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Pengaruh Model Project Based Learning Terintegrasi STEAM Terhadap Aktivitas dan Hasil Belajar Kimia Siswa Pada Materi Laju reaksi Sitorus, Miranda Putri Anggiani; Jasmidi, Jasmidi
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/c5tnmj85

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terintegrasi STEAM terhadap aktivitas belajar dan hasil belajar siswa pada materi laju reaksi, serta mengkaji hubungan antara kedua variabel tersebut. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi experiment tipe nonequivalent control group design. Sampel penelitian terdiri dari dua kelas XI dengan jumlah total 72 siswa, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi tes pilihan ganda untuk mengukur hasil belajar dan lembar observasi untuk menilai aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perbedaan yang signifikan secara statistik. Selain itu, rata-rata hasil belajar posttest siswa pada kelas eksperimen juga lebih tinggi dibandingkan kelas kontrol, dengan nilai signifikansi < 0,05 dan nilai effect size sebesar 0,924 yang termasuk kategori besar. Hasil uji korelasi menunjukkan adanya hubungan positif yang kuat antara aktivitas belajar dan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL terintegrasi STEAM efektif dalam meningkatkan aktivitas dan hasil belajar siswa, serta berkontribusi terhadap pembelajaran yang lebih aktif, kontekstual, dan bermakna pada materi laju reaksi. The Influence of PjBL - STEAM on Student Activities and Learning Outcomes on the Reaction Rate Material This study aims to analyze the effect of the STEAM-integrated Project Based Learning (PjBL) model on students’ learning activities and learning outcomes in reaction rate material, as well as to examine the relationship between these two variables. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 72 eleventh-grade students divided into an experimental class and a control class. The instruments used were a multiple-choice test to measure learning outcomes and an observation sheet to assess students’ learning activities. The results showed that students’ learning activities in the experimental class were higher than those in the control class, with a statistically significant difference. In addition, the average posttest score of students in the experimental class was higher than that of the control class, with a significance value of < 0.05 and an effect size of 0.924, which falls into the large category. The correlation analysis also revealed a strong positive relationship between learning activities and learning outcomes. Therefore, it can be concluded that the implementation of STEAM-integrated PjBL is effective in improving students’ learning activities and learning outcomes, as well as fostering more active, contextual, and meaningful learning in reaction rate material.

Hubungan Kompetensi Pedagogik Guru Terhadap Hasil Belajar Siswa Kelas XI Pada Mata Pelajaran Ekonomi Yuliana, Dwi; Hasiru, Roy; Ardiansyah, Ardiansyah; Panigoro, Meyko; Sudirman, Sudirman
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mvxmcc71

Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi pedagogik guru terhadap hasil belajar siswa pada mata pelajaran ekonomi kelas XI SMA Negeri 5 Gorontalo. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 73 siswa yang sekaligus dijadikan sampel melalui teknik total sampling. Pengumpulan data dilakukan menggunakan angket untuk mengukur kompetensi pedagogik guru dan dokumentasi nilai untuk hasil belajar siswa. Data dianalisis menggunakan uji validitas, reliabilitas, uji normalitas, regresi linear sederhana, uji t, serta koefisien determinasi.Hasil penelitian menunjukkan bahwa kompetensi pedagogik guru berada pada kategori sangat baik. Hasil analisis regresi menunjukkan adanya pengaruh positif antara kompetensi pedagogik guru terhadap hasil belajar siswa dengan koefisien regresi sebesar 0,220. Uji t menunjukkan nilai t hitung sebesar 4,831 lebih besar dari t tabel 1,993 dengan nilai signifikansi 0,000, sehingga pengaruh tersebut dinyatakan signifikan. Koefisien determinasi sebesar 0,247 menunjukkan bahwa kompetensi pedagogik guru memberikan kontribusi sebesar 24,7% terhadap hasil belajar siswa.Temuan ini menunjukkan bahwa kompetensi pedagogik guru memiliki peran penting dalam meningkatkan hasil belajar siswa, meskipun dipengaruhi juga oleh faktor lain di luar penelitian. The Relationship Between Teachers’ Pedagogical Competence and Students’ Learning Outcomes in Economics for Grade XI Students This study aims to analyze the effect of teachers’ pedagogical competence on students’ learning outcomes in economics for grade XI at SMA Negeri 5 Gorontalo. The research employed a quantitative approach with a correlational design. The population consisted of 73 students, all of whom were selected as the sample using a total sampling technique. Data were collected through a questionnaire to measure teachers’ pedagogical competence and documentation of students’ scores to assess learning outcomes. Data analysis included validity, reliability, normality tests, simple linear regression, t-test, and coefficient of determination. The results indicate that teachers’ pedagogical competence is in the very good category. The regression analysis shows a positive effect of pedagogical competence on students’ learning outcomes with a regression coefficient of 0.220. The t-test result shows that the t-value of 4.831 is higher than the t-table value of 1.993, with a significance value of 0.000, indicating a statistically significant effect. The coefficient of determination (R Square) is 0.247, meaning that teachers’ pedagogical competence contributes 24.7% to students’ learning outcomes. These findings suggest that teachers’ pedagogical competence plays an important role in improving students’ learning outcomes, although other factors also influence the results.

