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UNESA Journal of Chemical Education
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Published by Universitas Negeri Surabaya
ISSN : 22529454     EISSN : 22529454     DOI : https://doi.org/10.26740/ujced.v9n3
Core Subject : Science, Education,
Chemistry Computer Science & IT Education Other
UNESA Journal of Chemical Education is Online Journal for communicating and reviews covering all chemical education research which published articles in three times a year by Chemistry Department, Chemical Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Surabaya. This Journal provides readers or authors to present learning development in chemical education through publication research articles. Scope and focus in this journal are: 1. Philosophy and curriculum of Chemical education 2. Innovation and Theory of Learning 3. Media of Chemistry Learning 4. Assessment of Chemistry Learning 5. Missconception in Chemistry UNESA Journal of Chemical Education publishes research articles which are reviewed by expert lecturers. This journal is open access which can used reader to update new issues in chemistry learning.
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 9 Documents
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Search results for , issue "Vol. 12 No. 2 (2023)" : 9 Documents clear
THE EFFECTIVENESS OF GIVING QUIZ AT THE BEGINNING OF LEARNING IN THE DISCOVERY LEARNING MODEL TOWARD LEARNING OUTCOMES STUDENTS ON BUFFER SOLUTION MATERIA IN CLASS XI IPA OF SMA NEGERI 3 PANGKEP Hekin, Yasinta Bungkang; Sulatry, Taty; Allo, Eda Lolo
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p92-101

Abstract

A quiz at the beginning of learning is very important to assess students’ learning readiness. Readiness to learn is a condition that must be owned by students because it will make it easier for students to accept and understand the material presented. Good learning readiness will also encourage students to be active in the learning process to improve student learning outcomes. This study aims to determine the level of effectiveness of giving quizzes at the beginning of quiz-assisted learning in the discovery learning model on student learning outcomes in the buffer solution material. This research was conducted at SMA Negeri 3 Pangkep in class XI IPA 2 with a total of 30 students. Data collection is done by presenting a quiz at the beginning of each lesson, a final test as an evaluation, observing student activities, and observing the implementation of learning. Data analysis used descriptive statistical analysis. Learning is said to be effective if students’ learning outcomes are at an N-gain of 0.3 to 1.00. Based on the results of data analysis, it was concluded that giving quiz at the beginning of learning in the discovery learning model toward learning outcomes students on buffer solution materia in class XI IPA of SMA Negeri 3 Pangkep was effective. With an N-gain value of 0.45 in the medium category.
PENGARUH METODE GALLERY WALK PADA MODEL DISCOVERY LEARNING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATERI POKOK SENYAWA HIDROKARBON Salsabila, Atikah; Danial, Muhammad; Sugiarti, Sugiarti
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p112-120

Abstract

Tujuan penelitian yaitu menentukan ada tidaknya pengaruh penerapan metode gallery walk yang terdapat dalam discovery learning terhadap ketercapaian hasil belajar kelas XI MIPA di salah satu SMA Negeri di Enrekang pada materi pokok senyawa hidrokarbon. Desain penelitian quasi experiment  dimana terdapat dua kelompok sampel yakni kelompok eksperimen (XI MIPA 1) dan kelompok kontrol (XI MIPA 3). Penelitian dilakukan pada semester ganjil tahun pelajaran 2022/2023 dimana terdapat empat kali pertemuan dan satu kali pertemuan untuk posttest. Teknik pengumpulan data dilakukan dengan   pemberian posttest yang berupa soal pilihan ganda sebanyak 20 butir, observasi keterlaksanaan pembelajaran, serta observasi aktivitas belajar peserta didik. Hasil analisis statistik deskriptif menunjukkan nilai rerata hasil  belajar kelompok eksperimen lebih tinggi dibanding kelompok kontrol. Analisis statistik inferensial dilakukan dengan uji nonparametrik Mann-Whitney dengan taraf α = 0,05 dan diperoleh Zhitung (9,62) > Ztabel. (1,64). Metode gallery walk pada model discovery learning berpengaruh terhadap hasil belajar peserta didik.
EFEKTIFITAS PEMBELAJARAN STEM–PROJECT-BASED LEARNING UNTUK PENINGKATAN KEMAMPUAN LITERASI SAINS DAN BERPIKIR KREATIF SISWA PADA MATERI KESETIMBANGAN KIMIA Zahirah, Dhea Fairuza; Sulistina, Oktavia
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p121-131

