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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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Analisis Miskonsepsi Peserta Didik Menggunakan Certainty of Response Index (CRI) pada Materi Stoikiometri Wiwiana, Wiwiana; Hasri, Hasri; Husain, Halimah
Chemistry Education Review (CER) Volume 4 Nomor 1 September 2020
Publisher : Program Pasca Sarjana UNM

Many students are misconception, so the researchers do research with the aims to analyze the level of understanding of the participants’ concept students and the factors causing students’ misconceptions on the subject matter stoichiometry. Data collection uses open-ended diagnostic tests with a scale CRI with 18 numbers and interviews. The results showed the percentage of understanding concepts of 21% with a low percentage category, understand the concept but not sure at 7%, with the low category, the percentage of misconceptions of 12% with low categories and percentage do not understand the concept of 61% with a high category. Factors that cause misconception include a) students; c) how to teach.

Pengembangan LKPD Elektronik melalui Model Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik (Studi pada Materi Pokok Larutan Elektrolit dan Non Elektrolit) Dwiputri, Ulfa; Salempa, Pince; Sugiarti, Sugiarti
Chemistry Education Review (CER) Volume 5 Nomor 2 Maret 2022
Publisher : Program Pasca Sarjana UNM

This study is a development research that aims to develop electronic LKPD through adiscovery learning model assisted by the 3D PageFlip Professional application on electrolyte and non-electrolyte solution materials that are valid, practical, and effective to be used to improve students' critical thinking abilities. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The electronic LKPD was validated by two experts. Then it was tested to grade X Aljabar UPT SMAN 11 Pangkep through Google Meet. The results show that the developed electronic LKPD is valid with an average validity value of 3.42. The practicality test includes: (1) the implementation of LKPD learning through discovery learning model is at an average value of M = 1.96 in the value interval (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed are in fully implemented category, (2) the students gave a positive response with a total average percentage of 77.38%, which means the electronic LKPD is in practical category and (3) the teacher gave a positive response with an average total score of 86.18%, it is invery practical category. The electronic LKPD through the discovery learning developed also meets effective criteria with the test results of each indicator of students' critical thinking abilities is in the percentage of 60% - 80% in medium category.

PENGARUH MODEL PEMBELAJARAN DAN KESADARAN METAKOGNISI TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS X SMA ISLAM KOTA TERNATE (Pokok Bahasan Ikatan Kimia) Sonyinga, Desma; Danial, Muhammad; Herawati, Netti
Chemistry Education Review (CER) Volume 2 Nomor 1 September 2018
Publisher : Program Pasca Sarjana UNM

Penelitian ini merupakan penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh model pembelajaran dan kesadaran metakognisi terhadap hasil belajar peserta didik kelas X SMA Islam Kota Ternate pada pokok bahasan ikatan kimia. Penelitian ini menggunakan rancangan Desain penelitian faktorial 2x2. Sampel terdiri atas dua kelas yang dipilih dengan random sampling teknik acak kelas. Kelas X IPA 1 sebagai kelas eksperimen 1 dibelajarkan dengan model pembelajaran inkuiri terbimbing dan kelas X IPA 2 sebagai kelas eksperimen 2 dibelajarkan dengan model pembelajaran berbasis masalah. Instrument penelitian yang digunakan yaitu angket inventori kesadaran metakognisi dan tes hasil belajar. Data yang diperoleh dianalisis secara inferensial dan deskriptif. Hasil analisis inferensial diperoleh bahwa: (1) model pembelajaran berpengaruh terhadap hasil belajar peserta didik dengan nilai signifikansi yang diperoleh yaitu 0,01<0,05. (2) kesadaran metakognisi berpengaruh terhadap hasil belajar peserta didik dengan nilai signifikansi yang diperoleh yaitu 0,008<0,05. (3) terdapat interaksi model pembelajaran dengan kesadaran metakognisi, terlihat pada nilai signifikansi yang diperoleh yaitu 0,014<0,05. Selanjutnya hasil analisis deskriftif diperoleh bahwa: (1) rata-rata nilai hasil belajar peserta didik yang menggunakan model pembelajaran inkuiri terbimbing hasilnya lebih tinggi dibandingkan dengan model pembelajaran berbasis masalah. (2) rata-rata nilai hasil belajar peserta didik dengan kesadaran metakognisi tinggi, lebih tinggi dibandingkan dengan rata-rata nilai hasil belajar dengan kesadaran metakognisi rendah, dan (3) terjadi interaksi interaksi antara model pembelajaran dan kesadaran metakognisi dalam mempengaruhi hasil belajar peserta didik kelas X IPA SMA Islam Kota Ternate. Jadi, ada pengaruh antara model pembelajaran dan kesadaran metakognisi terhadap hasil belajar peserta didik kelas X SMA Islam Kota Ternate pada pokok bahasan ikatan kimia.