Effectiveness of the Community Empowerment Program (PRODAMAT) in Improving Larval Monitoring Cadres’ Knowledge of Dengue Prevention in Bokoharjo Village Agusalim, Nurham Al-Afgani; Arfiana, Rizkita; Mursalina, Gesti; Adila, Lutfi Munifah; Sholiah, Dwi Yuliatin; Izzah, Misyka Fajratul; Hayyusari, Meirsa Sawitri; Sulistyawati, Sulistyawati
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rnm8vr88

The Community Empowerment Program (PRODAMAT) was implemented to strengthen the role of larval monitoring cadres (Jumantik) in dengue prevention through a community-based educational approach. This study aimed to evaluate the effectiveness of the intervention in improving cadres’ knowledge of dengue prevention, particularly through the PSN 3M Plus strategy. A pre-experimental one-group pretest-posttest design was employed involving 24 Jumantik cadres in Bokoharjo Village, Prambanan District, Sleman Regency, Yogyakarta. The intervention consisted of interactive offline health education supported by PowerPoint-based materials covering dengue epidemiology, mosquito life cycles, and larval identification techniques. Knowledge was measured using pre-test and post-test questionnaires, and data were analyzed using the Shapiro-Wilk normality test and paired samples t-test. The results showed that the mean knowledge score increased from 21.71 before the intervention to 23.50 after the intervention, with a statistically significant difference (t = -5.840; p < 0.001). These findings indicate that the educational intervention was effective in improving the cognitive capacity of Jumantik cadres regarding dengue prevention. However, increased knowledge alone may not ensure sustained preventive behavior without continuous supervision, motivation, and program support. Therefore, integrating community education with routine monitoring and public health surveillance is necessary to achieve long-term epidemiological outcomes, including improvement in the Larvae-Free Index.

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Ditinjau dari Adversity Quotient Indasari, Wiwi; Azmi, Syahrul; Kertiyani, Ni Made Intan; Hayati, Laila
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/evqe8715

Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa ditinjau dari adversity quotient. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah siswa yang dikelompokkan berdasarkan kategori adversity quotient, yaitu tinggi, sedang, dan rendah. Pengumpulan data dilakukan melalui angket adversity quotient, tes kemampuan pemecahan masalah matematis, serta wawancara untuk memperkuat hasil analisis. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Indikator kemampuan pemecahan masalah mengacu pada langkah memahami masalah, merencanakan penyelesaian, melaksanakan penyelesaian, dan memeriksa kembali hasil. Hasil penelitian menunjukkan bahwa siswa dengan adversity quotient tinggi memiliki kemampuan pemecahan masalah matematis yang lebih baik karena mampu memenuhi hampir seluruh indikator secara sistematis dan tepat. Siswa dengan adversity quotient sedang mampu memenuhi sebagian besar indikator, namun masih mengalami kesulitan pada tahap pelaksanaan dan pemeriksaan kembali. Sementara itu, siswa dengan adversity quotient rendah cenderung mengalami kesulitan pada hampir seluruh tahapan pemecahan masalah. Dengan demikian, adversity quotient berperan dalam membedakan kemampuan siswa dalam menyelesaikan masalah matematis. Hasil penelitian ini diharapkan dapat menjadi bahan pertimbangan bagi guru dalam merancang pembelajaran yang mendukung ketahanan siswa dalam menghadapi tantangan matematika. Analysis of Students’ Mathematical Problem-Solving Ability in Terms of Adversity Quotient This study aims to analyze students’ mathematical problem-solving ability in terms of adversity quotient. The study employed a qualitative approach with a descriptive research design. The research subjects were students classified into three categories of adversity quotient, namely high, moderate, and low. Data were collected through an adversity quotient questionnaire, a mathematical problem-solving test, and interviews to strengthen the analysis results. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The indicators of problem-solving ability referred to the steps of understanding the problem, planning the solution, carrying out the solution, and rechecking the result. The findings showed that students with a high adversity quotient had better mathematical problem-solving ability because they were able to fulfill almost all indicators systematically and accurately. Students with a moderate adversity quotient were able to meet most of the indicators, but they still experienced difficulties at the stages of carrying out the solution and rechecking the result. Meanwhile, students with a low adversity quotient tended to experience difficulties in almost all stages of problem solving. Thus, adversity quotient plays a role in differentiating students’ ability to solve mathematical problems. The results of this study are expected to serve as a consideration for teachers in designing learning that supports students’ resilience in facing mathematical challenges.

Pengaruh Model Project Based Learning (PjBL) Dengan Pendekatan STEM Terhadap Hasil Belajar Siswa Pada Materi laju Reaksi Daeli, Ristin Tri Putri; Roza , Destria
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/62m58y92

Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) dengan pendekatan STEM terhadap hasil belajar siswa pada materi laju reaksi serta membandingkan hasil belajar antara kelas eksperimen dan kelas kontrol. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa yang disebabkan oleh pembelajaran yang masih berpusat pada guru dan kurangnya keterlibatan aktif siswa. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang diberi perlakuan PjBL-STEM dan kelas kontrol yang menggunakan PjBL biasa. Instrumen penelitian berupa tes pilihan ganda yang telah memenuhi kriteria validitas dan reliabilitas. Data dianalisis menggunakan uji normalitas, homogenitas, N-Gain, dan uji hipotesis Independent Sample t-test dengan bantuan SPSS 22. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen dan kelas kontrol dengan nilai signifikansi 0,002 < 0,05. Rata-rata posttest kelas eksperimen (85,91) lebih tinggi dibandingkan kelas kontrol (78,48) dengan nilai effect size sebesar 0,80 (kategori tinggi). Selain itu, nilai N-Gain kelas eksperimen (0,76) berada pada kategori tinggi, sedangkan kelas kontrol (0,66) pada kategori sedang. Dengan demikian, dapat disimpulkan bahwa penerapan model PjBL dengan pendekatan STEM berpengaruh signifikan dan lebih efektif dalam meningkatkan hasil belajar siswa pada materi laju reaksi. The Effect of the Project-Based Learning (PjBL) Model with a STEM Approach on Students’ Learning Outcomes in Reaction Rate Material This study aims to determine the effect of the Project Based Learning (PjBL) model integrated with the STEM approach on students’ learning outcomes in reaction rate material and to compare the learning outcomes between the experimental and control classes. This research is motivated by the low student learning outcomes caused by teacher-centered learning and limited student engagement. The method used was a quasi-experimental design with a nonequivalent control group design. The sample consisted of two classes: the experimental class treated with PjBL-STEM and the control class taught using conventional PjBL. The research instrument was a multiple-choice test that met validity and reliability criteria. Data were analyzed using normality, homogeneity, N-Gain, and Independent Sample t-test with SPSS 22. The results showed a significant difference between the experimental and control classes with a significance value of 0.002 < 0.05. The mean posttest score of the experimental class (85.91) was higher than that of the control class (78.48), with an effect size of 0.80 (high category). In addition, the N-Gain score of the experimental class (0.76) was categorized as high, while the control class (0.66) was categorized as moderate. Therefore, it can be concluded that the implementation of the PjBL model integrated with STEM has a significant and more effective impact on improving students’ learning outcomes in reaction rate material.

