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Chemistry Education Review

CER
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Published by Universitas Negeri Makassar

ISSN : 25974068 EISSN : 25979361 DOI : http://dx.doi.org/10.26858/cer.v3i1.11744

Core Subject : Science,

Chemistry

Chemistry Education Review mempublikasikan artikel hasil penelitian bidang studi pendidikan kimia, yang berhubungan dengan belajar dan pembelajaran kimia, teori dan praktik pendidikan kimia, pengembangan perangkat dan materi pembelajaran kimia, pendidikan guru kimia, dan kegiatan lainnya yang relevan.

Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)

Articles 148 Documents

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PENGARUH MODEL PEMBELAJARAN PENEMUAN (DISCOVERY LEARNING) TERHADAPKESADARAN METAKOGNISI DAN PENGUASAAN KONSEP LARUTAN PENYANGGA PADA PESERTA DIDIKKELAS XI IPA SMAS MAKASSAR RAYA Suryany, Nasrah; Anwar, Muhammad; Danial, Muhammad
Chemistry Education Review (CER) Volume 2 Nomor 1 September 2018
Publisher : Program Pasca Sarjana UNM

ABSTRAKJenis penelitian ini adalah penelitian eksperimen semu. Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Penemuan (Discovery Learning) terhadap Kesadaran Metakognisi dan Penguasaan Konsep Larutan Penyangga pada Peserta Didik Kelas XI IPA SMAS Makassar Raya. Populasi penelitian ini adalah seluruh peserta didik kelas XI SMAS Makassar Raya tahun pelajaran 2017/2018. Pengambilan sampel dilakukan dengan teknik random sampling dan kelas yang terpilih adalah kelas XI IPA1 sebagai kelas eksperimen dan kelas XI IPA2 sebagai kelas kontrol. Pengumpulan data penelitian dilakukan dengan menggunakan angket untuk mengukur kesadaran metakognisi dan tes essay untuk mengukur pengusaan konsep peserta didik pada materi larutan penyangga. Data dianalisis secara deskriptif dan inferensial dengan bantuan SPSS 20. Kesadaran metakognisi peserta didik yang dibelajarkan dengan model discovery learning memiliki rata-rata 80,05 dan standard deviasi 4,36 dan yang dibelajarkan dengan pembelajaran langsung memiliki rata-rata 75,69 dan standard deviasi 5,30. Penguasaan konsep peserta didik yang dibelajarkan dengan model pembelajaran discovey learning memiliki rata-rata sebesar 62,22 dan standard deviasi sebesar 13,09 dan penguasaan konsep peserta didik yang dibelajarkan dengan pembelajaran langsung memiliki rata-rata sebesar 42,43 dan standard deviasi sebesar 13,25. Hasil analisis inferensial secara umum bahwa untuk uji hipoteis yang dilakukan menunjukkan H0 diterima dan hipotesis H1 ditolak karena nilai sig 0,880 > 0,05. Hasil penelitian ini menunjukkan bahwa (1) Model pembelajaran discovery learning berpengaruh terhadap kesadaran metakognisi peserta didik. (2) Model pembelajaran discovery learning berpengaruh terhadap penguasaan konsep larutan penyangga. (3) Tidak ada hubungan antara kesadaran metakognisi dengan penguasaan konsep peserta didik pada materi larutan penyangga. Kata kunci : Pembelajaran Penemuan, Metakognisi, Penguasaan Konsep. ABSTRACTThis type of research is a quasi-experimental study. This study aims to determine the influence of Discovery Learning Model on Metacognition Awareness and Mastery of Concept of Buffer Solution on Class XI Students of IPA SMAS Makassar Raya. The population of this study were all students of class XI SMAS Makassar Raya in the lesson year 2017/2018. Sampling was done by random sampling technique and the selected classes were class XI IPA1 as experimental class and class XI IPA2 as control class. The data were collected using questionnaires to measure metacognition awareness and essay tests to measure the concept of learners' learners on buffer solution materials. The data were analyzed descriptively and inferentially with the help of SPSS 20. Awareness of the metacognition of learners who were taught by the discovery learning model had an average of 80.05 and standard deviation of 4.36 and which was taught by direct learning had an average of 75.69 and standard deviation of 5, 30. Mastery of learners concept which is taught by discovey learning learning model has an average of 62,22 and standard deviation of 13,09 and mastery of learners concept which taught by direct learning have an average of 42,43 and standard deviation of 13, 25. The result of inferential analysis in general is that for hypothesis test performed H0 is accepted and hypothesis H1 is rejected because sig value is 0,880> 0,05. The results of this study indicate that (1) Learning discovery learning model affect the awareness of metacognition of learners. (2) Learning discovery learning model has an effect on the concept of buffer solution. (3) There is no correlation between metacognition awareness and mastery of learners' concepts on buffer solution materials. Keywords: Discovery Learning, Metacognition, Mastery of Concepts.

