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Hubungan Motivasi Belajar dan Kepercayaan Diri dengan Kemampuan Literasi Kimia serta Dampaknya Terhadap HOTS Mahasiswa Jamalum Purba; Ani Sutiani; Freddy Tua Musa Panggabean; Pasar Maulim Silitonga; Nora Susanti
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.39459

Science education has an important role in preparing quality human resources in the face of globalization. The potential of science education can be seen from the ability to communicate, critical thinking, problem solving, mastery of technology and the ability to adapt to changes and times. The process and learning of science can produce quality human beings by demonstrating scientific awareness (scientific literacy) and higher order thinking skills. This study aims to determine the relationship between learning motivation and self-confidence with chemical literacy skills and their impact on HOTS abilities. The sample of this research is 30 students of chemistry education study program. The instrument used is a learning motivation and self-confidence questionnaire as well as a chemical literacy ability test and the HOTS test that have met the valid and relatable criteria. Data analysis using path analysis test. The results showed that learning motivation and self-confidence had a significant positive relationship and influence on HOTS abilities, either directly or indirectly through chemical literacy skills. Chemical literacy ability has a significant positive relationship and effect on HOTS ability. Chemical literacy ability is a positive intervening factor between learning motivation and self-confidence on HOTS abilities.Pendidikan sains memiliki peran penting dalam mempersiapkan sumber daya manusia yang berkualitas dalam menghadapi era globalisasi. Potensi pendidikan sains dapat dilihat dari kemampuan berkomunikasi, berpikir kritis, pemecahan masalah, penguasaan teknologi dan kemampuan beradaptasi dengan perubahan dan zaman. Proses dan pembelajaran sains dapat menghasilkan manusia yang berkualitas dengan menunjukkan kesadaran sains (literasi sains) dan keterampilan berpikir tingkat tinggi. Studi ini bertujuan untuk mengetahui hubungan antara motivasi belajar dan kepercayaan diri dengan kemampuan literasi kimia serta dampaknya terhadap kemampuan HOTS. Sampel penelitian ini adalah mahasiswa prodi pendidikan kimia sebanyak 30 orang. Instrumen yang digunakan adalah angket motivasi belajar dan kepercayaan diir serta tes kemampuan literasi kimia dan tes HOTS yang telah memenuhi kriteria valid dan relabel. Analisis data menggunakan uji analisis jalur. Hasil penelitian menunjukkan bahwa motivasi belajar dan kepercayaan diri memiliki hubunagn dan pengaruh positif signifikan terhadap kemampuan HOTS baik secara langsung maupun tidak langsung melalui kemampuan literasi kimia. Kemampuan literasi kimia memiliki hubungan dan berpengaruh positif signifikan terhadap kemampuan HOTS. Kemampuan literasi kimia merupakan faktor intervening positif antara motivasi belajar maupun kepercayaan diri terhadap kemampuan HOTS.

Kombinasi GeoMol dan JMol dengan Pendekatan MIKiR Meningkatkan Hasil Belajar Siswa pada Materi Bentuk Molekul Salim Salim; Siti Rasyida Hidayati; Yulia Handayani
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.38207

