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[Pembelajaran PBL Menggunakan Bahan Ajar Terintegrasi Nilai Spiritual untuk Meningkatkan Hasil Belajar dan Sikap Spiritual ]]>
<![CDATA[Aisah Harahap]]>;
<![CDATA[Ayi Darmana]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19393
<![CDATA[In the administration of education in Indonesia, it is usually only oriented towards the goal of making students into knowledgeable people, especially cognitive knowledge, while the spiritual value of students does not get the attention of educators. So that researchers are interested in conducting this research which aims to determine differences in student learning outcomes taught with integrated teaching materials of spiritual values and SMA/MA textbooks, differences in students' spiritual attitudes before and after being taught with teaching materials integrated spiritual values and the relationship between learning outcomes with attitudes spiritual students. Sampling using the Random Sampling technique. The instruments used were test and questionnaire instruments. Data analysis in the form of Independent Sample T-Test, Paired Sample T-Test and Correlation using IBM SPSS Statistics 22 for Windows. From the results of the study it can be concluded that there are differences in student learning outcomes taught by using integrated spiritual values teaching materials and SMA/MA textbooks, there are differences in students' spiritual attitudes before and after being taught with teaching materials integrated spiritual values and there is a relationship between learning outcomes and spiritual attitudes of students]]>
<![CDATA[Pengembangan Bahan Ajar Interaktif Berbasis Website Pada Topik Larutan Elektrolit dan Non Elektrolit ]]>
<![CDATA[Fanny Fashiri]]>;
<![CDATA[Nora Susanti]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19789
<![CDATA[This study aims to know the feasibility of an interactive learning material based on a website that innovated based on BSNP. The research method used Research and Development (R&D) with the ADDIE models which consist of five stages are analysis, design, development, implementation, and evaluation. Data collected technique used for feasibility was a questionnaire of BSNP was given to experts lecture. The analysis results of this research are the interactive learning material based on the website was feasible that used questionnaire of BSNP showed a score of the truth, breadth, and depth of concept aspects was 4.66, material and question device aspects was 4.56, language structure aspects was 5.0, display of media aspects was 4.83, software engineering aspects was 4.33, usefulness aspects was 4.66. The average score overall validation of interactive learning material based on the website on the electrolyte and nonelectrolyte solution topic was 4.67. The average score overall validation of interactive learning material based on the website on the electrolyte and nonelectrolyte solution topic shows that this media is very eligible and can be used in the learning process.]]>
<![CDATA[Pengajaran Materi Kesetimbangan Kimia Menggunakan Pembelajaran Problem Based Learning Disertai Macromedia Flash Hasil Pengembangan ]]>
<![CDATA[Bajoka Nainggolan]]>;
<![CDATA[Raudatus Mutiah]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19403
<![CDATA[This research is a research and development (R&D) using ADDIE (Ananlysis, design, development, implementation and evaluate) method, aimed at developing Macromedia Flash learning media and knowing the improvement of students' chemistry learning outcomes. The sample consisted of 3 chemistry validator lecturers, macromedia flash, class XI Science -1 (27 students) for the experimental class and XI Science -2 (27 students) for the control class from High School Muhammadiyah 1 Medan. Learning in the experimental class problem-based learning model (PBL) with Macromedia Flash is the result of development, and in the PBL control class without Macromedia Flash. Macromedia Flash validation developed using the BSNP instrument, obtained an average content worth of 4.39; language 4.66; presentation 4.39; and graphic 4.33; on average all aspects are 4.44 (very feasible category). Learning outcomes data were processed descriptively and analyzed with one-party t-test, obtained an increase in student chemistry learning outcomes with the experimental class gain 80.00%, and the control class 72.00%. Hypothesis testing obtained tcount> ttable is 4.396 > 1.672. Conclusions that the application of macromedia flash learning media as a result of development in PBL can significantly improve student learning outcomes in equilibrium material in class XI Science High School.]]>
<![CDATA[Pengembangan Bahan Ajar Berbasis Proyek Di SMA Negeri 2 Lintongnihuta pada materi Asam dan Basa ]]>
<![CDATA[Jamalum Purba]]>;
<![CDATA[Novelyani Siregar]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19619