Efektivitas Pendekatan Difraktif Terhadap Kreativitas Anak Usia Dini Dalam Aktivitas Eksperimen Sains
Reflection Journal Vol. 6 No. 1 (2026): Maret
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/x89t6094

Penelitian ini dilatarbelakangi oleh terbatasnya kajian empiris mengenai penerapan pendekatan difraktif dalam pembelajaran anak usia dini, khususnya dalam konteks eksperimen sains untuk mengembangkan kreativitas, sementara penelitian sebelumnya lebih banyak berfokus pada pendekatan inkuiri, berbasis proyek, dan STEAM. Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan difraktif terhadap kreativitas anak usia dini dalam aktivitas eksperimen sains. Metode yang digunakan adalah pendekatan kuantitatif dengan desain quasi eksperimen nonequivalent control group design. Sampel penelitian berjumlah 55 anak usia 5–6 tahun yang terdiri dari 28 anak pada kelompok eksperimen dan 27 anak pada kelompok kontrol. Hasil penelitian menunjukkan bahwa rata-rata skor kreativitas kelompok eksperimen meningkat dari 53 menjadi 78 dengan gain score 25, sedangkan kelompok kontrol meningkat dari 52 menjadi 60 dengan gain score 8, yang menunjukkan peningkatan lebih signifikan pada kelompok eksperimen. Dengan demikian, dapat disimpulkan bahwa pendekatan difraktif efektif dalam meningkatkan kreativitas anak usia dini, khususnya pada aspek fluency, flexibility, originality, dan elaboration, melalui pembelajaran eksperimen sains yang mendorong eksplorasi, interaksi, dan konstruksi makna secara aktif, meskipun temuan ini masih terbatas pada konteks dan jumlah sampel tertentu. The Effectiveness Of The Diffractive Approach Towards Early Children's Creativity In Science Experimental Activities This study is motivated by the limited empirical research on the application of the diffractive approach in early childhood education, particularly in the context of science experiments to enhance creativity, while previous studies have predominantly focused on inquiry-based, project-based, and STEAM approaches. This study aims to analyze the effectiveness of the diffractive approach on early childhood creativity in science experiment activities. The research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample consisted of 55 children aged 5–6 years, including 28 children in the experimental group and 27 children in the control group. The results showed that the average creativity score in the experimental group increased from 53 to 78 with a gain score of 25, while the control group increased from 52 to 60 with a gain score of 8, indicating a more significant improvement in the experimental group. Therefore, it can be concluded that the diffractive approach is effective in improving early childhood creativity, particularly in the aspects of fluency, flexibility, originality, and elaboration, through science experiment-based learning that promotes exploration, interaction, and active meaning construction, although the findings are still limited to a specific context and sample size.

Pengaruh Model Guided Inquiry Berbantuan LKPD Berbasis Green Chemistry Terhadap Hasil Belajar dan Kesadaran Lingkungan Siswa pada Materi Asam Basa Yosandri, Femita Devana; Dalimunthe , Makharany
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mb74xv86

