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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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Pengembangan Buku Siswa Kimia Terintegrasi Keterampilan Literasi Sains Materi Laju Reaksi
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Tujuan penelitian adalah dihasilkannya Buku Siswa Kimia materi laju reaksi yang layak untuk melatihkan keterampilan literasi sains. Kelayakan buku ditetapkan berdasarkan tiga indikator, yaitu kevalidan, kepraktisan, dan keefektifan. Pengembangan buku ini mengikuti tahapan model ADDIE (Analyze, Design, Develop, Implementation) yang dibatasi hingga tahap evaluasi formatif. Hasil analisis data menunjukkan Buku Siswa terintegrasi keterampilan literasi sains materi laju reaksi dinyatakan valid dengan persentase kevalidan sebesar 83,49%, dinyatakan sangat praktis dengan persentase kepraktisan 85%, dan dinyatakan efektif berdasarkan hasil uji Wilcoxon’s Signed Rank Test yang menyatakan bahwa terjadi peningatan keterampilan literasi sains setelah melakukan pembelajaran dengan menggunakan sumber belajar Buku Siswa terintegrasi keterampilan literasi sains materi laju reaksi. Oleh karena itu, Buku Siswa Kimia terintegrasi keterampilan literasi sains materi laju reaksi layak digunakan sebagai sumber belajar siswa untuk melatihkan keterampilan literasi sains. Kata kunci: kevalidan, kepraktisan, keefektifan, keterampilan literasi sains, laju reaksi.

Meningkatkan Keterampilan Berpikir Kritis Peserta Didik pada Materi Asam Basa dengan Penerapan Model Pembelajaran Problem Based Learning (PBL) di SMAN 1 Gedeg Mojokerto
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran dan keterampilan berpikir kritis peserta didik setelah penerapan model pembelajaran PBL pada materi asam basa. Jenis penelitian ini merupakan penelitian pre-experimental design dengan rancangan one group pretest-posttest. Sasaran penelitian ini adalah peserta didik kelas XI MIPA SMA Negeri 1 Gedeg Mojokerto dengan jumlah 32 peserta didik. Instrument yang digunakan adalah lembar observasi keterlaksanaan model pembelajaran PBL dan lembar soal tes keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa : (1) Persentase keterlaksanaan untuk pertemuan 1, 2, dan 3 yaitu sebesar 92,86%; 88,10 %; 97,62% dengan kriteria sangat baik. (2) Persentase masing-masing komponen keterampilan berpikir kritis interpretasi, analisis, evaluasi dan inferensi dengan skor n-gain kriteria tinggi yaitu sebesar 46,88%; 78,13%; 50%; 96,88% dan kriteria sedang yaitu sebesar 53,11%; 21,88%; 50% ; 3,13%. Kata Kunci: Model Pembelajaran Problem Based Learning, Keterampilan Berpikir Kritis, Asam Basa Abstract The aim of this research is to determine implementation of learning and critical thinking skills students after the application of PBL model on acid base materials. This type of research is a pre-experimental design with one group pretest-posttest design. The subject of this research was XI in SMA Negeri 1 Gedeg Mojokerto with the number 32 student. The instruments that used in this study were observation sheet of PBL model feasibility and sheet of critical thinking skilltest. The results showed that: (1) Percentage implementation for meeting 1, 2, and 3 is 92,86%; 88,10%; 97,62% with very good criteria. (2) Percentage component critical thinking interpretation, analysis, evaluation, and inference with n-gain score high criteria is 46,88%; 78.13; 50%; 96,88% and medium criteria is 53,11%; 21.88%; 50%; 3,13%. Keyword: Problem Based Learning Model, Critical Thinking Skills, Acid Base