Analisis Pengaruh Pembelajaran Discovery terhadap Minat dan Hasil Belajar Asam Basa Peserta Didik Sugiarti, Sugiarti; Herawati, Netti; Risdawati, Risdawati
Chemistry Education Review (CER) Volume 3 Nomor 2 Maret 2020
Publisher : Program Pasca Sarjana UNM

This research is a quasi-experimental that aimed to find out the effect of discovery learning model toward interests and learning outcomes of students in class XI MIA SMAN 3 Pinrang. Independent variable in the research is discovery learning model and direct instruction and dependent variables is areinterest and learning outcomes of acid-base. The population in this research is all students class XI MIA SMAN 3 Pinrang that consist of six classes. Class XI MIA5 as an experiment group that consist of 31 students and class XI MIA2 as a control group that consist of 33 students. The result data of the research was obtained by interest questionnaires and learning outcomes test on acid-base topic for post test. Data were analysed using descriptive statistics and inferential statistics. The results of hypothesis testing for interest using t-test values obtained at tcount = 3,025 and significance level α = 0,05 with df = 3 and ttable = 1,66 because tcount > ttable it indscate that H0 failed. So the are is effect learning model effect learning model to learning interets of students class XI MIA SMAN 3 Pinrang. While for testing the learning outcomes using Mann-Whitney test obtained at Zcount = 3,48 and significance level α = 0,05 with df = 3 and ztable= 1,64. It shows that there is the effect of discovery learning model toward learning outcomes of students in class XI MIA SMAN 3 Pinrang. Testing correlation for experiment group is obtained rcount = 0,618 on significance level α = 0,05 and rtable = 0,355, so it can be concluded that there is positive correlation interests with learning outcomes in discovery learning model. While testing correlation for control group is obtained rcount = 0,488 on significance level α = 0,05 and rtable = 0,344, so it can be concluded that there is positive correlation interests and learning outcomes in direct instruction.

Pengembangan Media RatuChemWeb dalam Model Pembelajaran Flipped Classroom untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Rahman, Andi Sriatu Nurdiyanti; Anwar, Muhammad; Wijaya, mohammad
Chemistry Education Review (CER) Volume 5 Nomor 1 September 2021
Publisher : Program Pasca Sarjana UNM

This research is a development research that aims to develop RatuChemWeb in the Flipped Classroom learning model to increase students' motivation and learning outcomes on Acid and Base subject which is valid, practical, and effective to be used. The development model used in this study referred to Addie development model, which consisted of several stages, namely analysis, design, development, implementation, and evaluation. RatuChemWeb media that had been developed was conducted the validation stage by the validators/experts and had gone through trials and had been revised by developers to produce learning media which were valid, practical, and effective. The results show that the development of RatuChemWeb media have: (1) the media expert’s validation by 3.96 which is very valid criteria; (2) the material expert’s validation by 3.68 which is very valid criteria. The RatuChemWeb media is stated as practical due to the practicality test related to (1) its implementation in the Flipped Classroom learning model gains an average value of M = 1.98 with the category of being fully implemented, (2) the teacher's response is very positive with a percentage of 98.92% with very practical criteria, and (3) the students' responses are very positive with a percentage of 84.02% with very practical criteria. The media also meets the effective criteria with the results: (1) based on the Wilcoxon test, it obtains the significance value of p-value smaller than (0.000 < 0.05), which means there is a difference in the average students’ learning motivation before and after learning by using the RatuChemWeb media in the Flipped Classroom learning model with the increase of students' learning motivation from 60.83% to 74.72% and (2) the class completeness is 82% and the average value of N-Gain is 77% which is in high category.