This study aims to determine the differences in student learning outcomes on the material of molecular shapes with the MIKiR approach between learning the combination of GeoMol and JMol with learning the combination of GeoMol and simple molecular shapes made of plasticine. The research sample was students of class X MIPA 1 and X MIPA 3 MAN Sampang in the academic year 2021/2022. The reliability of the test instrument is 0.88. Hypothesis testing using t-test independent sample test. The results showed that there was a significant difference between learning the combination of GeoMol and JMol and learning the combination of GeoMol and simple molecular shapes made of plasticine in students' learning outcomes on the molecular shape material with the MIKiR approach. Learning the combination of GeoMol and JMol is more effective than learning the combination of GeoMol and simple molecular shapes made from plasticine based on the average value of learning outcomes and classical learning completeness.Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa pada materi bentuk molekuldengan pendekatan MIKiR antara pembelajaran kombinasi GeoMol dan JMol dengan pembelajaran kombinasi GeoMol dan bentuk molekul sederhana berbahan plastisin. Berbagai program dan aplikasi komputer untuk visualisasi bentuk molekul 3-dimensi telah banyak dikembangkan, diantaranya adalah aplikasi GeoMol dan JMol yang merupakan aplikasi sumber terbuka (open source) yang dapat diunduh secara bebas. Sampel penelitian adalah siswa kelas X MIPA 1 dan X MIPA 3 MAN Sampang tahun pelajaran 2021/2022. Reliabilitas instrumen tes adalah 0,88. Pengujian hipotesis menggunakan uji t independent sample test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara pembelajaran kombinasi GeoMol dan JMol dan pembelajaran kombinasi GeoMol dan bentuk molekul sederhana berbahan plastisin terhadap hasil belajar siswa pada materi bentuk molekul dengan pendekatan MIKiR. Pembelajaran kombinasi GeoMol dan JMol lebih efektif daripada pembelajaran kombinasi GeoMol dan bentuk molekul sederhana berbahan plastisin berdasarkan nilai rata-rata hasil belajar dan ketuntasan belajar klasikal

Hubungan Self-Efficacy dan Kemampuan Berpikir Kreatif dengan Hasil Belajar Kimia Siswa SMA Nora Susanti; Lisnawaty Simatupang; Ratu Evina Dibyantini; Ricky Andi Syahputra; Elfrida Ginting
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.39486

The quality of an education always refers to the results or academic achievements achieved by students. Chemistry can be a place or means for students to practice critical thinking skills, be creative and be able to solve problems where students relate them to everyday phenomena. Certainly, there are many factors that influence the success of students in learning chemistry. This study aims to determine the relationship between self-efficacy and creative thinking skills with student chemistry learning outcomes. The sample of this study was 50 students of class XI taken by random sampling technique. Data were collected using a self-efficacy questionnaire as well as creative thinking ability tests and chemistry learning outcomes tests. Data analysis using multiple linear regression test. The results showed that there was a positive and significant relationship between self-efficacy and student chemistry learning outcomes, there was a positive and significant relationship between creative thinking skills and student chemistry learning outcomes; there is a significant and simultaneous relationship between self-efficacy and creative thinking skills with student chemistry learning outcomes with a coefficient of determination of 36.2%.Kualitas suatu pendidikan selalu mengacu pada hasil atau prestasi akademik yang dicapai oleh peserta didik. Ilmu kimia dapat menjadi wadah atau sarana bagi siswa untuk melatih kemampuan berpikit kritis, kreatif dan mampu memecahkan masalah dimana siswa mengaitkannya dengan fenomena sehari-hari. Tentunya ada banyak faktor yang mempengaruhi keberhasilan siswa dalam belajar kimia. Penelitian ini bertujuan untuk mengetahui hubungan self-efficacy dan kemampuan berpikir kreatif dengan hasil belajar kimia siswa. Sampel penelitian ini adalah siswa kelas XI sebanyak 50 orang yang diambil dengan teknik random sampling. Data dikumpulkan menggunakan angket self-efficacy serta tes kemampuan berpikir kreatif dan tes hasil belajar kimia. Analisis data menggunakan uji regresi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara self-efficacy dengan hasil belajar kimia siswa, terdapat hubungan yang positif dan signifikan antara kemampuan berpikir kreatif dengan hasil belajar kimia siswa; terdapat hubungan yang signifikan dan simultan antara self-efficacy dan kemampuan berpikir kreatif dengan hasil belajar kimia siswa dengan koefisien determinasi sebesar 36,2%.

