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UNESA Journal of Chemical Education

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 476 Documents

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THE DEVELOPMENT OF LAB KIT BASED ON POGIL TO TRAIN SCIENCE PROCESS SKILL IN ACID BASE MAIN SUBJECT FOR STUDENTS OF CLASS XI SMAN 1 GURAH KEDIRI
UNESA Journal of Chemical Education Vol 6 No 3 (2017): Vol. 6, No.3, (2017)
Publisher : Universitas Negeri Surabaya

The study was aimed to know the feasibility of lab kit practical based on POGIL on acid-base material class XI. The feasibility of the lab kit medium based on validity, practicality, and effectiveness aspects. This type of research used development refers to methods of Research and Development (R & D) model that limited to main field testing. This research was a quantitative method with the design of One Group Pretest Posttest Design. The objective of the researched students of grade XI-MIA1 SMAN 1 Gurah Kediri. The data sources of this research shown from validation sheet, student questionnaire response, pretest and posttest science process skills sheet which has been filled by 12 students. The study conducted twice. Kit feasibility based on aspects validity content and construct with an average percentage 85.40% include very appropriate category. Kit feasibility based on practical aspects in terms of students responses obtained percentage with an average of 97.72% include very practical criteria. Kit feasibility based on aspects of effectiveness obtained from the pretest and posttest students science process skills with classical completeness of 91.60% with very effective criteria. It can be concluded that the lab kit on acid-base main subject was feasible based on aspects of validity, practicality, and effectiveness. Keywords: lab kit, validity, practicality, effectiveness

Implementation of Cooperative Learning Model Type of TPS Based SAVI to Complete Student Learning Outcome of X-Grade Students on The Material of Electrolyte and Nonelectrolyte Solution in SMAN 1 Sidoarjo
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

The aims of this research were to determine the learning implementation, student activity, and student learning outcome mastery after the implementation of cooperative learning model type of TPS based SAVI on the material of electrolyte and nonelectrolyte solution. The type of this research was pre-experiment research with the research design that has been used was "one group pretest-posttest design". The subjects of this research were students of X-IPA 1 SMAN 1 Sidoarjo academic year of 2017-2018 which amounted to 36 students. The results of this research indicated that there was a very good collaboration between cooperative learning type of TPS with SAVI approach. The implementation of cooperative learning model type of TPS based SAVI got average quality on the first meeting of 3.14 (very good) and the second meeting of 3.73 (very good). Students had activity time percentage of TPS and SAVI were dominant. The learning outcomes of all students on electrolyte and nonelectrolyte solution reached the individual mastery of 94.4% in the first meeting, while in the second meeting reached the individual mastery of 97.2%. This means the students of X-IPA 1 have achieved classical mastery. The conclusion of this research was cooperative learning type of TPS based SAVI can complete student learning outcome on electrolyte and nonelectrolyte solution.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) UNTUK MENINGKATKAN KETERAMPILAN LITERASI SAINS PADA MATERI HIDROKARBON DAN MINYAK BUMI (DEVELOPMENT OF STUDENT WORKSHEET TO IMPROVE SCIENCE LITERACY SKILLS IN HYDROCARBON AND CRUDE OIL MATTER)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Telah dilakukan pengembangan Lembar Kerja Peserta Didik (LKPD) untuk meningkatkan keterampilan literasi sains pada materi hidrokarbon dan minyak bumi. Penelitian ini bertujuan untuk mengetahui validitas, kepraktisan, dan efektivitas dari LKPD yang dikembangkan. Prosedur penelitian yang dilakukan mengikuti langkah pengembangan produk oleh Thiagarajan yaitu model 4-D (four-D) yang dibatasi hanya sampai dengan tahap develop (pengembangan). Kelayakan LKPD ditinjau dari aspek validitas diperoleh berdasarkan hasil penilaian oleh validator ahli. Hasil validasi oleh ahli memperoleh penilaian sebesar 83,33% pada kriteria validitas isi dan 81,94% pada kriteria validitas konstruk dengan kategori sangat valid. Kelayakan dari aspek kepraktisan ditinjau dari respon peserta didik yang mendapatkan respon positif sebesar 95,55% dengan kategori sangat praktis didukung dengan hasil observasi aktivitas peserta didik selama pembelajaran menggunakan LKPD diperoleh rata-rata total persentase sebesar 98,39% dengan interpretasi sangat baik. Kelayakan dari aspek keefektifan ditinjau dari hasil peningkatan hasil tes literasi sains peserta didik dengan nilai N-Gain sebesar 0,78 dengan kategori tinggi. Kata Kunci : Lembar Kegiatan Peserta Didik (LKPD), literasi sains, hidrokarbon dan minyak bumiIt has been done the development of Student Worksheet to improve skill of science literacy in hydrocarbon and crude oil matter. The main of the research is to determine the validity, practicality, and effectiveness of student worksheet to increase scientific literacy on hydrocarbon and crude oil mater. This research procedure uses product development step by Thiagarajan that is 4-D model (four-D) limited to development stage. The feasibility of LKPD in terms of validity is obtained based on validation assessment by validator. The validation value by the validator obtained the percentage of 83.33% on the criteria of content validity and 81.94% on the criteria of construct with very valid category. The feasibility of the practical aspect in terms of the responses of learners who get a positive response of 95.55% with a very practical category supported by the observation of student activities during learning using student worksheet obtained average percentage total of 98.39% with very good interpretation. The feasibility of effectiveness aspect evaluated from the result of science literacy test result value with N-Gain score of 0.78 with high category.Keywords: Students Worksheet, science literacy, hydrocarbons and crude oil