Abstract

Kemampuan literasi sains dan berpikir kreatif merupakan keterampilan abad 21 yang penting untuk dikuasai siswa. Penggunaan STEM–project-based learning dalam pembelajaran dapat digunakan sebagai upaya dalam meningkatkan kemampuan literasi sains dan berpikir kreatif siswa. Tujuan penelitian ini adalah mengetahui efektifitas model pembelajaran STEM–project-based learning dalam meningkatkan kemampuan berpikir kreatif dan literasi sains siswa selama proses pembelajaran kesetimbangan kimia. Sampel dalam penelitian adalah 29 siswa SMA kelas XI. Instrumen penelitian berupa tes berpikir kreatif, tes literasi sains, pedoman wawancara, dan dokumen. Berdasarkan hasil yang diperoleh, penerapan model pembelajaran project-based learning yang diintegrasi STEM secara signifikan efektif dalam meningkatkan kemampuan literasi sains dan berpikir kreatif siswa. Kemampuan berpikir kreatif siswa pada aspek pengetahuan dengan persentase 51,72% pada kriteria kreatif dengan persentase tertinggi pada indikator originality sebesar 86,20%. Penerapan STEM–project-based learning juga secara signifikan meningkatkan kemampuan literasi sains siswa pada aspek pengetahuan dengan rerata kemampuan literasi sains pada kriteria sedang dengan persentase 62,07%.
THE EFFECTIVENESS STAD COOPERATIVE LEARNING MODELS ON CRITICAL THINKING ABILITY AND STUDENT LEARNING OUTCOMES ON CHEMICAL EQUILIBRIUM Rokhim, Deni Ainur; Widarti, Hayuni Retno; Permatasari, Anggun
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p132-140

Abstract

Empirical research has informed that chemical equilibrium learning in chemistry class includes as a difficult subject for senior high school students, and the learning approach that can challenge this complexity in the Indonesian schooling context seems sparse. Therefore, this present study was designed to find out: (1) the implementation of STAD learning model in the chemistry class discussing chemical equilibrium topic and (2) the differences in the ability to think critically and learning outcomes of Indonesian senior high school students after being taught using STAD and conventional learning models. To collect and analyze the data, Posttest Only Control Design was employed. Findings suggested that (1) the implementation of STAD learning model had an average of 93% and conventional learning of 90%, (2) there are differences in the critical thinking abilities of students who were taught using STAD model (86.14%) higher than those taught using conventional learning model (71.14%), and (3) there are differences of students who were taught using STAD model (86.00%) higher than those taught using conventional learning model (81.76%). Based on these results, we can infer that STAD learning model could enhance students’ critical thinking abilities and learning outcomes effectively.
DEVELOPMENT OF AUGMENTED REALITY-BASED LEARNING MEDIA IN THE FORM OF CARDS ON ATOMIC STRUCTURE MATERIAL Wulandari, Sri; Jusniar, Jusniar; Majid, Ahmad Fudhail
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p83-91

Abstract

This development research aims to produce products in the form of augmented reality-based card media on atomic structure material that is valid, practical, and effective. This development adapts the 4D development model which includes Define, Design, Development, and Disseminate. The subjects in this study were 2 material experts, 2 media experts for the validity test, 2 chemistry teachers, and 36 students of class X MIPA 2 for the practicality and effectiveness test. The instruments used for validity are material expert validation sheets and media expert validation sheets. For practicality, namely the learning implementation observation sheet, teacher and student response questionnaires. While for effectiveness with learning outcomes test. The results showed: (1) The validity of the instrument includes the validation sheet of the observation sheet of the implementation of the device, the teacher response questionnaire, and the response of the students used respectively have an average of 3.8 and 3.65. The validity of learning materials and media has an average of 3.6 and 3.6 and the consistency between validators is in a very high category (100%). (2) the practicality of augmented reality-based learning media based on the learning implementation observation sheet, teacher response questionnaire, and student response questionnaire is 97.5%, 92.2%, and 88.3% respectively which is included in the very practical category, (3) augmented reality-based learning media meets the effective criteria (≥85%) based on the learning outcomes test with a class completeness percentage of 88.9%. Based on these data, the augmented reality-based card-shaped media on atomic structure material using the 4D development model can be declared valid, practical, and effective.
PENERAPAN PEMBELAJARAN KIMIA HIJAU MELALUI PROJECT BASED LEARNING (PjBL) PADA MATA PELAJARAN KIMIA SMA Ratnawati, Eris; Praptomo, Susilo
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p141-147

Abstract

Telah dilakukan Penelitian dengan tujuan untuk mendeskripkan penerapan pembelajatam dengan model pembelajaran Project Based Learning (PjBL) dan hasil belajar peserta didik pada materi kimia hijau. Rancangan penelitian menggunakan eksperimental semu pretest-posttest control group design. Sampel dipilih dari populasi dengan teknik convenience sampling. Sehingga sampel yang dipilih adalah siswa kelas X-11 salah satu SMAN Tulungagung. Data hasil belajar peserta didik diperoleh dari hasil tes sebelum (pretest) dan sesudah perlakuan (posttest) menggunakan instrumen tes hasil belajar. Hasil penelitian menunjukkan hasil belajar peserta didik mengalami peningkatan. Hasil posttest menunjukkan 13 peserta didik berpredikat sangat baik, 10 peserta didik berpredikat baik, dan 2 peserta didik berpredikat cukup. Hal ini berarti 92% hasil belajar siswa mengalami peningkatan dalam kategori baik dan sangat baik dan sebesar 8% dalam kategori cukup.
IMPLEMENTASI LKPD BERBASIS POTENSI LOKAL PADA MATERI ASAM-BASA MELALUI LANGKAH-LANGKAH PEMBELAJARAN SAINTIFIK Leba, Maria Aloisia Uron; Hayon, Vinsensia Helena Bao; Tukan, Maria Benedikta; Bria, Hendriana Rosina; Bubu, Maria Imakulata
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p156-163