Penelitian ini bertujuan menganalisis pengaruh model Guided Inquiry berbantuan Lembar Kerja Peserta Didik (LKPD) berbasis Green Chemistry terhadap hasil belajar dan kesadaran lingkungan siswa pada materi asam basa. Penelitian dilatarbelakangi oleh rendahnya pemahaman siswa terhadap konsep kimia yang abstrak serta terbatasnya pembelajaran yang mengintegrasikan aktivitas inkuiri dengan prinsip kimia ramah lingkungan. Metode yang digunakan adalah quasi experiment dengan desain pretest-posttest control group. Sampel terdiri atas dua kelas XI SMA Negeri 1 Namo Rambe, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 32 siswa. Kelas eksperimen diberi perlakuan menggunakan model Guided Inquiry berbantuan LKPD berbasis Green Chemistry, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar dan angket kesadaran lingkungan. Data dianalisis menggunakan N-Gain, uji normalitas, uji homogenitas, dan Independent Sample T-Test. Hasil penelitian menunjukkan N-Gain hasil belajar kelas eksperimen sebesar 0,72, lebih tinggi dibandingkan kelas kontrol sebesar 0,42. N-Gain kesadaran lingkungan kelas eksperimen sebesar 0,78, sedangkan kelas kontrol sebesar 0,61. Uji hipotesis memperoleh signifikansi 0,000 < 0,05. Temuan ini menunjukkan adanya pengaruh signifikan terhadap kedua variabel penelitian. The Influence of the Guided Inquiry Model Assisted by Green Chemistry-Based Student Worksheets on Students’ Learning Outcomes and Environmental Awareness in Acid-Base Material This study aims to analyze the effect of the Guided Inquiry model assisted by Green Chemistry-based student worksheets on students’ learning outcomes and environmental awareness in acid-base material. The study was based on students’ low understanding of abstract chemistry concepts and the limited integration of inquiry activities with environmentally friendly chemistry principles in classroom learning. This research employed a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two Grade XI classes at SMA Negeri 1 Namo Rambe, namely an experimental class and a control class, with 32 students in each class. The experimental class was taught using the Guided Inquiry model assisted by Green Chemistry-based student worksheets, while the control class received conventional instruction. The instruments consisted of a learning outcomes test and an environmental awareness questionnaire. Data were analyzed using N-Gain, normality test, homogeneity test, and Independent Sample T-Test. The results showed that the N-Gain score for learning outcomes in the experimental class was 0.72, higher than the control class at 0.42. The N-Gain score for environmental awareness was 0.78 in the experimental class and 0.61 in the control class. The hypothesis test showed a significance value of 0.000 < 0.05. These findings indicate a significant effect on both research variables

Pengaruh Pendekatan Social Scientific Issue dengan Model Project Based Learning untuk Meningkatkan Hasil Belajar Siswa Azmi, Fauziah; Dewi, Ratna Sari
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm72132

Penelitian ini bertujuan untuk menganalisis pengaruh integrasi pendekatan Social Scientific Issues (SSI) dengan model Project Based Learning (PjBL) terhadap hasil belajar siswa pada materi laju reaksi. Penelitian menggunakan metode quasi eksperimen dengan desain two group pretest–posttest. Populasi penelitian adalah siswa kelas XI IPA MAN 3 Medan, dengan sampel dua kelas yang dipilih secara purposive, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 30 siswa. Instrumen yang digunakan berupa tes pilihan ganda sebanyak 20 soal yang telah divalidasi. Data dianalisis menggunakan uji normalitas, homogenitas, uji-t, dan uji N-gain. Hasil penelitian menunjukkan bahwa data berdistribusi normal dan homogen. Uji hipotesis menunjukkan nilai thitung (2,708) lebih besar daripada ttabel (1,671) pada taraf signifikansi 0,05, sehingga terdapat pengaruh signifikan penggunaan pendekatan SSI dengan model PjBL terhadap hasil belajar siswa. Selain itu, nilai N-gain kelas eksperimen (0,68) lebih tinggi dibandingkan kelas kontrol (0,64), yang keduanya berada pada kategori sedang. Temuan ini menunjukkan bahwa integrasi SSI dalam PjBL efektif dalam meningkatkan hasil belajar siswa serta mendorong keterlibatan aktif, berpikir kritis, dan kemampuan mengaitkan konsep kimia dengan isu sosial. Dengan demikian, pendekatan ini layak diterapkan sebagai alternatif pembelajaran kimia yang kontekstual dan bermakna. The Effect of the Social Scientific Issue Approach with the Project Based Learning Model to Improve Student Learning Outcomes This study aims to analyze the effect of integrating the Social Scientific Issues (SSI) approach with the Project-Based Learning (PjBL) model on students’ learning outcomes in reaction rate material. The study employed a quasi-experimental method with a two-group pretest–posttest design. The population consisted of eleventh-grade science students at MAN 3 Medan, with two classes selected through purposive sampling as the experimental and control groups, each comprising 30 students. The research instrument was a 20-item multiple-choice test that had been validated. Data were analyzed using normality, homogeneity, t-test, and N-gain tests. The results showed that the data were normally distributed and homogeneous. The hypothesis testing revealed that the t-value (2.708) was higher than the t-table value (1.671) at a significance level of 0.05, indicating a significant effect of the SSI approach integrated with the PjBL model on students’ learning outcomes. Additionally, the N-gain score of the experimental class (0.68) was higher than that of the control class (0.64), both categorized as moderate improvement. These findings indicate that integrating SSI into PjBL is effective in improving students’ learning outcomes, promoting active engagement, critical thinking, and the ability to relate chemical concepts to real-world social issues. Therefore, this approach is recommended as a contextual and meaningful alternative for chemistry learning.