Analisis Kemampuan Guru-Guru Kimia SMA Sumatera Utara Dalam Mengintegrasikan TPACK Ani Sutiani; Zainuddin Muchtar; Ratu Evina Dibyantini; Marudut Sinaga; Jamalum Purba
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.39259

These 21st century skills are not inborn skills, but are acquired from experience. Therefore, educators must condition learning in such a way that all aspects of these 21st century skills can be trained, one of which is by using digital learning. The specific objectives of this study were to: (1) obtain a mapping or analysis of the needs of Chemistry teachers in integrating TPACK in learning, (2) measure the level of ability of Chemistry teachers in integrating TPACK in learning, (3) analyze the needs of Chemistry teachers in developing models. digital based Chemistry learning to develop students' abilities in the 21st century. This research is a quasi-experimental research by adopting the ADDIE model development research procedure. The results showed that the ability of chemistry teachers to integrate TPACK in learning based on the responses given by teachers from 12 cities/districts in North Sumatra was grouped into 7 components, namely: TK (Technological Knowledge) = 76.47%; PK (Paedagogical Knowledge) = 83.68%; CK (Content Knowledge) = 80.88%; TPK (Technological Pedagogical Knowledge) = 75.29%; PCK (Paedagogical Content Knowledge) = 78.97%; TCK (Technological Content Knowledge) = 83.14%; and TPACK (Technological Pedagogical Content Knowledge) = 80.47 %. This means that the overall ability of chemistry teachers to integrate TPACK in learning is categorized as capable and quite capable.Keterampilan abad ke- 21 ini bukan keterampilan yang dibawa sejak lahir, melainkan diperoleh dari pengalaman. Oleh karena itu, pendidik harus mengondisikan pembelajaran sedemikian rupa agar semua aspek dari keterampilan abad ke-21 tersebut dapat dilatihkan, salah satunya dengan menggunakan pembelajaran digital. Tujuan khusus dari penelitian ini adalah untuk: (1) mendapatkan pemetaan atau analisis kebutuhan kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (2) mengukur tingkat kemampuan guru Kimia dalam mengintegrasikan TPACK dalam pembelajaran, (3) melakukan analisis kebutuhan guru Kimia dalam mengembangkaan model pembelajaran Kimia berbasil digital untuk mengembangkan kemampuan siswa pada abad 21. Penelitian ini merupakan penelitian eksperimen semu dengan mengadopsi prosedur penelitian pengembangan model ADDIE. Hasil penelitian menunjukkan bahwa kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran berdasarkan respon yang diberikan guru dari 12 kota/kabupaten di Sumatera Utara dikelompokkan dalam 7 komponen, yaitu: TK (Technological Knowledge) = 76,47%; PK (Paedagogical Knowledge) = 83,68%; CK (Content Knowledge) = 80,88%; TPK (Technological Paedagogical Knowledge) = 75,29%; PCK (Paedagogical Content Knowledge) = 78,97 %; TCK (Technological Content Knowledge) = 83,14%; dan TPACK (Technological Paedagogical Content Knowledge) = 80,47 %. Hal ini berarti secara keseluruhan kemampuan guru kimia dalam mengintegrasikan TPACK dalam pembelajaran termasuk kategori mampu dan cukup mampu.

Pengaruh Model PBL Terhadap Keaktifan Siswa dan Hasil Belajar Kimia SMA/MA pada Materi Koloid Muhammad Husny Roza; Marini Damanik
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.36101