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS (KPS) PESERTA DIDIK PADA MATERI ASAM BASA DI SMA NEGERI 2 JOMBANG
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Tujuan dari penelitian ini untuk mendeskripikan keterlaksanaan dan keterampilan proses sains peserta didik setelah dilaksanakan pembelajaran inkuiri terbimbing untuk melatihkan keterampilan proses sains pada materi asam basa. Subyek yang digunakan dalam penelitian ini adalah peserta didik kelas XI IPA 2 SMA Negeri 2 Jombang. Penelitian ini menggunakan desain one group pretest-postest. Instrumen yang digunakan pada penelitian ini meliputi lembar observasi keterlaksanaan model pembelajaran inkuiri terbimbing dan lembar pretest serta posttest keterampilan proses sains. Hasil penelitian memperlihatkan bahwa (1) Persentase keterlaksanaan model pembelajaran inkuiri terbimbing pada fase 1 sampai 5 berturut-turut sebesar 72,22%; 91,67%; 100%; 100%; 75% dengan kategori baik dan sangat baik. (2) Keterampilan proses sains berhasil dilatihkan dengan perolehan rata-rata nilai peserta didik selama 3 pertemuan sebesar 86,94; 91,94; 95,69 dan rata-rata N-gain selama 3 pertemuan sebesar 0,71; 0,84; dan 0,91 dengan kategori tuntas secara klasikal. Kata kunci: Inkuiri terbimbing, Keterampilan proses sains, Asam basa. Abstract The aim of this research is to describe the feasibility and science process skills of students after guided inquiry learning is done to trace the science process skill on acid-base material. Subjects used in this research were students of class XI IPA 2 SMA Negeri 2 Jombang. This research uses one group pretest-postest design. The instruments used in this research include the observation sheet of the feasibility of the guided inquiry learning model and the pretest and posttest sheets of science process skills. The result of the research shows that (1) Percentage of feasibility of guided inquiry learning model in phases 1 to 5 respectively 72.22%; 91.67%; 100%; 100%; 75% with good and very well category. (2) Science process skills was successfully to trained with the average students values for 3 meetings of 86.94; 91.94; 95.69, and the average N-gain for 3 meetings of 0.71; 0.84; and 0.91 with classical thorough categories. Keywords: Guided inquiry, Science process skills, Acid-base.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) UNTUK MELATIHKAN KETERAMPILAN KOMUNIKASI PESERTA DIDIK KELAS XI SMA NEGERI 1 BANGSAL PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

AbstrakTujuan penelitian ini yaitu untuk mendeskripsikan keterlaksanaan model pembelajaran kooperatif tipe two stay two stray, aktivitas peserta didik, keterampilan komunikasi peserta didik, dan respon peserta didik. Subyek yang digunakan dalam penelitian ini adalah peserta didik kelas XI MIA 4 SMA Negeri 1 Bangsal. Rancangan penelitian ini menggunakan desain one grouppretest-postest. Metode pengumpulan data dilakukan dengan metode observasi. Hasil penelitian menunjukkan bahwa (1) Persentase keterlaksanaan model pembelajaran kooperatif tipe TSTS pada pertemuan 1 hingga 3 secara berturut-turut sebesar 91,67%; 93,75%; 95,83%. (2) persentase aktivitas pada pertemuan ke 1 hingga 3 secara berturut-turut sebesar 93,33%; 95%; 98,34%. (3) pesentase kuantitas bertanya peserta didik pada pertemuan 1 hingga 3 berturut-turut sebesar 39,40%; 48,48%; 66,67%. Kuantitas berpendapat berturut-turut sebesar 60,60%; 63,64%; 78,79%. Kualitas bertanya peserta didik pada pertemuan 1 hingga 3 dengan predikat sangat kurang berturut-turut sebesar 60,60%; 51,51%; 33,33%; pedikat kurang berturut-turut sebesar 39,40%, 30,30%, 45,45%; predikat cukup sebesar 0,00% setiap pertemuan; predikat baik berturut-turut sebesar 0,00%; 18,19%; 21,22%; dan predikat baik sekali sebesar 0,00% setiap pertemuan. Kualitas berpendapat peserta didik pada pertemuan 1 hingga 3 dengan predikat sangat kurang berturut-turut sebesar39,40%; 42,43%; 18,18%; pedikat kurang berturut-turut sebesar 6,06%; 9,09%; 30,31%.; predikat cukup berturut-turut sebesar 15,15%; 9,09%; 18,18%; predikat baik berturut-turut sebesar 27,27%, 33,33%; 33,33%; dan predikat baik sekali brturut-turut sebesar 12,12%, 6,06%; 0.00% (4) respon peserta didik terhadap penerapan model pembelajaran kooperatif tipe TSTS termauk dalam kategori sangat baik yang dibuktikan dengan persentase respon positif sebesar 96,36%. Kata kunci: Kooperatif Tipe TSTS, Keterampilan Komunikasi, Asam Basa. Abstract The purpose of this study is to describe the implementation of cooperative learning model type two stay two stray, the activities of learners, communication skills of learners, and the response of learners. Subjects used in this study were students of class XI MIA 4 SMA Negeri 1 Bangsal. The design of this study used a pretest-postest one group design. Methods of data collection is done by observation method. The results showed that (1) Percentage of implementation of cooperative learning model type TSTS at meetings 1 to 3 respectively of 91.67%; 93.75%; 95.83%. (2) the percentage of activities at the 1st to 3rd consecutive meetings of 93.33%; 95%; 98.34%. (3) percentage of quantity asks learners at 1 to 3 consecutive meetings of 39.40%; 48.48%; 66.67%. Quantity argued consecutively for 60.60%; 63.64%; 78.79%. Quality asks learners at meetings 1 to 3 with a very less consecutive score of 60.60%; 51.51%; 33.33%; less consecutive less than 39.40%, 30.30%, 45.45%; predicate is enough at 0.00% of each meeting; a good predicate of 0.00%; 18.19%; 21.22%; and a very good predicate of 0.00% of each meeting. Quality argues learners at meetings 1 to 3 with a very less predicate less than 39.40%; 42.43%; 18.18%; less than 6.06%; 9.09%; 30.31%; the predicate is 15.15%; 9.09%; 18.18%; good predicate was 27,27%, 33,33%; 33.33%; and excellent predicate of 12,12%, 6,06%; 0.00% (4) the response of learners to the application of cooperative learning model type TSTS termauk in very good category as evidenced by the percentage of positive response of 96.36%. Keywords: cooperative type TSTS, Communication Skills, Acid Bases.

IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) BERORIENTASI EDUTAINMENT UNTUK MELATIHKAN KETERAMPILAN KOMUNIKASI PESERTA DIDIK KELAS XI SMA/MA PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini adalah penelitian jenis deskriptif kuantitatif yang bertujuan untuk melatihkan keterampilan komunikasi peserta didik, meliputi kuantitas serta kualitas berpendapat dan bertanya. Subjek penelitian ini adalah 41 peserta didik kelas XI Ipa 1 SMA Negeri 12 Surabaya menggunakan rancangan penelitian One-Group Pretest-Posttest dengan metode observasi untuk pengumpulan data. Instrumen yang digunakan dalam penelitian ini adalah lembar pengamatan keterlaksanaan pembelajaran, aktivitas, keterampilan komunikasi, serta respon siswa. Hasil penelitian didapatkan data sebagai berikut : Pada pertemuan 1 sampai 3, kuantitas keterampilan berpendapat berturut-turut yaitu 43,09%; 68,29%; dan 78,05%, sedangkan kuantitas bertanya sebesar 51,22%; 68,29%; dan 29,27%. Kualitas keterampilan berpendapat dengan predikat kurang baik sebesar 51,22%; 36,59%, dan 21,95%, predikat cukup baik berturut-turut 39,02%; 51,19%; dan 58,54%, predikat baik 7,32%; 4,90%, dan 14,63%, serta predikat sangat baik sebesar 2,44%; 7,32%; dan 4,88%. Sedangkan kualitas keterampilan bertanya dengan predikat kurang baik sebesar 51,22%; 34,15%, dan 70,73%, predikat cukup baik berturut-turut 48,78%; 58,53%; dan 21,95%, predikat baik 0,00%; 7,32%, dan 7,32%, serta predikat sangat baik sebesar 0,00%; 0,00%; dan 0,00%. Diperoleh hasil belajar dengan N-gain rata-rata sebesar 0,54 dengan kriteria sedang. Kata Kunci : Keterampilan Komunikasi, Pembelajaran Kooperatif Tipe NHT, Asam Basa Abstract This study is a quantitative descriptive research that aims to train communication skills, include speech and asked the students.The subject of this study is 41 students of class XI students of Sain-1 SMA Negeri 12 Surabaya with research design used One-Group Pretest-Posttest with observation method for data collection. The instruments used in this study isfeasibilyty observation sheets, observation of student activity sheets, observations of communication skills, and sheets response students. The results of the research were obtained as follows:At meeting 1 to 3, the quantity of students argued in a row by 43,09%; 68,29%; and 78,05%, while the quarity asked sequentially 51,22%; 68,29%; and 29,27%. The quality of the students argues with less good predicate by 51,22%; 34,15%, and 70,73%, fairly well predicate in a row by 48,78%; 58,53%; and 21,95%, good predicate 0,00%; 7,32%, and 7,32%, and a very good predicate of 0,00%; 0,00%; and 0,00%. Diperoleh hasil belajar dengan N-gain rata-rata sebesar 0,54 dengan kriteria sedang. Obtained learning result with an average N-gain of 0,54 with medium criteria. Keywords : Communication Skills, NHT Cooperative Learning, Acid Base

DEVELOPMENT OF WORKSHEET BASED ON INQUIRI WITH SAINTIFIC APPROACH TO TRAIN STUDENT CRITICAL THINKING ON THERMOCHEMISTRY MATERIAL
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

This study aims to train the students’ critical thinking based on inquiry with scientific approach on thermochemistry material. Assessment on worksheet is based on theoretical and empirical assessment, in which theoretical value according to Permrendikbud is material compatibility, presentation, language, graph. This study uses type of research of development method with Research & Development (R & D) model on a limited trial. This study is a quantitative method with Pretest Posttest Desaign. This study was conducted in SMAN 2 KOTA MOJOKERTO. Sources of data in this study are the review, validation and students’ response, pretest and posttest question sheets based on inquiri with scientific approach that tested on 16 students. The study was conducted three times. Percentage of validity on worksheet with presentation of each criterion are between 75% - 100%. Critical thinking skills are motivation, considering the credibility of information resources, inducing and considering induced results, observing and considering observations, categorized in very good order (90% - 80%), very good (100%), very good (86.67%-100%), and very good (100%). Students’ response on the developed of worksheet are reviewed theoretically and empirically from the content/material, linguistic presentation, and graph criteria, show a positive response in which the percentage obtained for each criterion are between 87.50%-100%, thus categorized as feasible source of learning . Keywords: Critical Thinking, Inquiry, Scientific