Pengembangan Perangkat Pembelajaran IPA Berbasis Guided Inquiry Nur’aini, Nur’aini; Danial, Muhammad; Sugiarti, Sugiarti
Chemistry Education Review (CER) Volume 3 Nomor 2 Maret 2020
Publisher : Program Pasca Sarjana UNM

This study is development research, which aims at producing guided inquiry-based IPA (Natural Sciences) learning tools in energy and life system subject which is valid, practical, and effective, discovering the level of validity, practicality, and effectiveness of guided inquiry-based IPA learning tools in energy and life system subject developed. The development of learning tools employed Thiagarajan (Four-D) model which consists of four stages, namely defining, design, development, and dissemination. The test of learning tools was conducted to the students of grade VII.1 at SMPN 36 Makassar of academic year 2018/2019. Data collecting employed observation sheet and questionnaire. The data were then analyzed by using descriptive analysis technique. The products produce in this study are the lesson plan (RPP), student’s worksheet (LKPD), and student’s textbook (BAPD). The results of the validation on the learning tools developed, it is obtained the mean score based on the assessors which met the valid criteria and all of the components of learning tools are valued as reliable. The result of the field test on the practicality of learning tools developed shows that there is consistency between the result of experts’ perceptions and observers’, which is both gave high criteria or good. The learning tools are also effective to be applied because the result of the field test indicates that there is consistency between the result of experts’ perceptions and observers’. The result of experts perceptions gave the effectiveness result with high criteria or good. The result of observation on four indicators of effective criteria were all met.

Pengembangan Multimedia Interaktif pada Materi Hidrolisis dalam Model Discovery Learning Ulfah, Nurlaili Dwi; Sugiarti, Sugiarti; Salempa, Pince
Chemistry Education Review (CER) Volume 5 Nomor 1 September 2021
Publisher : Program Pasca Sarjana UNM

This type of Research & Development research aims to develop and produce interactive multimedia (MMI) on hydrolysis materials in a valid, practical and effective discovery learning model. Adapting the ADDIE model, the analysis pays attention to curriculum aspects, student characteristics, and media needs. The design is carried out based on analysis by making an outline of the media content, learning descriptions, lesson plans and LKPD. The development stage consists of pre-production where multimedia flowcharts and media scripts are produced, production where MMI prototypes are produced, and post-production for reviewing MMI before use. The implementation is carried out on students of class XI SMAN 1 Simboro even semester year 2020/2021. Formative evaluation with a validation process on all devices, including research instruments, namely learning implementation sheets, teacher and student response questionnaires, and learning outcomes tests. The results showed that all devices met the very valid criteria with a score of 3.58 and 89.58% very feasible. MMI is valid with a score of 3.12 and 78.08% is feasible. Learning is carried out entirely with a score of 1.80 based on discovery learning syntax and 89.93% is very practical. For the teacher's response, a score of 3.39 was obtained with practical criteria and the student response with a score of 3.55 met the practical criteria. The percentage of class completeness, based on the results of the learning test, reached 86.67% which was very effective. This shows that the developed MMI meets the specified validity, practicality and effectiveness qualities.

PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA BERBASIS DISCOVERY LEARNING PADA MATERI LARUTAN PENYANGGA DI KELAS XI SMA ., Nurwahida; Danial, Muhammad; ., Mansyur
Chemistry Education Review (CER) Volume 2 Nomor 1 September 2018
Publisher : Program Pasca Sarjana UNM

ABSTRAKMasalah yang dihadapi dalam dunia pendidikan kita saat ini adalah rendahnya hasil belajar peserta didik, kurangnya peserta didik yang aktif dalam proses pembelajaran. Untuk itu sebagai pendidik perlu mencari cara terbaik untuk menyampaikan konsep di kelas sehingga semua peserta didik dapat aktif dan mengingat informasi serta menggunakannya secara baik pula. Pelaksanaan proses pembelajaran ini harus didukung oleh perangkat yang sesuai. Oleh karena itu tujuan penelitian ini adalah untuk mengetahui proses dan kualitas perangkat pembelajaran kimia berbasis discovery learningyang dihasilkan pada materi larutan penyangga di kelas XI SMA. Model pengembangan yang digunakan dalam penelitian ini adalah model 4-D dari Thiagarajan. Ujicoba terbatas perangkat pembelajaran berbasis discovery learning ini dilaksanakan di SMAN 6 Maros dengan subjek penelitian sejumlah 24 peserta didik kelas XI IPA. Tekhnik pengumpulan data adalah teknik non tes dan teknik tes. Hasil penelitian ini disimpulkan bahwa : (1) Proses pengembangan perangkat pembelajaran menggunakan model 4-D yang meliputi 4 tahap, yaitu : : (a) Tahap pendefenisian (define), (b) tahap perancangan (design), (c) tahap pengembangan (develop), dan (d) tahap penyebaran (disseminate). (2) perangkat pembelajaran bersifat valid, praktis dan efektif. Perangkat pembelajaran berupa RPP, BPD, LKPD, dan THB telah memenuhi kriteria kevalidan karena berada pada kategori “sangat valid”. Perangkat pembelajaran dikatakan praktis karena keterlaksanaan perangkat pembelajaran berada pada kategori “ terlaksana seluruhnya”, respon guru terhadap perangkat berda pada kategori “sangat positif”. Perangkat pembelajaran dikatakan efektif karena telah memenuhi kriteria keefektifan, dengan hasil kemampuan guru mengelola pembelajaran berada pada kategori “sangat tinggi”, aktivitas peserta didik berada pada kategori “sangan baik”, respon peserta didik berada pada kategori “sangat positif”, hasil belajar peserta didik memiliki rata-rata 82,09 dengan ketuntasan klasikal 83,33%, sedangkan peningkatan hasil belajar berdasarkan uji N-gain sebesar 0,81 dengan kriteri tinggi. Kata kunci : Perangkat pembelajaran, discovery learning, larutan penyangga ABSTRACTThe problem of our education recently is low learning outcomes because less active students in learning process. Therefore, educators need to find the best way to deliver a concept in class so all students are active and able to remember the information and able to use it well. The implementation of learning process must be supported with appropriate tools. Thus, the objective of the study is to examine on buffer solution material produced in grade XI at SMA (Senior High School). The development model used in this research to develop learning tools based on discovery learning is 4-D model by Thiagarajan. The limited test of learning tools based on discovery learning was conducted at SMAN 6 in Maros. The subjects of the study were students with the total of 24 students grade XI IPA. The results of the study reveal that (1) the learnig tools development process by employing 4-D model covered 4 stages, namely (a) define, (b) design, (c) development, (d) and dessemination; (2) the learning tools produced was valid, practical, and effective. The learning tools was stated as it had met validity criteria included RPP, BPD, LKPD, and THB and each was in very good category. The learning tools were stated as practical because its implementation was in completely implemented category, the teacher’s response on the tools was in very positive category. The learning tools was stated as practical because its implementation was completely implemented category, the teacher’s response on the tools was in very positive category. The learning tools was stated as effective because it had met the effective criteria with theresult of teacher’s ability in learning management was in very high category, students activity was in very good category, students response was in very positive category, the learning outcomes had the average of 82,09 with classical completeness 83,33%; whereas, the improvement of learning outcomes based on N-gain test was 0,81 with high criteria. Keyword : learning tools, discovery learning, buffer solution