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROJECT BASED LEARNING PADA MATERI ASAM BASA UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS (THE DEVELOPMENT OF STUDENT WORKSHEET ORIENTED PROJECT BASED LEARNING IN ACID BASE MATTER TO TRAIN CRITICAL THINKING SKILL)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Pada penelitian akan dideskripsikan kelayakan dari LKPD yang dikembangkan yaitu LKPD Berbasis Project Based Learning Pada Materi Asam Basa untuk Melatihkan Keterampilan Berpikir Kritis. Penelitian pengembangan LKPD ini mengacu pada metode pengembangan 4-D (four-D method) yang terdiri dari tiga tahap utama yaitu tahap pendefinisian (Define), tahap pendesainan (Design), dan tahap pengembangan (Develop). Berdasarkan hasil penelitian, LKPD yang dikembangkan dapat dikatakan layak. Kelayakan LKPD ditinjau dari validitas, kepraktisan dan keefektifitas. Validitas ditinjau dari validitas isi dan validitas konstruk. Validitas isi mendapatkan hasil sebesar 89,863% dan validitas konstruk mendapatkan persentase 89,261%. Kepraktisan ditinjau dari hasil respon peserta didik dan didukung hasil observasi aktivitas. Hasil persentase rata-rata setiap aspek pada respon peserta didik sebesar 96,5% dan persentase rata-rata setiap aspek dari hasil observasi aktivitas sebesar 98%. Kefektifitas ditinjau dari peningkatan keterampilan berpikir kritis yang dianalisis dengan kriteria n-gain score yang didukung dengan hasil proyek. Sebanyak 86,66% peserta didik memiliki n-gain dengan kriteria tinggi dan 13,33% memiliki n-gain dengan kriteria sedang. Hasil proyek secara keseluruhan menunjukkan kriteria baik. kata kunci: Pengembangan LKPD, Project Based Learning, Keterampilan Berpikir Kritis, Asam Basa In the research will be described the feasibility of Student Worksheet Based Project Based Learning on Acid Base Material to Train Critical Thinking Skills. This student worksheet development research refers to the four-D method of developing four-D method which consists of three main stages: Define, Design, and Development. Based on the results of research, student worksheet developed can be considered feasible. Student worksheet eligibility is reviewed from validity, practicality and effectiveness. Validity in terms of content validity and construct validity. Content validity got result of 89,863% and validity of construct got percentage 89,261%. Practicality in terms of the response of learners and supported activity observation results. The average percentage of each aspect on the learners response was 96.5% and the mean percentage of each aspect of the observed activity was 98%. The effectiveness in terms of improving critical thinking skills is analyzed by the n-gain score criterion supported by the project outcome. A total of 86,66% of learners have n-gain with high criterion and 13,33% have n-gain with medium criterion. Overall project outcomes show good criteria. Keyword : Development Student Worksheet, Project Based Learning, Critical Thinking Skill, Acid Base