This study aims to determine whether there is a significant difference in student learning activities that are taught using the Problem Based Learning (PBL) model compared to the conventional model on colloidal material. The samples of this study were two students of class XI IPA MAN 2 Medan Silent Model, 1 (one) experimental class using the PBL model, 1 (one) control class using the conventional learning model. The research instrument used was an observation sheet on student learning activities and a total test instrument with 20 questions. The results showed that student learning activities in the experimental class were 89.33 and in the control class was 85.86, while student learning outcomes in the experimental class were 91.33 and in the control class was 86.88. In testing the data through the SPSS 22.0 for Windows program, if Sig. (2-tailed) < 0.05, then Ha is accepted. Meanwhile, if Sig. (2-tailed) > 0.05, then Ha is rejected. From the test results obtained results for hypothesis 1, where the value of Sig. obtained is smaller than 0.05, namely 0.01, so it can be concluded that the first hypothesis is accepted. From the test results for the results of hypothesis 2, where the value of Sig. obtained is smaller than 0.05, namely 0.02, so it can be concluded that the second hypothesis is accepted. For the hypothesis 3, where rcount = 0.64 while rtable at = 0.05 (N=36) is 0.36. Because rcount > rtable, then Ho is rejected, which means Ha is accepted.Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan aktivitas belajar siswa yang dibelajarkan dengan model Problem Based Learning (PBL) dibandingkan dengan model konvensional pada materi koloid. Sampel penelitian ini adalah dua siswa kelas XI IPA MAN 2 Model Medan diam1 (satu) kelas eksperimen menggunakan model PBL, 1 (satu) kelas kontrol menggunakan model pembelajaran konvensional. Instrumen penelitian yang digunakan lembar observasi aktivitas belajar siswa dan instrumen tes jumlah dengan 20 soal. Hasil penelitian menunjukkan aktivitas belajar siswa pada kelas eksperimen sebesar 89,33 dan pada kelas kontrol sebesar 85,86, sedangkan hasil belajar siswa pada kelas eksperimen sebesar 91,33 dan pada kelas kontrol sebesar 86,88. Dalam pengujian data melalui program SPSS 22.0 for Windows, jika Sig. (2-tailed) < 0,05, maka Ha diterima. Sedangkan jika Sig. (2-tailed) > 0,05, maka Ha ditolak. Dari hasil pengujian didapatkan hasil untuk hipotesis 1, dimana nilai Sig. diperoleh lebih kecil dari 0,05 yaitu 0,01, sehingga dapat disimpulkan hipotesis pertama diterima. Dari hasil pengujian untuk hasil hipotesis 2, dimana nilai Sig. diperoleh lebih kecil dari 0,05 yaitu 0,02, sehingga dapat disimpulkan hipotesis kedua diterima. Untuk hipotesis 3, dimana rhitung = 0,64 sedangkan rtabel pada = 0,05 (N=36) adalah 0,36. Karena rhitung > rtabel, maka Ho ditolak yang berarti Ha diterima.

Pemanfaatan Artikel Ilmiah Sebagai Sumber Belajar Mata Kuliah Kimia Dasar di Universitas Graha Nusantara Padangsidimpuan Rizky Febriani Pohan; Muhammad Rahman Rambe
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.33972

Learning by using scientific articles allows students to deepen the concepts they have learned. The purpose of this study was to determine the use of scientific articles in basic chemistry learning in universities and students' perceptions of the learning used, especially the stoichiometric concept which is the main concept in studying chemical calculations. This research was conducted with an experimental method using the One Group Pretest-Posttest Research Design. Research instruments in the form of tests and questionnaires. Learning outcomes data were analyzed using the Wilcoxon test and N-gain. Meanwhile, the students' perceptions and commitments to learning were analyzed using a Likert scale. Based on the results of the study, it can be shown that the use of scientific articles can improve student learning outcomes in learning basic chemistry. Students' perceptions and commitment to learning with scientific articles gave positive results. This can be seen from the average results of the perception and commitment questionnaire assessments of students, each of which is in the medium category. Thus, the use of scientific articles is very suitable to be applied in learning basic chemistry.Belajar dari artikel ilmiah memungkinkan mahasiswa untuk memperdalam konsep yang telah dipelajarinya. Tujuan dari penelitian ini adalah untuk mengetahui penggunaan artikel ilmiah dalam pembelajaran kimia dasar di perguruan tinggi dan persepsi mahasiswa terhadap pembelajaran yang digunakan, khususnya konsep stoikiometri yang merupakan konsep utama dalam pembelajaran perhitungan kimia. Penelitian ini dilakukan secara eksperimental dengan menggunakan rancangan penelitian one-group pretest-posttest design. Instrumen penelitian berupa tes dan angket. Data hasil belajar dianalisis menggunakan uji Wilcoxon dan N-Gain. Sedangkan persepsi dan keterlibatan mahasiswa dianalisis menggunakan skala Likert. Berdasarkan hasil penelitian ini menunjukkan bahwa penggunaan artikel ilmiah meningkatkan hasil belajar mahasiswa pada saat pembelajaran kimia dasar. Persepsi dan keterlibatan mahasiswa dalam pembelajaran dengan artikel ilmiah memperoleh hasil yang positif. Hal ini terlihat dari rata-rata nilai mahasiswa pada angket persepsi dan keterlibatan mahasiswa, keduanya berada pada kategori sedang. Oleh karena itu, penggunaan artikel ilmiah sangat cocok diterapkan pada kajian kimia dasar.