Abstract

Implementasi LKPD berbasis potensi lokal pada materi asam basa dilakukan pada peserta didik kelas X SMA Kristen Maktihan Besikama-Kabupaten Malaka. Penelitian ini bertujuan untuk mengkaji hasil belajar peserta didik pada aspek pengetahuan (KI3) dan aspek keterampilan (KI4). Data hasil belajar aspek KI3 diperoleh melalui tes sedangkan data hasil belajar aspek KI4 diperoleh melalui observasi keterampilan kinerja pada saat perserta didik melakukan eksperimen. Berdasarkan hasil penelitian ini diperoleh rata-rata hasil belajar aspek KI3, KI4 dan hasil belajar keseluruhan berturut-turut adalah 91,34, 86,71 dan 89,80. Hasil belajar ini telah melampaui kriteria ketuntasan minimal (KKM) matapelajaran kimia yang ditetapkan oleh sekolah dalam kurikulum K-13.  Data ini menunjukan bahwa semua peserta didik telah tuntas belajarnya.
REVIEW: EFEKTIVITAS LKPD PADA PEMBELAJARAN KIMIA MELALUI MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK Salsabila, Virginia Ahsani; Rinaningsih, Rinaningsih
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p75-82

Abstract

Artikel ini bertujuan untuk mendeskripsikan efektivitas LKPD pada pembelajaran kimia melalui cara pembelajaran inkuiri guna peningkatan hasil belajar siswa. Deskripsi tersebut didapatkan dari hasil review berbagai artikel peneliti terdahulu untuk dilakukan identifikasi dan analisis secara sistematis. Kajian ini bersifat deskriptif kuantitatif bertujuan untuk mendapatkan hasil studi yang relevan tentang manfaat LKPD inkuiri dalam pembelajaran. Pada proses pembelajaran LKPD diberikan kepada siswa saat berlangsungnya aktivitas belajar mengajar dan menurut beberapa penelitian terdahulu. Didapatkan bahwa hasil belajar siswa dapat meningkat dengan bantuan LKPD inkuiri. Metode penelitian ini yakni meta analisis dengan cara mengumpulkan sejumlah data penelitian dari beberapa sumber artikel atau jurnal. Analisa dijalankan dengan membandingkan data pretest serta posttest sebanyak dua puluh satu penelitian tentang LKPD inkuiri. Berdasarkan hasil analisis dari 21 penelitian terdahulu tentang LKPD inkuiri didapat rerata peningkatan hasil belajar secara signifikan sebesar 37,35%. Hasil uji t didapatkan t hitung (-9,987) <T table (2,845) yang berarti adanya keterbedaan berarti pada hasil belajar yang didapat siswa sebelum serta setelah penggunaan LKPD inkuiri. Jadi, LKPD berbasis inkuiri terbimbing dapat dipertimbangkan untuk dijadikan sebagai tambahan sumber belajar atau bahan ajar bagi peserta didik untuk meningkatkan hasil belajar, khususnya untuk materi pembelajaran kimia.
ANALYTICAL STUDY OF SURVEY RESULTS OF CHEMICAL SAFETY AND SECURITY CURRICULUM IN IRAQI ACADEMIC INSTITUTIONS Yousif, Emad A; Straut, Christine; Al-Dahhan, Wedad; Al-Lami, Hadi; Hussein, Falah
UNESA Journal of Chemical Education Vol. 12 No. 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v12n2.p148-155

Abstract

The survey presents a general view of the reality of chemical security and safety in educational institutions in Iraq, in which about 301 university staff from 14 Iraqi universities includes a doctorate, master's and bachelor's degree with a postgraduate student presented their opinions regarding the survey sections. This included basic information related to security and safety curricula and their teaching to students of primary and higher studies in Iraqi universities and ways of communication between universities to improve the reality of teaching and training. These institutions possess a culture of safety and optimal training methods for trainers and students. The opinions of the residents varied, which indicates the disparity of university institutions in terms of performance and infrastructure to improve the reality of security and safety in their institutions. We suggest that the Ministry of Higher Education’s decision-makers take the results of the survey into account to develop future plans and improve the reality of security and safety. Furthermore, it is required to address the negatives and enable universities to communicate with each other to exchange experiences. It is important to take into account the adoption of the principle of transparency in the dissemination of data that would enhance aspects of education and knowledge in educational institutions.

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