Analisis Implementasi Kurikulum 2013 terhadap Pembelajaran Kimia di SMA Negeri se-Kabupaten Wajo Dalle, Firda Anwar; Muharram, Muharram; Hasri, Hasri
Chemistry Education Review (CER) Volume 4 Nomor 2 Maret 2021
Publisher : Program Pasca Sarjana UNM

This study aims to find out 1) planning, 2) implementation, 3) assessment of Chemistry learning in the 2013 Curriculum, 4) Obstacles in implementing Chemistry learning in the 2013 Curriculum. This type of research is classified as evaluation research. Sources of data were obtained from all Chemistry teachers in Senior High School of Wajo who had implemented the 2013 Curriculum, the research data included planning, implementing, evaluating Chemistry learning. Data collection techniques using checklist sheets, interviews, observations, questionnaires, and documentation. The results of this study indicate that the Chemistry Learning Planning Aspects of the 2013 Curriculum in Senior High School of Wajo in the even semester of the academic year 2019/2020 reached 91% included in the very complete category, the Learning Implementation Aspect reached 87% included in the good category, and in the Aspect Chemistry Learning Assessment reached 73% included in the quite good category. The obstacles that have not been maximally implemented in the implementation of the 2013 curriculum are on the use of a scientific approach, the use of the 2013 curriculum-based learning model, as well as on the assessment of learning in the 2013 curriculum.

PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS INKUIRI TERBIMBING UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI ASAM, BASA, DAN GARAM SMP NEGERI 1 BULUKUMBA ., Darmaeni; Arsyad, Nurdin
Chemistry Education Review (CER) Volume 1 Nomor 2 Maret 2018
Publisher : Program Pasca Sarjana UNM

Tujuan penelitian ini adalah (i) untuk menghasilkan perangkat pembelajaran IPA berbasis inkuiri terbimbing pada materi asam, basa, garam; (ii) untuk mendeskripsikan kevalidan, keefektifan, dan kepraktisan perangkat pembelajaran IPA berbasis inkuiri terbimbing. Penelitian ini merupakan penelitian pengembangan yang difokuskan untuk mengembangkan perangkat pembelajaran IPA berbasis inkuiri terbimbing pada materi asam, basa, dan garam. Perangkat pembelajaran yang dihasilkan dalam penelitian ini adalah RPP, Buku Ajar Peserta Didik (BAPD), Lembar Kerja Peserta Didik (LKPD). Model pengembangan yang digunakan dalam penelitian ini mengacu pada model Thiagarajan atau 4-D yang terdiri dari tahap pendefinisian, tahap perancangan, tahap pengembangan dan tahap penyebaran. Perangkat pembelajaran yang dihasilkan dalam penelitian ini divalidasi oleh dua orang ahli dengan hasil penilaian berada pada kategori sangat valid untuk RPP dan BAPD dan kategori valid untuk LKPD serta dapat digunakan dengan sedikit revisi. Pada penelitian ini uji coba dilakukan satu kali. Uji coba dilakukan pada kelas VII2 SMP Negeri 1 Bulukumba. Hasil yang diperoleh pada uji coba tersebut, yaitu: (1) perangkat pembelajaran IPA berbasis inkuiri terbimbing sudah praktis, (2) perangkat pembelajaran IPA berbasis inkuiri terbimbing pada materi asam, basa, dan garam sudah efektif karena telah memenuhi 3 dari 4 indikator keefektifan, yaitu: ketuntasan klasikal tes hasil belajar telah tercapai, aktivitas peserta didik pada setiap pertemuan berada pada rentang batas toleransi , dan respon peserta didik berada pada kategori positif. Dengan mengikuti tahap pengembangan di atas, diperoleh perangkat pembelajaran IPA berbasis inkuiri terbimbing pada materi Asam, Basa, dan Garam yang memenuhi kriteria valid, praktis, dan efektif. Kata kunci: Inkuiri Terbimbing, Keterampilan Berpikir Kritis

