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Hydrogen: Jurnal Kependidikan Kimia
Published by Universitas Pendidikan Mandalika
ISSN : 23386487     EISSN : 26563061     DOI : Prefix 10.33394
Core Subject : Science, Education,
Chemistry Education
Hydrogen: The Chemistry Education Journal published by the Chemistry Education Study Program which contains articles raised from the results of conceptual research and studies in chemistry and chemistry education including education and learning, device development, media and learning models.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 618 Documents
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Pengembangan e-LKPD Berbasis Attention, Relevance, Confidence, and Satisfaction Menggunakan Liveworksheets Pada Materi Kesetimbangan Ion dan pH Larutan Garam R. Usman Rery; Herdini Herdini; Devyta Marinsi
Hydrogen: Jurnal Kependidikan Kimia Vol 10, No 2 (2022): Hydrogen: Jurnal Kependidikan Kimia
Publisher : Universitas Pendidikan Mandalika Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v10i2.5548

Abstract

The development of ARCS-based E-LKPD using liveworksheets on the subject of ionic equilibrium and pH of salt solution aims to produce a valid E-LKPD and know the reactions of user responses. This study uses research and development (R&D) method with a 4D development model (Define, Design, Develop, Disseminate) which was carried out only until the Develop stage.  The data collection instruments used were validation sheets and respondent questionnaires. The research subject were 3 students for one to one evaluation, 2 teachers and 20 students as respondents in limited trial from two schools at SMAN Pekanbaru. The results showed that the ARCS-based E-LKPD using liveworksheets was valid based on the assessment of the material and media validators with an average percentage score of 95.97% and 94.56%. The results of the questionnaire responses of teachers and students are in the very good criteria with an average percentage score of 90.27% and 80.87%. Thus, the ARCS-based E-LKPD using liveworksheets on the subject of ion equilibrium and pH of salt solutions is valid and can be used as learning materials in chemistry learning.
Development of E-LKPD Using POE-Based Liveworksheets on Acid-Base Concept Vegha Dwi Arthamena; Lenny Anwar; Rasmiwetti Rasmiwetti
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.5596

Abstract

The purpose of this study was to develop an electronic worksheet (E-LKPD) based on the POE-based Live worksheet concept for the acid-base topic. The Plomp model research and development (R&D) design was employed in this research. The validity of the E-LKPD was assessed through validation sheets and user response questionnaires. Results of the validation conducted by three experts indicated that the E-LKPD was deemed valid for both material and media aspects, with average scores of 97.25% and 95.14%, respectively. Additionally, students and chemistry teachers had positive responses to the E-LKPD, with average scores of 82.33% and 88.89%, respectively. These results suggest that the developed E-LKPD is a feasible tool for learning.
Application of Flipped Classroom to Improve Learning Outcomes in Redox Reaction Lesson Lestari Kurniawati Zai; Risnita Vicky Listyarini
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.5058

Abstract

The present study assesses the effectiveness of the flipped classroom learning model in enhancing the learning outcomes of 10th-grade students in the subject of redox reaction concepts. A quasi-experimental design was employed using a one-group pretest-posttest approach. The samples of 20 students were selected through purposive sampling. Data were collected through learning outcome tests, performance assessments on worksheets (LKPD), learning performance observations, and response questionnaires. Descriptive analysis and N-Gain techniques were used to analyze the data.The results of the study indicate that the flipped classroom learning model had a positive effect on the students' learning outcomes, as reflected by an average N-Gain of 0.56 and 0.62 with a medium criteria in the first and second meetings, respectively. The students' performance on LKPD showed an average percentage of 91.5% and 97.5% categorized as excellent in the first and second meetings, respectively. Observations showed that the students' learning performance improved by 51% (first) to 78% on the second meeting. The students' responses to the application of the flipped classroom learning model were positive, with an average percentage of 72.1%. The findings of this study suggest that the flipped classroom learning model can be an effective alternative learning model, particularly in the teaching of redox reaction concept material.
The Effectiveness of Problem-Based Flipped Classroom Model in Improving Chemistry Learning Outcomes of Buffer Solution Nurul Lestari Musva; Maria Erna; Abdullah Abdullah
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.6213

Abstract

The concept of buffer solutions is ubiquitous in everyday life, encompassing macroscopic, symbolic, and microscopic representations. Effective learning of these concepts requires students to understand the subject matter, analyze it, and apply their knowledge to real-life situations. This study aimed to assess the impact of problem-based learning in a flipped classroom model on the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The study employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of two groups of 11th-grade science students: Group 3 served as the experimental group and Group 4 as the control group. Data was collected through a test and analyzed using t-test in SPSS 22. The results revealed that the problem-based learning approach in the flipped classroom model effectively improved the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The experimental group showed an average improvement of 7.394 over the control group, with a significant (α) t-value of 0.013.
Analysis of 11th grade Senior High School Students Scientific Literacy on Salt Hydrolysis Lesson Masrid Pikoli; Wahyuningrum Istiqomah; La Alio
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.5681

Abstract

This study aims to determine the scientific literacy ability of class XI science students of SMAN 1 Suwawa and SMAN 1 Kabila on salt hydrolysis material, with a sample of 243 students. This type of research is descriptive qualitative. This study measured scientific literacy skills using the Test of Scientific Literacy Skills (TOSLS) instrument. The literacy questions used in this study amounted to 20 multiple-choice questions that had been tested for validity with a high level of validity (87%). The results showed that the data obtained on the results of scientific literacy skills of class XI science students consisted of SMAN 1 Suwawa with a percentage of 33.53% and SMAN 1 Kabila with 30.44% overall in the low category.
Enhancing Students' Visual-Spatial Abilities through the Use of Bonat Berakal Media in Understanding Shapes of Molecules Anggun Winata
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.6911