<![CDATA[This study aims to determine the feasibility of project-based chemical teaching materials and increase student learning outcomes on acid-base material using project-based teaching materials and adobe flash multimedia at SMA Negeri 2 Lintongnihuta. This type of research is research and development. This study uses a one-group pretest-posttest design. Data were processed descriptively, obtained the average value of the validation of the modules developed, namely the content eligibility of 3.62; presentation 3.67; language 3.72; and graphic 3.72; with an average of 3.68. Data collection techniques for student learning outcomes by providing pretest and post-test. For the pretest data the experimental class was 48.11 and the repetition class was 46.47, while the post-test data were the experimental class 84.11 and the repetition class 81.32. The mean percentage of improvement in student learning outcomes in the experimental class was 68% and the repetition class was 65%. Hypothesis testing with the right-side t test at the level of α = 0.05 obtained> (7.99> 1.697 (experimental) and 6.65> 1.697 (repetition)) which means that the chemical module integrated project-based learning with adobe flash multimedia developed it is good and in accordance with BSNP criteria standards and is suitable for use.]]>
<![CDATA[Pengaruh Penerapan Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Generik Sains Siswa Pada Materi Larutan Penyangga ]]>
<![CDATA[Ratu Evina Dibyantini]]>;
<![CDATA[Widya Azaria]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19561
<![CDATA[This study was conducted to determine the effect of the forward model of Problem Based Learning on the generic ability of science students subject to buffer solutions. This research was conducted in class XI MIA Negeri 3 Medan in the academic year 2018/2019. The sample in this study consisted of two classes taken by random sampling, namely the experimental class with Problem Based Learning models and the control class with Direct Interaction models. Data collection techniques with the test method, in the form of questions about the subject of a buffer solution to measure the results of learning chemistry and the generic ability of science students (multiple choice). Data analysis using t test with independent sample t-test technique using SPSS version 20. Based on data analysis, the average value of student learning outcomes using problem based learning models increased from 34.02 to 80 compared to DI models from 31.94 to 74.58. This is supported by the results of hypothesis testing, obtained data that sig (2-tailed) <α or 0.003 <0.05, so that Ha is accepted and Ho is rejected. The data shows that the use of problem based learning models can affect the generic abilities of students' science.Keywords:Generic science skills, Problem based learning]]>
<![CDATA[Pengembangan KIT Pembelajaran Dari Limbah Pada Materi Ikatan Kimia Untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Khuzaimah Dasopang]]>;
<![CDATA[Iis Siti Jahro]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19816
<![CDATA[The research with the title Development of Chemical Learning KIT from Waste on Chemical Bonding Materials to Improve Student Learning Outcomes in Class X high school aims to find out whether the KIT created can meet the eligibility standards of a KIT and can improve student learning outcomes. The population in this study were all students of class X SMA Budisatrya Medan. The sample used in this study was taken by purposive sampling of one class, namely class X MIA 1 as an experimental class that was taught using KIT learning media. The test instruments used in this study were 20 questions that have been tested valid. Based on the results of data analysis, the KIT Learning media made have met the eligibility standard and in the hypothesis test the data obtained from the calculation table obtained tcount= 13.90 while at 1.696 ttable, so the tcount is higher than the ttable value (tcount>ttable) then Ho rejected and Ha accepted so it can be concluded that the average chemistry learning outcomes of students taught using the Chemical Bond KIT learning media are made higher than the KKM value (by 70) ie the average posttest score of students is 84.29.]]>
<![CDATA[Peningkatan Motivasi Dan Hasil Belajar Siswa Dengan Menerapkan Peer Tutoring ]]>
<![CDATA[Purnama Dewi]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19478
<![CDATA[This research was conducted with the aim to determine whether the implementation of peer tutoring equipped with handouts can improve student motivation and learning outcomes in class VII odd semester SMP Negeri-1 Lintongnihuta T.A. 2019/2020. This research is a Classroom Action Research. The subjects of this study were 1 class students of class VII, totaling 32 students. The data collection technique uses 20 questions of learning outcomes in the form of multiple choice questions and observation format sheets. The data analysis technique used is qualitative and quantitative data analysis. The results showed that peer tutoring equipped with handouts could improve: (1) student learning motivation, in cycle I it was obtained students with high motivation (6 people), medium motivation (8 people) and low motivation (18 people), while in cycle II students with high motivation (20 people), medium motivation (12 people) and no more students who have low motivation; (2) Student learning outcomes in cognitive aspects. In the first cycle, the cognitive aspects of student learning completeness are 25% with an average value of 55, while in the second cycle it reaches 100% with an average value of 89.38.]]>