PENGEMBANGAN PERANGKAT ASESMEN PRAKTIKUM DASAR-DASAR KIMIA ANALITIK BERBASIS KETERAMPILAN PROSES SAINS JURUSAN KIMIA UIN ALAUDDIN MAKASSAR Nirmala, Wa; ., Ramlawati
Chemistry Education Review (CER) Volume 1 Nomor 2 Maret 2018
Publisher : Program Pasca Sarjana UNM

Ketercapaian tujuan pembelajaran dapat diukur dengan menggunakan asesmen pembelajaran. Dalam pembelajaran sains (praktikum) dibutuhkan asesmen yang baik dan terencana untuk menilai proses maupun hasil belajar mahasiswa. Oleh karena itu, dibutuhkan asesmen praktikum berbasis Keterampilan Proses Sains yang dapat mengukur aspek kognitif, psikomotorik dan sikap mahasiswa. Tujuan penelitian ini adalah mengembangkan dan memperoleh perangkat asesmen praktikum Dasar-Dasar Kimia Analitik berbasis Keterampilan Proses Sains (KPS) yang valid, relibel dan praktis. Jenis penelitian ini adalah penelitian pengembangan (Development Research) dengan menggunakan model pengembangan Plomp. Penelitian ini dilaksanakan di Laboratorium Kimia Fakultas SAINTEK UIN Alauddin Makassar dengan subjek penelitian adalah mahasiswa semester tiga sebanyak 42 orang. Teknik pengumpulan data melalui: 1) wawancara bebas; 2) pengamatan (observasi) dan asesmen langsung terhadap rancangan perangkat asesmen praktikum berbasis KPS; 3) dokumentasi dan 4) penyebaran angket dan lembar keterlaksanaan perangkat. Teknik analisis data dengan menggunakan analisis validasi ahli, analisis reliabilitas dan kepraktisan. Hasil penelitian yang diperoleh bahwa pengembangan dilakukan dalam lima tahap yaitu investigasi awal; perancangan; realisasi; tes, evaluasi dan revisi; dan implementasi serta perangkat asesmen praktikum berbasis KPS yang dikembangkan bersifat valid, reliabel dan praktis Kata kunci: pengembangan plomp, asesmen praktikum, keterampilan proses sains.

Pengembangan Modul Pembelajaran Kimia Berbentuk Komik Berbasis Augmented Reality pada Materi Pokok Ikatan Kimia Agussalim, Hastuti; Muharram, Muharram; Danial, Muhammad
Chemistry Education Review (CER) Volume 4 Nomor 2 Maret 2021
Publisher : Program Pasca Sarjana UNM

This study is a development research that aims to develop and produce learning module in the form of comics based on augmented reality in Chemical Bonds learning subject. The development model used in the study refers to the 4D development model by Thiagarajan et al. The limited trial of this learning module was conducted at UPT SMAN 11 Pinrang. The results of the study reveal that (1) the development process of learning module employed the 4-D model which included 4 stages, namely (a) defining (define), (b) design, (c) development (develop), and (d) disseminating (disseminate), (2) the learning module is valid, effective, and practical. The validity of the module by the material experts obtained moderate validity and by the media experts obtained high validity categories. Limited field trials to 33 students of class X MIPA 1 obtained 81% class completeness after using the module. The learning motivation after using the module obtained an average score of 86 which was higher than before using the module which was 75. The effectiveness of learning module was also obtained by comparing the learning motivation of students based on the paired sample t-test with a significance p value smaller than α (0.00 < 0.05). The responses of students and teachers to the learning module developed also obtained a very practical category so that the media is confirmed to be practical.