Abstract

Students in 10th grade often get low learning outcomes on one of the chemical concepts, the shapes of molecules. Based on the test results, it can be seen that most students have difficulty on understanding and drawing the shapes of molecules. Many students have difficulty drawing shapes of molecules because shapes of molecules cannot be observed directly using the sense of sight, so students cannot project molecular images on their minds. The inability of students to understand molecular drawings in predicting the shape of molecules may be related to spatial visual abilities. The study aimed to investigate the effectiveness of using Bonat berakal media in enhancing tenth-grade students' visual-spatial abilities in understanding shapes of molecules. The students from classes A, B, and C in academic year 2022/2023 at SMAN 1 Tuban participated in the study. The research design was one group pre-test post-test. The instruments used were a teaching module on shapes of molecules and a spatial visual test. The data was analyzed using N-Gain score. The results showed that the pre-test average of students' spatial visual abilities was low but improved to a high category post-test. The study concluded that the use of Bonat berakal media was effective in improving students' visual-spatial abilities in shapes of melecules concepts, as indicated by an N-Gain score of 0.620.
Improving Students' Cognitive and Psychomotor Performance through the Development of Project-Based Clinical Chemistry Learning Modules Ratih Dyah Puspitasari; Nelson Nelson; Indra Lasmana Tarigan
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.6178

Abstract

The present study aimed to enhance students' cognitive and psychomotor performance through the implementation of a project-based learning module in clinical chemistry. The module was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and was tailored to address real-life clinical problems, possessing characteristics of self-instructional, self-contained, stand-alone, adaptive, and user-friendly. Validation by media and subject matter experts revealed a strong eligibility of the module with a media expert assessment score of 87.7% and a subject matter expert score of 90.4%. The students' response, as measured using the Likert scale, indicated a "Very Good" rating with a score of 92.85%. The results showed a significant improvement in both cognitive and psychomotor performance, with increases of 14.24% and 24.78%, respectively.
Online or Blended Learning: Any Differences in Chemistry Learning Outcomes? Toyib Febri Kisdiono; U.S. Supardi
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.4561

Abstract

The world of education continues to evolve with changes in time and circumstances. Currently, the education sector faces a challenge due to the Covid-19 pandemic, which has resulted in a shift towards distance learning and online education. With the improvement in the situation, limited in-person learning has been resumed with blended learning. This shift in learning methods and models may impact student learning outcomes. The study aimed to investigate the difference in learning outcomes between online and blended learning, as well as identify any obstacles encountered. A survey-based ex post facto method was used for the study. The population consisted of 43 tenth-grade students (from the Social Science department of State Senior High School 1 Panggarangan) were selected using simple random sampling. Data was collected through documentation and interviews. A nonparametric Wilcoxon test was used for data analysis, and interview results were analyzed descriptively. The results of the Wilcoxon test showed a significant difference in learning outcomes (sig 0.000, p<0.05) between online and blended learning, with the latter producing better results. Network constraints, difficulty in comprehending material, excessive assignments, and lack of parental support were identified as obstacles in online learning. The study highlights that online learning may not be appropriate for high school students, particularly in schools facing internet access constraints and low motivation.
Application of Problem-Based Learning (PBL) on Hydrocarbon Compound Lesson to Increase Student Learning Outcomes Nur Gaib Karepesina; Julita B. Manuhutu
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.6961

Abstract

This study aims to improve the learning outcomes of 11th grade Science 4 state senior high school (SMAN) 3 Ambon on the subject material of hydrocarbon compounds by using the Problem-Based Learning model. This research was conducted with 37 11th-grade Science 4 students as the research sample. The data was collected by tests, observation sheets, and worksheets. Data were analyzed descriptively by percentage and n-gain with categories. The results of the research showed that the student’s learning outcomes were achieved with different qualifications. There are 2 students (5.41%) who had very good qualifications, 27 students (72.97%) were in good qualifications, 5 students (13.51%) are in fair qualifications, and 3 students (8.11%) are in poor qualifications/failed. N-gain achievement of 28 (75.68%) students was in the high category and 9 (24. 32%) students were in the medium category. The results of the analysis of the average normalized gain score for all students are 0.77 which is in the high category. Therefore, the Problem-Based Learning (PBL) model can improve student learning outcomes.
Development of Guided-Inquiry-Based Buffer Solution E-Module Rahayu Putri Ilahi; Elvy Rahmi Mawarnis; Mimi Herman
Hydrogen: Jurnal Kependidikan Kimia Vol 11, No 1 (2023): February 2023
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v11i1.6869

Abstract

This study aimed to evaluate the validity and practicality of a Guided Inquiry-Based Chemistry E-module for 11th-grade students at SMAN 1 Sijunjung. The study was conducted using a Research and Development (R&D) approach with the 4-D model (define, design, develop, and disseminate), and only the define, design, and develop stages were carried out. During the define stage, the learning conditions and instructional requirements were understood, while the design stage involved preparing the Chemistry E-module. In the develop stage, the validity and practicality of the E-module prototype were tested. The results of the study show that the Guided Inquiry-Based Chemistry E-module met standards with regard to its construction validity, as evidenced by a result of 94.4%. The module was also found to be highly practical based on student perception, with 86.4% of students indicating that the E-module was useful in the classroom. Overall, the findings suggest that the developed Guided Inquiry-Based Chemistry E-module can serve as an effective learning resource for students.

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