Pengembangan Media Mikroblog Instagram Asam Basa Terintegrasi Etnokimia Batak Toba untuk Meningkatkan Literasi Sains Siswa Simanjuntak, Maria Kristina; Zubir , Moondra
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jtkgaw38

Penelitian ini bertujuan untuk mengembangkan, menguji kelayakan, serta mengevaluasi efektivitas media pembelajaran mikroblog Instagram yang terintegrasi etnokimia Batak Toba dalam meningkatkan literasi sains siswa pada materi asam-basa. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian adalah 33 siswa kelas XI-B SMA Negeri 1 Balige. Instrumen yang digunakan meliputi angket validasi ahli, angket respons siswa, serta tes literasi sains berbasis indikator PISA melalui pretest dan posttest. Hasil penelitian menunjukkan bahwa media yang dikembangkan memperoleh tingkat kelayakan sebesar 86,67% dengan kategori “Sangat Layak”. Respons siswa terhadap penggunaan media mencapai 91,58% dengan kategori “Sangat Baik”, yang menunjukkan tingkat kepraktisan yang tinggi. Efektivitas media ditunjukkan oleh ketuntasan belajar klasikal sebesar 96,97%, melampaui standar yang ditetapkan. Selain itu, peningkatan literasi sains siswa tergolong tinggi dengan nilai N-Gain sebesar 0,77. Temuan ini menunjukkan bahwa integrasi teknologi digital berbasis mikroblog dengan konteks etnokimia mampu menciptakan pembelajaran yang kontekstual, interaktif, dan efektif dalam meningkatkan literasi sains. Dengan demikian, media ini berpotensi menjadi alternatif inovatif dalam pembelajaran kimia di era digital. Developing Acid-Base Instagram Microblogs Integrated with Batak Toba Ethnochemistry to Improve Students' Scientific Literacy This study aims to develop, validate, and evaluate the effectiveness of an Instagram microblog-based learning media integrated with Batak Toba ethnochemistry in improving students’ scientific literacy on acid-base topics. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 33 eleventh-grade students (Class XI-B) at SMA Negeri 1 Balige. Data were collected using expert validation questionnaires, student response questionnaires, and scientific literacy tests based on PISA indicators administered through pretest and posttest. The results indicated that the developed media achieved a feasibility score of 86.67%, categorized as “Highly Feasible.” Student responses reached 91.58%, indicating a “Very Good” level of practicality. The effectiveness of the media was demonstrated by a classical learning mastery of 96.97%, exceeding the minimum standard. Furthermore, students’ scientific literacy showed significant improvement, with an N-Gain score of 0.77, categorized as “High.” These findings suggest that integrating digital microblogging platforms with ethnochemistry contexts can create a contextual, interactive, and effective learning environment. Therefore, this media has strong potential as an innovative alternative for teaching chemistry in the digital era.