ANALISIS KOMPETENSI GURU KIMIA DALAM MENGIMPLEMENTASIKAN MODEL PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMK SMAK MAKASSAR ., Asniati; ., Mansyur; Gani, Tabrani
Chemistry Education Review (CER) Volume 1 Nomor 2 Maret 2018
Publisher : Program Pasca Sarjana UNM

Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Penelitian ini bertujuan untuk mengetahui; (i) gambaran pelaksanaan standar kompetensi guru dalam menerapkan model pembelajaran berbasis kurikulum 2013 di SMK-SMAK Makassar; (ii) gambaran penerapan model pembelajaran kurikulum 2013 oleh guru pada proses pembelajaran kimia di SMK-SMAK Makassar. Metode pengumpulan data melalui observasi setiap pertemuan di kelas; wawancara dan dokumentasi berupa catatan kecil dan rekaman video. Hasil penelitian ini menunjukan bahwa; (i) gambaran penerapan standar kompetensi guru dalam menerapkan model pembelajaran kurikulum 2013 di SMK-SMAK Makassar menunjukan kriteria kompetensi sangat kompeten; pada kriteria kompetensi sangat kompeten dengan mengedepankan aspek-aspek kompetensi guru profesional, sedangkan (ii) gambaran pengamatan implementasi model pembelajaran kurikulum 2013 pada saat proses pembelajaran kimia di SMK-SMAK Makassar menunjukan kategori keterlaksanaan sangat baik.

Perbandingan Pemahaman Konsep dan Kemampuan Berpikir Kritis Melalui Model Pembelajaran Discovery Learning dan Direct Instruction Istiqamah, Istiqamah; Sugiarti, Sugiarti; Wijaya, Muhammad
Chemistry Education Review (CER) Volume 3 Nomor 1 September 2019
Publisher : Program Pasca Sarjana UNM

The research aims to discovering the description of understanding concept critical thinking skills of students, the difference of understanding concept critical thinking skills of student, and the correlation between understanding concept and critical thinking skills of students who were taught using discovery learning model and direct instruction on reaction rate material in grade XI MIA at SMAN 8 Takalar. The study was conducted at SMAN 8 Takalar with two classes as research subjects, class XI MIA 1 taught by using discovery learning model and class XI MIA 2 taught by using direct instruction on reaction with 25 students each. Data were analyzed descriptively and inferentially. The results of the study reveal that 1) the understanding concept on class taught by using discovery learning model was in good category; whereas class taught by using direct instruction model was in moderate category; 2) the critical thinking skills of both classes were in critical categories. Therefore, the conclusions of the study are (i) the understanding concept of students who were taught by using discovery learning model had gain average higher than the ones using direct instruction model, (ii) the critical thinking skill of student who were taught using discovery learning model had gain average higher than the ones taught using direct instruction learning model, (iii) there was correlation between understanding concept and critical thinking skill of students taught by using discovery learning model and direct instruction learning model.

Pengembangan Perangkat Pembelajaran Kimia Berbasis Discovery Learning dengan Pendekatan Kontekstual pada Materi Larutan Penyangga Nursyahraini, Nursyahraini; Sugiarti, Sugiarti; Sulastry, Taty
Chemistry Education Review (CER) Volume 4 Nomor 1 September 2020
Publisher : Program Pasca Sarjana UNM

This study is development research, which aims at developing chemistry learning tools based on discovery learning with a contextual approach to the buffer solution which is valid, practical and effective. The development model employed in this study referred to 4D development model, which consisted of define, design, develop, and disseminate. The learning tools developed are RPP, LKPD, Student teaching materials, Media, and THB. The results of the study reveal that the learning tools based on discovery learning developed which had been validated indicates that the mean score is 3.58 which is in very valid criteria. The learning tools based on discovery learning is stated as practical and effective, because the results of the practically test reveal (1) the implementation of learning tools based on discovery learning is in the average of M = 1.74 in the category of (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed on the implementation of learning tools based on discovery learning is in entirely implemented category, (2) the teacher gave a very positive response on the learning tools based on discovery learning with the percentage of 91.61%, and (3) the students gave a very positive response on the learning tools based on discovery learning with the percentage of 87.36%. The learning tools is also met the criteria of effective with the following results that the learning outcomes has met effective criteria where the average score of 78.10 is obtained with the classical completeness 85.19. Therefore, the results of the study shows that the product of learning tools developed is categorized as valid, practical, and effective.