Pengaruh Model Pembelajaran dan Kesadaran Metakognisi terhadap Hasil Belajar Peserta Didik Sonyinga, Desma; Danial, Muhammad; Herawati, Netti
Chemistry Education Review (CER) Volume 3 Nomor 1 September 2019
Publisher : Program Pasca Sarjana UNM

The study is quasi experiment which aims at examining the influence of learning model and metacognition awareness on learning autocomes of grade X at SMA Islam in Ternate city on chemistry Bond subject. The study employed 2x2 factorial research desaign. Samples consisted of two classes selected by employing random sampling technique and obtained grade X IPA 1 as the experiment class 1 taught by using guided inquiry learning model and grade X IPA 2 as experiment class 2 taught by using problem-based learning model. The research instruments used questionnaire of metacognition awareness inventory and learning result test. Data obtained were analyzed inferentially and descriptively. The results of inferential analysis reveal that (1) the learning model gives influence on learning outcomes with significant score of 0.01<0.05, (2) The metacognition awareness give influence on learning outcomes with significant score 0.008 < 0.05, (3) there is interaction of learning model and metacognition awareness, proved by the significant score 0.014 < 0.05. Then, the results of descriptive analysis indicate that (1) the mean score of learning outcomes taught using guided inquiry learning model is higher than problem-based learning model, (2) the mean score of learning outcomes with high metacognition awareness is higher than the mean score of learning outcomes with low metacognition awareness, (3) there is interaction between learning model and metacognition awareness in influencing learning outcomes of grade X IPA at SMA Islam in Ternate city. Therefore, there is influence between learning model and metacognition awareness on learning outcomes of grade X at SMA Islam in Ternate city on Chemistry Bond subject.

Pengembangan Perangkat Pembelajaran Kimia SMA Berbasis Predict-Observe-Explain pada Materi Larutan Asam Basa Basir, Nur Eka Sari; Danial, Muhammad; Husain, Halimah
Chemistry Education Review (CER) Volume 4 Nomor 1 September 2020
Publisher : Program Pasca Sarjana UNM

This study is a development research that aims to produce high school chemistry learning device based on Predict-Observe-Explain on acid-base solution material which has valid, practical, and effective criteria. The development model used in this study refers to the 4D development model, which consists of the defining stage, design stage, development stage, and the dissemination stage. The learning device developed are RPP, LKPD, BPD, and THB. Two experts validated the Chemistry learning device based on Predict-Observe-Explain developed. After being validated, a Predict-Observe-Explain-based learning device was tested at SMA Negeri 11 Makassar in class XI MIA 4 with 35 students. The results of this study indicate that the Predict-Observe-Explain-based learning tools developed had been through a validation process, measuring the level of practicality and effectiveness. The learning device is stated as valid based on: (1) the result of RPP validation with a value of 3.7, (2) the result of the LKPD validation with a value of 3.8, (3) the result of BPD validation with a value of 3.8, and (4) the THB validation result with a value of 3.8. The learning device is stated as practical based on: (1) the implementation of the Predict-Observe-Explain-based learning device is at an average value = 1.96, (2) the teacher gave a very positive response to the learning device with a percentage of 91.04%, and (3) students gave a very positive response to the learning device with a percentage of 89.96%. The learning device is stated as effective based on: (1) the learning outcomes obtained an classical completeness 85.71% with a high category, and (2) the students’ learning motivation obtained an average percentage of 81.77% with the category of completion. Therefore, the results of the study show that Predict-Observe-Explain based learning device products have valid, practical, and effective qualities.

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Muhammad Syahrir

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