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY PADA MATERI LAJU REAKSI UNTUK MELATIHKAN SELF EFFICACY SISWA KELAS XI MIPA 2 SMAN 1 BLITAR (APPLICATION OF COOPERATIVE LEARNING MODEL TWO STAY TWO STRAY TYPE ON REACTION RATE TO TRAIN SELF EFFICACY STUDENTS CLASS XI MIPA 2 SMAN 1 BLITAR)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Penelitian ini berguna untuk mendeskripsikan mengenai self efficacy siswa dengan menggunakan model pembelajaran kooperatif tipe two stay two stray pada materi laju reaksi. Metode yang digunakan dalam penelitian ini yaitu one group pretest posttest design pada kelas XI MIPA 2 SMAN 1 Blitar yang dilakukan selama tiga kali pertemuan. Hasil data yang selanjutnya dianalisis menggunakan metode analisis kuantitatif dan disimpulkan bahwa (1) keterlaksanaan pada 3 pertemuan menunjukkan persentase pada pertemuan I sebesar 75%, petemuan II sebesar 100% dan pada pertemuan III sebesar 100% dimana pertemuan pertama termasuk kriteria baik sedangkan pertemuan kedua dan ketiga termasuk dalam kriteria sangat baik. (2) Nilai rata-rata observasi self efficacy pada dimensi level berturut-turut sebesar 57,81;77,34;95,31 dan pada dimensi strength berturut-turut sebesar 57,03; 82,03; 96,87, dan (3) berdsarkan respon siswa didapatkan sebesar 94,19% (sangat baik). Berdasarkan hasil tersebut dapat disimpulkan bahwa model pembelajaran kooperatif tipe two stay two stray dapat digunakan untuk melatihkan self efficacy siswa kelas XI MIPA 2 SMAN 1 Blitar. Kata kunci: Kooperatif Two Stay Two Stray, self efficacy, respon siswa. This research is useful to describe the self efficacy of students by using cooperative learning model two stay two stray type on the material of reaction rate. The method used in this research is one group pretest posttest design in class XI Science 2 SMAN 1 Blitar conducted during three meetings. The results of the data have been analyzed using quantitative analysis method and it is concluded that (1) the implementation at 3 meetings shows the percentage at the first meeting is 75%, the second meeting is 100% and the third meeting is 100% where the first meeting includes the good criterion while the second and third meetings are included in very good criteria. (2) The average value of self-efficacy observation on the level dimension of 57,81,77,34,95,31 and at the strength dimension equal to 57,03; 82.03; 96.87, and (3) the students response was 94.19% (very good). Based on the result, it can be concluded that cooperative learning model type two stay two stray can be used to trace the self efficacy of students of class XI Science 2 SMAN 1 Blitar. Key words : Cooperative Two Stay Two Stray, self efficacy, students response

PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS SISWA PADA MATERI ASAM BASA (IMPLEMENTATION OF GUIDED INQUIRY MODEL TO TRAIN OF STUDENTS SCIENCE PROCESS SKILLS ON THE ACID BASE)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk melatihkan keterampilan proses sains siswa dengan menerapkan model pembelajaran guided inquiry di kelas XI IPA 6 SMA Negeri 1 Waru Sidoarjo pada materi asam basa. Penelitian ini menggunakan One–Group Pretest-Posttest Design dengan jenis penelitian deskriptif kuantitatif. Instrumen yang digunakan dalam penelitian adalah lembar observasi keterlaksanaan model pembelajaran guided inquiry, lembar observasi aktivitas siswa, lembar tes hasil belajar keterampilan proses sains, serta lembar angket respon siswa. Hasil penelitian menunjukkan data sebagai berikut: (1) Keterlaksanaan model pembelajaran guided inquiry pada pertemuan pertama sampai dengan pertemuan ketiga memperoleh kriteria sangat baik dengan skor rata-rata secara berurutan yaitu 88,78%; 97,14% dan 98,57%. (2) Aktivitas siswa yang paling dominan dapat diamati pada aktivitas mendengarkan atau memperhatikan penjelasan guru, mengemukakan pendapat, siswa merancang dan melakukan percobaan serta aktivitas siswa pada saat menganalisis data hasil percobaan. (3) Hasil belajar keterampilan proses sains meningkat pada setiap pertemuan dibuktikan dengan peningkatan skor <g> pada pertemuan pertama hingga pertemuan ketiga sebesar 0,54; 0,74; dan 0,86 dengan kriteria sedang dan tinggi. Keterampilan proses sains telah dilatihkan dengan baik, N-gain keterampilan proses sains pada indikator mengamati, menyusun hipotesis, interpretasi data, mengklasifikasi, dan menyusun kesimpulan berturut-turut memperoleh nilai 0,78; 0,73; 0,89; 0,61; dan 0,65 yang termasuk dalam kriteria sedang dan tinggi. (4) Respon siswa terhadap penerapan model pembelajaran guided inquiry sangat baik, hal ini dibuktikan dengan perolehan persentase 95,98%. Model pembelajaran guided inquiry efektif untuk melatihkan keterampilan proses sains pada materi asam basa. Kata Kunci : Guided Inquiry, Keterampilan Proses Sains Siswa, Asam Basa. The purpose of this study is to train science process skills of student by applying guided inquiry model in class XI IPA 6 SMA Negeri 1 Waru Sidoarjo on acid base material. This study uses One-Group Pretest-Posttest Design with quantitative descriptive research type. Instrument used in this study is the observation sheet of the implementation of guided inquiry instructional model, student activity observation sheet, test result sheet of science process learning, and student response questionnaire. The results showed the following data: (1) The implementation of the guided inquiry learning model in the first meeting up to the third meeting obtained very good criteria with the average score in a row that is 88,78%; 97,14%; and 98,57%. (2) The most dominant student activity can be observed in listening activity or pay attention to teacher explanation, express opinion, students maked a design and experiment, also student activity when analyzing experiment result data. (3) The results of the study of science process skills increased at each meeting, evidenced by the increase in score <g> at the first meeting until the third meeting of 0,54; 0,74; and 0,86 with medium and high criteria. The skills of the science process have been well trained, the n-gain of the science process skill in observing indicators, composing hypotheses, interpretations data, classifying, and compiling conclusions consecutively of 0,78; 0,73; 0,89; 0,61; and 0,65 are included in medium and hight criteria. (4) students response to the application of guided inquiry model is very good, it is proved by the percentage acquisition of 95,98%. The guided inquiry learning model is effetive for trapping the science process skils on acid-base materials. Keywords : Guided Inquiry, Students Science Process Skills, Acid Base.