Pengembangan Modul Berbasis Discovery Learning Terintegrasi Literasi Sains pada Materi Laju Reaksi Feronica Agustina Ginting; Ricky Andi Syahputra; Jamalum Purba; Ani Sutiani; Ratu Evina Dibyantini
Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Vol 4, No 2 (2022): OKTOBER 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v4i2.35671

Module is structured to provide teaching materials that are in accordance with curriculum set by considering needs of students in the learning process. This research is a type of Research and Development (R&D) research that aims to develop a discovery learning module on the reaction rate material. This research refers to the steps of Borg and Gall which are limited to five stages. First stage begins with data and information collection, discovery learning-based module development planning, initial product development, initial field trials, and revision of test results. Modules have been developed will be validated by media expert validators and material experts, each by three chemistry lecturers at the Unimed campus. Then the module was tested by looking the responses for 3 chemistry teachers and class XI students of SMA N 1 BangunPurba. The results showed that the discovery learning module on the reaction rate material was declared feasible after being validated by obtaining an average percentage of media experts 83.2%, average material experts 85.4%. And the module is declared interesting after obtaining a percentage with an average teacher response of 94.6% and student responses getting an average of 82%.Modul disusun untuk menyediakan bahan ajar yang sesuai dengan kurikulum yang ditetapkan dengan mempertimbangkan kebutuhan siswa dalam proses pembelajaran. Penelitian ini merupakan jenis penelitian Research and Development (R&D) yang bertujuan untuk mengembangkan modul berbasis discovery learning yang mengintegrasikan literasi sains pada materi laju reaksi. Penelitian ini mengacu pada langkah - langkah Borg and Gall yang dibatasi pada lima tahap. Tahap pertama dimulai dengan pengumpulan data dan informasi, perencanaan pengembangan modul berbasis discovery learning, pengembangan produk awal, uji coba lapangan awal, dan revisi hasil tes. Modul yang telah dikembangkan akan divalidasi oleh validator ahli media dan ahli materi, masing - masing oleh tiga orang dosen kimia Universitas Negeri Medan. Kemudian modul diuji dengan melihat respon menggunakan angket terhadap modul yang dikembangkan untuk 3 orang guru kimia dan siswa kelas XI SMA N 1 Bangun Purba yang berjumlah 36 siswa. Hasil penelitian menunjukkan bahwa pembelajaran discovery learning berbasis modul literasi sains terpadu pada materi laju reaksi dinyatakan layak setelah divalidasi dengan memperoleh persentase rata - rata ahli media 83,2 %, rata - rata ahli materi 85,4 %. Dan modul dinyatakan menarik setelah mendapatkan persentase dengan rata - rata respon guru 94,6 % dan respon siswa mendapatkan rata - rata 82 %.

Analysis of Students' Initial Ability Based on Generic Science Skills in Reaction Rate Material Yani Kartini Situmorang; Marudut Sinaga; Ani Sutiani; Ratu Evina Dibyantini; Zainuddin Muchtar
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 1 (2023): APRIL 2023 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v5i1.43133

This writing aims to determine the validity of the test instrument and initial results scholastic ability test and KGS-based final evaluation test instrument on reaction rate material. This research uses Research and Development research and development methods. The research subject was class XI B which consisted of 36 students. This study used a scholastic test instrument and a final chemistry evaluation with 20 questions each. Based on the results of the validation test by the expert validator, it can be seen that the average percentage results obtained for Material Aspects are 87.08%, Construction Aspects are 87.92%, Language Aspects are 89.17%, and Additional Rules are 100%. The Scholastic test instrument consists of 20 questions that are tested on students namely; 17 valid questions and 3 invalid questions. The results of the final evaluation ability test were 20 items tested on students, 18 questions were valid and 2 questions were invalid. Scholastic ability test trials obtained namely; 3% "very poor", 16% "poor", 39% "enough", 14% "good" and 28% "very good", while the final chemistry evaluation test was obtained namely; 0% is "very less". 11% "poor", 31% "poor: 25% "good" and 33% "very good".