Pengembangan E-LKPD Berbasis Liveworksheets Dengan Model Inkuiri Terbimbing Untuk Meningkatkan Literasi Sains Siswa Pada Materi Asam Basa Cahyati, Anggun; Nasution , Zuhairiah; Riris, Ida Duma; Purba, ⁠Jamalum; Dibyantini, Ratu Evina
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/tj3cnz16

Penelitian ini bertujuan untuk mengetahui tingkat kelayakan, respons siswa, serta peningkatan literasi sains siswa melalui penggunaan E-LKPD berbasis Liveworksheets dengan model inkuiri terbimbing pada materi asam-basa. Jenis penelitian ini merupakan penelitian dan pengembangan (Research and Development) yang mengadaptasi model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek uji coba dalam penelitian ini adalah 20 siswa kelas XI-1 di MAS Insan Kesuma Madani. Instrumen pengumpulan data yang digunakan meliputi lembar wawancara, angket validasi ahli, angket respons siswa, serta instrumen tes literasi sains berupa soal pretest dan posttest. Hasil penelitian menunjukkan bahwa: (1) tingkat kelayakan E-LKPD berdasarkan penilaian validator ahli materi dan ahli media memperoleh persentase rata-rata sebesar 84,72% dengan kriteria “Sangat Layak”; (2) respons siswa terhadap penggunaan E-LKPD memperoleh persentase rata-rata sebesar 91,58% dengan kriteria “Sangat Baik”; (3) dan peningkatan kemampuan literasi sains siswa berdasarkan uji N-Gain memperoleh skor 0,79 dengan kriteria “Tinggi”. Dengan demikian, dapat disimpulkan bahwa E-LKPD berbasis Liveworksheets dengan model inkuiri terbimbing yang dikembangkan sangat layak, mendapatkan respons yang sangat baik, dan secara signifikan mampu meningkatkan literasi sains siswa. Development of E-LKPD Based on Liveworksheets with a Guided Inquiry Model to Improve Students' Science Literacy on Acid-Base Material This study aims to determine the level of feasibility, student responses, and improvement of students' scientific literacy through the use of Liveworksheets-based E-LKPD with a guided inquiry model on acid-base material. This type of research is research and development (R&D) which adapts the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The trial subjects in this study were 20 students of grade XI-1 at MAS Insan Kesuma Madani. Data collection instruments used included interview sheets, expert validation questionnaires, student response questionnaires, and scientific literacy test instruments in the form of pretest and posttest questions. The results of the study showed that: (1) the level of feasibility of E-LKPD based on the assessment of material expert and media expert validators obtained an average percentage of 84.72% with the criteria of "Very Feasible"; (2) student responses to the use of E-LKPD obtained an average percentage of 91.58% with the criteria of "Very Good"; (3) and the increase in students' scientific literacy skills based on the N-Gain test obtained a score of 0.79 with the criteria of "High". Thus, it can be concluded that the Liveworksheets-based E-LKPD with the guided inquiry model developed is very feasible, gets a very good response, and is significantly able to increase students' scientific literacy.

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Hunaepi

Contact Email
reflection.litpam@gmail.com

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Journal Mail Official
reflection.litpam@gmail.com

Editorial Address
Mataram, West Nusa Tenggara, Indonesia

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hunaepi

Contact Email reflection.litpam@gmail.com

Phone -

Journal Mail Official reflection.litpam@gmail.com

Editorial Address Mataram, West Nusa Tenggara, Indonesia

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Hunaepi

Contact Email
reflection.litpam@gmail.com

Phone
-

Journal Mail Official
reflection.litpam@gmail.com

Editorial Address
Mataram, West Nusa Tenggara, Indonesia

Location
Kota mataram,

Nusa tenggara barat

INDONESIA