PENERAPAN LEMBAR KERJA SISWA (LKS) BERBASIS INKUIRI TERBIMBING DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA SUB MATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI (IMPLEMENTATION OF STUDENTS WORK SHEET BASED GUIDED INQUIRY IN IMPROVING STUDENT CRITICAL THINKING ON SUB MATERIALS FACTORS AFFECTING THE REACTION REVIEWS)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keefektifan Lembar Kerja Siswa (LKS) berbasis inkuiri terbimbing dalam meningkatkan keterampilan berpikir kritis siswa kelas XI SMA Negeri 1 Krembung Sidoarjo pada sub materi faktor-faktor yang mempengaruhi laju reaksi. Jenis penelitian ini adalah deskriptif kuantitatif dengan desain penelitian One-Group Pretest-Posttest Design. Instrumen yang digunakan adalah lembar pengamatan keterlaksanaan model pembelajaran inkuiri terbimbing, lembar pengamatan aktivitas siswa, lembar tes hasil belajar keterampilan berpikir kritis siswa, dan lembar angket respon siswa. Hasil penelitian didapatkan data: (1) keterlaksanaan model pembelajaran inkuiri terbimbing pada pertemuan pertama sampai ketiga telah terlaksana sangat baik setiap pertemuannya. Persentase keterlaksanaan pembelajaran tiap pertemuan secara berturut-turut sebesar 91,67%; 86,90%; dan 92,26%. (2) persentase aktivitas siswa yang relevan lebih tinggi dibandingkan dengan aktivitas yang tidak relevan. (3) hasil belajar keterampilan berpikir kritis siswa meningkat dibuktikan dengan peningkatan skor <g> secara klasikal sebesar 0,73 dengan kriteria tinggi selama tiga pertemuan pada sub materi faktor-faktor yang mempengaruhi laju reaksi. (4) respon siswa terhadap penerapan model pembelajaran inkuiri terbimbing sangat baik yang dibuktikan dengan persentase respon positif untuk seluruh pertanyaan sebesar 94,65%. Hal ini menujukkan bahwa pembelajaran dengan menerapkan LKS berbasis inkuiri terbimbing efektif untuk meningkatkan keterampilan berpikir kritis siswa pada sub materi faktor-faktor yang mempengaruhi laju reaksi. Kata kunci : Penerapan LKS Inkuiri Terbimbing, Keterampilan Berpikir Kritis, Faktor-Faktor Laju Reaksi. This study aims to describe the effectiveness of Student Work Sheet (LKS) based on guided inquiry to improve critical thinking skills of students of class XI SMA Negeri 1 Krembung Sidoarjo on factors affecting reaction rate. The type of this research is descriptive quantitative with “One-Group Pretest-Posttest Design” research design. The instruments that used for this research are observation sheet of the implementation of guided inquiry model, observation sheet of students activity, test sheet of students critical thinking study, and student response questionnaire. The results of the research are: (1) the implementation of guided inquiry learning model in the first to third meeting has been done very well every meeting. Percentage of learning activity of each meeting in a row 91,67%; 86.90%; and 92.26%. (2) the percentage of relevant student activity is higher than the irrelevant activity. (3) students learning achievement of students critical thinking skills increased as evidenced by a score increase of <g> in classical by 0.73 with high criteria for three meetings on factors affecting the reaction rate. (4) the students response to the implementation of the guided inquiry learning model is very good as evidenced by the percentage of positive response for all questions ≥90%. This shows that learning by applying LKS based on guided inquiry is effectively to improve students critical thinking skill on factors affecting reaction rate. Keywords : Implementation Students Work Sheet Based on Guided Inquiry, Critical Thinking Skills, Factors of Reaction Rate.

IMPLEMENTATION OF COOPERATIVE LEARNING TYPE TWO STAY TWO STRAY (TSTS) ON REACTION RATE MATTER TO TRAIN STUDENT’S SELF EFFICACY GRADE XI RIZKIHATI PRASTIKA, FRISSA; NOVITA, DIAN
UNESA Journal of Chemical Education Vol. 7 No. 2 (2018)
Publisher : Universitas Negeri Surabaya