Improving HOTS Literacy Using the PjBL Model with Crossword Puzzle Media on Reaction Rate Materials Christine Petricia Marpaung; Retno Dwi Suyanti
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 1 (2023): APRIL 2023 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v5i1.43678

Every student is required to master science literacy in social life because this literacy is related to the ability of students to relate issues about science and their ideas as citizens. The logical influence of the demands of teacher professionalism in the presentation of chemistry learning is the teacher's ability to create the right learning strategy in accordance with the problems faced in the world of education. One of the things that can be done in solving the problem in question is to transfer the old learning method with the new one. This study aims to determine the improvement of HOTS literacy by integrating the PjBL model with the Crossword Puzzle media on the Reaction Rate material in class XI SMA and to describe the most developed aspects of HOTS literacy. This research is a Quantitative Descriptive research using an experimental method with a One-Group Pretest-Posttest Design design. The results showed that students' HOTS literacy ability increased through learning with the PjBL model with Crossword media, this was proven through a t-test that obtained a value tcount > ttable (7.152 > 2,03452) with an N-gain value of 0.7079 (70.79%).

Development of Handout Android-Based Application on Buffer Solution using Discovery Learning Model Agustina Agustina; Army Auliah; Hardin Hardin
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol 5, No 1 (2023): APRIL 2023 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v5i1.44516

Research and development aims to produce Handout Buffer Solution on a quality Android Application. Quality is seen based on the validity, practicality, and effectiveness. Based Buffer Solution Handout Refers to the ADDIE (Analysis, Design, Development, Implementation, and Evaluate) development model. The instruments used for validity are validation sheets by theory experts and media experts, practicality teacher response questionnaires and students, and the effectiveness of the learning outcomes test. The results of the research show: 1) the validity of the Handout from the theory expert 3.65 and the media expert 3.58 with a very valid category, 2) the average percentage of practicality of the handout based on the teacher's response questionnaire equal to 91% and 87.58% of students in the very practical category, 3) the valid handouts that fulfill the effective criteria (≥ 85%) based on the achievement of class completeness with a percentage of 86.1 %. Thus, it can be concluded that the Handout Buffer solution Based on Android Application development with the ADDIE Model is very valid, very practical, and effective for use in the learning process.

Home Page

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Contact

Reviewer

Google Scholar

Contact Name
Freddy Tua Musa Panggabean

Contact Email
freddypanggabean@unimed.ac.id

Phone
+6282274239349

Journal Mail Official
Jinovpkim@unimed.ac.id

Editorial Address
Program Studi Pendidikan Kimia Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan Jalan Willem Iskandar, Psr V Medan Estate, Medan Indonesia (20222)

Location
Kota medan,

Sumatera utara

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Freddy Tua Musa Panggabean

Contact Email freddypanggabean@unimed.ac.id

Phone +6282274239349

Journal Mail Official Jinovpkim@unimed.ac.id

Editorial Address Program Studi Pendidikan Kimia Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan Jalan Willem Iskandar, Psr V Medan Estate, Medan Indonesia (20222)

Location Kota medan, Sumatera utara INDONESIA

Abstract

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Contact Name
Freddy Tua Musa Panggabean

Contact Email
freddypanggabean@unimed.ac.id

Phone
+6282274239349

Journal Mail Official
Jinovpkim@unimed.ac.id

Editorial Address
Program Studi Pendidikan Kimia Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Medan Jalan Willem Iskandar, Psr V Medan Estate, Medan Indonesia (20222)

Location
Kota medan,

Sumatera utara

INDONESIA