL model using macromedia flash and student learning outcomes (74.53 ± 6.395) taught by applying DL model using macromedia flash which obtained a t-test of 5.357 and a sig value of 0,000 <0.05 (2) the correlation between student learning outcomes and student motivation in experimental class I obtained a correlation price of 0.955 while sig. (2-tailed) is 0,000 this value is smaller than the critical limit α = 0.05 (0,000 <0.05), meaning there is a very significant relationship between the two variables in the experimental class-I. And the correlation between learning outcomes and student motivation in experimental class II obtained a correlation value of 0.930 while sig. (2-tailed) is 0,000 this value is smaller than the critical limit α = 0.05 (0.0 00 <0.05), means that there is a very significant relationship between the two variables in the experimental class-II.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS WEBSITE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI KESETIMBANGAN KIMIA ]]>
<![CDATA[Nova Rilanty]]>;
<![CDATA[Tita Juwitaningsih]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17844
<![CDATA[This study aims to develop and see the effect of website-based learning media on improving student learning outcomes. The population of this research is all students of grade XI of SMA Panca Budi Medan. Samples were taken by simple random sampling of two classes consisting of experimental class 1 which was taught using website-based media with a problem based learning model and experimental class 2 which was taught using power point media with direct instruction model. Based on the results of data analysis, website-based learning media that have been made have met the eligibility standard with a score of 3.71 out of 4,00 with valid criteria and do not need to be revised. Based on the results of the t test, the tcount data (2.44) is greater than ttable, so the hypothesis can be accepted.. So it can be concluded that the website-based learning media on the chemical equilibrium material made has met the website's eligibility standards; Student learning outcomes using website-based learning media with problem based learning models are higher than student learning outcomes using power point learning media with direct instruction models.]]>
<![CDATA[PENGEMBANGAN E-WORKSHEET TERINTEGRASI PEMECAHAN MASALAH PADA MATERI LAJU REAKSI ]]>
<![CDATA[Anisa Adliyah Gultom]]>;
<![CDATA[Zainuddin Muchtar]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.16741
<![CDATA[The use of android-based learning media is one of the 21st century learning style applications. By using media that have been developed, this research was also conducted to find out the improvement of student learning outcomes. The population in this study were 2 class XI IPA of SMA Negeri 1 Sidamanik, where the experimental class 1 was given an integrated e-worksheet of problem based learning and the experimental class 2 was given a power point with a direct interaction model. This research uses methods and media development (R&D). The results of the feasibility analysis of the e-worksheet on the aspect of content eligibility are 4.75; language eligibility is 4,80; the feasibility of serving is 4.82 and the feasibility of serving is 4.14. By using e-worksheets that integrate problem based learning in the reaction rate material obtained an increase in learning outcomes of 82.4% with the highest value of 95 and the lowest value of 75 both of which have passed the KKM of 70. Hypothesis testing conducted yielding tcount> ttable was 3.88 > 2,042. It can be concluded that through the development of this media can improve student learning outcomes.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KPS SISWA DAN HASIL BELAJAR PADA MATERI ASAM BASA ]]>
<![CDATA[Rialdi Malau]]>;
<![CDATA[Anna Juniar]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.17850
<![CDATA[This study aims to: (1) To know the student Learning Outcomes that learned by Guided Inquiry were higher than Conventional model, (2) To know the student KPS improvment that learned by Guided Inquiry were higher than the conventional model, (3) To know the correlation between learning outcomes and KPS of students that learned by Guided Inquiry model . The population of this study is all students of class XI IPA SMA Budasatria. The sample selection is by total sampling namely XI IPA 1 and XI IPA 2, class XI IPA 1 with the Guided Inquiry learning. The instrument used a learning outcome test in the form of 20 valid multiple choice, the KPS test instrument in the form of an essay test. From t-test with a significance level of 0.05 worth 1.6749 is 9.2 on learning outcomes and 17 on KPS. Then from the Product Moment Correlation test with a significance level of 0.05, the rtable value is 0.37, the rcount is 0.81, so there is correlation between student learning outcomes and KPS. The contribution of learning outcomes to the increase in KPS by 65%.]]>
<![CDATA[PEMBELAJARAN KIMIA MENGGUNAKAN REAL-LAB DAN VIRTUAL-LAB DITINJAU DARI KEMAMPUAN AWAL TERHADAP HASIL BELAJAR LAJU REAKSI ]]>
<![CDATA[Anggita Efa Rizki]]>;
<![CDATA[Feri Andi Syuhada]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 1 (2020): APRIL 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i1.16631
<![CDATA[The objective of this research is to determine the differences and interactions of student learning outcomes with real laboratories and virtual laboratories using the Guided Inquiry model. This research uses an experimental method with a 2x2 factorial design. Samples were taken by purposive sampling. Data collection using test techniques for cognitive achievement. The data analysis technique uses two-way ANAVA technique. The research results by media factors (A) known Fhit>Ftable (48.37>4.08) then Ho is rejected means that there are differences in student learning outcomes with real laboratories and virtual laboratories using Guided Inquiry models. In the initial ability factor (B) known Fhit>Ftable (14.61>4.08) then Ho is rejected means that there are differences in learning outcomes of students with high and low initial ability. In the interaction (AxB) it is known that Fhit>Ftable (33.9>4.08) then Ho is rejected, meaning there is an interaction between students with real laboratories and virtual laboratory with different initial abilities towards learning outcomes.]]>