The aims of this research are to know implementation of cooperative learning model type Two Stay TwoStray on reaction rate matter, to describe student’s self efficacy and to know student’s reponses on reaction rate matter through the implementation of cooperative learning model type Two Stay Two Stray (TSTS). This research data analyzed by One Group Pretest-Posttest Design. This research was done for three meetings. Instruments that used in this research are implementation observation sheet, questionnaire and observation sheet of student’s self efficacy and student’s responses. It can be concluded that (1) Implementation of cooperative learning type Two Stay Two Stray was 100%; 93.75% and 97.92% in very good category, (2) Student’s self efficacy in level dimension is 76.65 in good category and strength dimension is 74.80 in good category, (3) Student’s responses is ≥61%, so it is in very good category. So it can be concluded that cooperative learning model type Two Stay Two Stray can be used to train student’s self efficacy at XI MIPA 3 SMA Negeri I Manyar.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PENYELESAIAN MASALAH PADA SUB MATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI (IMPLEMENTATION OF GUIDED INQUIRY MODEL TO TRAINING PROBLEM SOLVING SKILL ON FACTORS AFFECTING REACTION RATE)
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui keterampilan penyelesaian masalah siswa setelah diterapkan melalui model pembelajaran inkuiri terbimbing pada sub materi faktor-faktor yang mempengaruhi laju reaksi. Desain penelitian yang digunakan pada penelitian ini adalah menggunakan One-Group Pretest-Posttest Design. Dengan subyek penelitian yang digunakan sebanyak 33 siswa kelas XI MIPA-1 SMAN 1 Krembung. Penelitian ini menggunakan instrumen penelitian berupa lembar pengamatan keterlaksanaan model pembelajaran inkuiri terbimbing, lembar tes hasil belajar keterampilan penyelesaian masalah, dan lembar angket respon siswa. Hasil penelitian didapatkan data: (1) Model pembelajaran inkuiri terbimbing pada pertemuan pertama sampai ketigaterlaksana dengan persentase sebesar > 61%. (2) hasil belajar keterampilan penyelesaian masalah meningkat dapat dilihat dari peningkatan skor <g> dengan kriteria tinggi pada setiap indikator yaitu pada indikator representasi masalah, perencanaan, pelaksanaan, dan monitoring sebesar 0,83; 0,84; 0,85; 0,83. (3) respon siswa terhadap penerapan model pembelajaran inkuiri terbimbing sangat baik yang dibuktikan dengan persentase respon positif untuk seluruh pertanyaan ≥90%. Kata Kunci: inkuiri terbimbing, keterampilan penyelesaian masalah, faktor-faktor laju reaksi The purpose of this research is to know the problem solving skills student through the implementation of guided inquiry learning model on factors affecting reaction rate. The research design that used in this research is One-Group Pretest-Posttest Design. Subject of research used as many as 33 students of class XI MIPA-1 SMAN 1 Krembung. This research using instrument are observation sheet of the implementation of guided inquiry learning model, test of problem solving learning skill, and student response questionnaire. The result of this research is: (1) The guided inquiry learning model at the first to third meeting is accomplished with a percentage of> 61%. (2) the result of problem solving skill can shown by the increase of score <g> with high criteria on each indicators, that are on problem representation, planning, implementation, and monitoring indicators equal to 0,83; 0,84; 0,85; and 0,83. (3) the students response to the implementation of the guided inquiry model is very good as evidenced by the percentage of positive response for all questions ≥90%. Keywords : guided inquiry, problem solving skill, reaction rates factors.

THE DEVELOPMENT OF STUDENT ACTIVITY SHEET (SAS) THROUGH COOPERATIVE LEARNING MODEL TYPE GROUP INVESTIGATION (GI) TO PRACTICE SCIENCE PROCESS SKILL ON MATTER OF ACID BASE FOR CLASS XI
UNESA Journal of Chemical Education Vol 7 No 2 (2018)
Publisher : Universitas Negeri Surabaya

This study aims to determine and describe the feasibility of Student Activity Sheet by using cooperative learning with group investigation type to practice the science process skilss on acid base for XI grade in terms of validity, practicality, and effectiveness. The design of this study using Reseach and Develompent (RnD) method proposed by Sugiyono until the limited trial step. A limited trial was conducted to 20 students of class XI SMAN 18 Surabaya. Student activity sheet based on cooperative learning model of type of group investigation to practice the science process on acid-base class XI grade has fulfilled the feasibility of the criteria of validity, practicality and effectiveness so it can be used in teaching and learning process. The validation result which has been obtained from the Student activity sheet is very feasible based on the content and construct validity criteria with the percentage of 86% and 85%, for the criteria of practicality in terms of responses of students who have very responsive category with 97% and supported by student activity which has a percentage of 96.25 %, whereas for the effectiveness of the Student activity sheet based on the test results of the accuracy of knowledge and the existing value of 100% classical completeness and the result n-gain value where the students are in the medium category as much as 20% and the students who are in the high category as much as 80%. Keywords: Student activity sheet,cooperative learning model type group investigation, science process skill, acid base.

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Location
Kota surabaya,

Jawa timur

INDONESIA