<![CDATA[Pengaruh Model Pembelajaran PBL Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa Pada Materi Asam Basa ]]>
<![CDATA[Wanti Dahlia Siregar]]>;
<![CDATA[Lisnawaty Simatupang]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19571
<![CDATA[The objectives of this study is (1) to determine whether the learning activities of students who were taught with the Problem Based Learning model were higher than those of students who were taught using the Direct Instruction learning model (2) to determine whether the learning outcomes of students who were taught with the Problem Based Learning model is higher than the learning outcomes of students who are taught with the Direct Instruction learning model (3) to determine whether there is a correlation between student learning activities and student learning outcomes. The research instrument consisted of test instruments and non-test instruments. The analysis technique used is the right side test and correlation test or test (product moment). From the results of data analysis of learning outcomes obtained (1) student learning activities that were taught with the Problem Based Learning learning model (86,20) were higher than the learning activities of students who were taught with the Direct Instruction learning model (79,86) (2) learning outcomes students who are taught with the Problem Based Learning model (83.75) are higher than the learning outcomes of students who are taught with the Direct Instruction learning model (71.94) (3) there is a positive and significant correlation between student learning activities and student learning outcomes. taught by the Problem Based Learning model, the contribution of student learning activities to learning outcomes was 21.92% while 78.08% was caused by other factors.]]>
<![CDATA[Analisis Problem Based Learning dan Discovery Learning menggunakan Macromedia Flash pada materi Termokimia ]]>
<![CDATA[Freddy Tua Musa Panggabean]]>;
<![CDATA[Muhammad Fadli Harahap]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19391
<![CDATA[This study aims: (1) to find out wheter the average value of student learning outcomes taught by PBL and DL models is greater than the KKM value (2) to find out whether there is class interaction and motivation on the value of student learning outcomes. This research is type of One-Group pretest-posttest Design research. The analysis technique used is: (1) One sample t-test; (2) Two Way Anava. From the analysis of the learning outcomes data obtained (1) differences in student learning outcomes (80.47 8.3336) taught by applying PBL models using macromedia flash and student learning outcomes (78.269 9.994) are taught by applying the DL model using macromedia flash where a t test of 1.684 is obtained; (2) There a Fhit price of 6.235 > Ftable 4.00 and a sig value of 0.015 < 0.05 meant that the factor A was real; inter-row results (B) have a Fhit price of 0.025 < Ftable 4.00 and a sig value of 0.975 > 0.05 means that the factor B is not real; interaction results (AB) has a Fhit price of 3.860 > Ftable 3.45 and a sig value of 0.027 < 0.05 means that the factor AB is real.]]>
<![CDATA[Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Pertanyaan Kritis Terhadap Hasil Belajar Siswa Materi Laju Reaksi ]]>
<![CDATA[Elvi Sayani]]>;
<![CDATA[Ani Sutiani]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 2, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jipk.v2i2.19742
<![CDATA[One of the subject matter of Chemistry in high school, loaded with concepts is Reaction Rate that be better taught through Guided Inquiry based on critical questions. This study aims to determine the learning outcomes learned through Guided Inquiry learning model based on critical questions is higher than Direct Instruction learning model. The study population was all students of class XI MIA SMA Negeri 1 Pantai Cermin which amounted to three classes adds up to 35 to 40 students. The sampling technique in this study was purposive sampling. The selected sample is XI MIA 2 as an experimental class given the treatment of the guided inquiry model based on critical questions and XI MIA 1 as a control class treated with DI model. The results showed student learning outcomes in the experimental class at 86% and in the control class at 75% while student learning activities in the experimental class at 84.6% and in the control class at 72.7%. Hypothesis test results show tcount> ttable (8.4289> 1.668), meaning that H0 is rejected and Ha is accepted, that is the results of student chemistry learning using the GI model based on critical questions higher than learning with DI model.]]>