Pengembangan E-Modul Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materi Koloid Yunus, Ayu; Danial, Muhammad; Muharram, Muharram
Chemistry Education Review (CER) Volume 5 Nomor 2 Maret 2022
Publisher : Program Pasca Sarjana UNM

This study is a development research that aims (1) to develop a guided inquiry-based learning module in increasing learning independence and learning outcomes (2) to produce a guided inquiry-based e-Module which is valid, practical, and effective in increasing learning independence and learning outcomes. The development model used in this study is the ADDIE development model. The guided inquiry-based e-Module developed had gone through the validation stage by experts so that based on the validation results it is declared valid and based on the results of trials in class it is declared practical and effective. e-Modules and other research instruments are stated to have met the criteria for validity in valid category. Based on the research data, the e-Module have met the practicality criteria because the practicality test is related to: (a) the implementation of the guided inquiry-based learning e-Module with the average value of M=1.79 in the interval (1.5≤M≤2 ,0) with implemented entirely category; (b) positive teacher’s response with a percentage of 89% in very practical criteria; and (c) very positive students’ responses with a percentage of 81% in very practical criteria. The guided inquiry-based e-Module is stated to be effective because it has met the effectiveness criteria with the results: (a) increasing students' learning independence from before treatment 57.02% to 79.63% after the treatment; (b) the learning outcomes meet the effective criteria for the n-gain value with an increase in learning outcomes by 0.78 in high category. e-Module was developed with the help of 3D Pageflip Professional software. The guided inquiry-based e-Module that was developed includes elements consisting of: (1) cover, containing the identity of the colloid e-Module, (2) instructions for using the e-Module, (3) KD and learning indicators, (4) a brief Colloid material at certain meetings, (4) learning videos, and (5) learning activities.

PERBEDAAN MOTIVASI DAN HASIL BELAJAR PESERTA DIDIK KELAS XI IPA YANG DIBELAJARKAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN INKUIRI TERBIMBING DI SMA NEGERI 1 MAJENE PADA MATERI POKOK SISTEM KOLOID Asnia Asnia
Chemistry Education Review (CER) Volume 1 Nomor 1 September 2017
Publisher : Program Pasca Sarjana UNM

The research was quasi-experiment research which aimed to discover whether there were differences of motivation improvement and learning result between the students who taught by problem based leaning model and guided inquiry in SMAN l Majene. The research was conducted in SMAN 1 Majene. The population of the research was the students of class XI IPA of the second semester of academic year 2014/201 5, which consisted of 4 classes. The sample was obtained by employing simple random sampling technique. The instruments used to discover the motivation and learning result were questionnaire and learning result test given at the beginning and at the end of learning. The data analysis consisted of descriptive statistics analysis to describe motivation and learning result and inferential statistics analysis to test the research hypothesis by using t-test. The results of the research showed that: (1) the improvement of learning motivation of the students who taught by using problem based learning model and guided inquiry were both in high category which shown 0.78 and 0.82, (2) the improvement of learning result of the students who taught by using problem based learning model and guided inquiry were both in high category which shown 0.72 and 0.74, (3) first hypothesis test gained the score of p-value 0.095 > 0.05, (4) second hypothesis test gained the score of p-value 0.545 > 0.05. In descriptive statistics analysis, there were differences of improvement of motivation and learning result of the students who taught by using problem based learning model and guided ìnquiry. While in inferential statistics analysis showed that there was no significant difference of motivation and learning result of the students who taught by using problem based feaming model and guided inquiry.

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