Pengembangan Lembar Kegiatan Siswa (LKS) Berorientasi Literasi Sains pada Materi Larutan Penyangga
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kevalidan Lembar Kegiatan Siswa (LKS) berorientasi literasi sains pada materi larutan penyangga. Metode penelitian ini menggunakan metode 4-D (Define, Design, Develop, Diseminate), namun pada penelitian ini sampai tahap pengembangan (Develop). Lembar Kegiatan Siswa (LKS) dikatakan valid, ditinjau dari validitas isi dan konstruk. Validitas isi memperoleh rentang persentase sebesar 80% hingga 100%, dengan interpretasi valid hingga sangat valid. Validias konstruk memperoleh rentang persentase sebesar 80% hingga 100% dengan interpretasi valid hingga sangat valid, serta validitas konstruk terdiri dari aspek kebahasaan, penyajian, dan kegrafisan. Aspek kebahasaan memperoleh rentang persentase sebesar 80% hingga 93,33% dengan interpretasi valid hingga sangat valid. Aspek penyajian memperoleh rentang persentase 93,33% hingga 100% dengan interpretasi sangat valid. Aspek kegrafisan memperoleh rentang persentase 93,33% hingga 100% dengan interpretasi sangat valid.Kata kunci: Lembar Kegiatan Siswa (LKS), literasi sains, larutan penyangga Abstract The study aims to describe the validity of Students’ Worksheet oriented science literacy in buffer solution material. The method of this study uses 4-D development model (Define, Design, Develop, Diseminate). But in this study limited to Development steps. The feasibility of this Students’ Worksheet is seen from validation result, based on contents validity and construct validity. The Content validity is about 80% until 100% in a feasible interpretation until very feasible interpretation, and the construct validity is about 80% until 100% in a feasible interpretation until very feasible interpretation. The construct validity aspects is seen from linguistic criteria, presentation criteria, and graffiti criteria. The linguistic criteria get 80% until 93,33% with feasible interpretation until very feasible interpretation. The presentation criteria get 93,33% until 100% with very feasible interpretation. The graffiti criteria get 93,33% until 100% with very feasible interpretation. Keywords: Students’ Worksheet, science literacy, buffer solution

Pengembangan Lembar Kegiatan Siswa Berbasis Model Pembelajaran Susan Loucks-Horsley untuk Melatihkan Literasi Kimia Siswa SMA pada Materi Laju Reaksi
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

AbstrakTujuan utama penelitian ini yaitu untuk mendeskripsikan kelayakan lembar kegiatan siswa berbasis model pembelajaran Susan Loucks-Horsley untuk melatihkan literasi kimia siswa SMA pada materi laju reaksi. Kelayakan lembar kegiatan siswa ditinjau dari tiga aspek, yaitu validitas, kepraktisan, dan keefektifan. Aspek validitas ditinjau dari kriteria isi, penyajian, kebahasaan, dan kegrafikan. Aspek kepraktisan ditinjau dari angket respon siswa dan didukung dengan observasi aktivitas siswa. Aspek keefektifan ditinjau dari hasil tes literasi kimia siswa. Penelitian ini adalah penelitian pengembangan dengan model ADDIE, yang dibatasi hingga tahap evaluasi formatif. Implementasi awal lembar kegiatan siswa ini dilakukan pada 16 siswa kelas XI MIA 3 SMA Khadijah Surabaya. Hasil penelitian menunjukkan, kelayakan dari aspek validitas diperoleh hasil pada kriteria isi, penyajian, kebahasaan, dan kegrafikan masing-masing sebesar 86,67%, 90,48%, 76,66%, dan 95,56%. Kelayakan dari aspek kepraktisan diperoleh hasil bahwa ≥ 61% siswa memberikan respon positif terhadap setiap aspek pada lembar kegiatan siswa yang dikembangkan, didukung dengan persentase aktivitas siswa sebesar ≥ 61% dengan interpretasi baik hingga sangat baik. Kelayakan dari aspek keefektifan diperoleh dari hasil tes literasi kimia siswa yang diuji dengan uji statistika Wilcoxon’s Signed Rank Test. Berdasarkan uji tersebut, diperoleh hasil bahwa H0 ditolak dan H1 diterima, yang berarti ada perbedaan hasil tes sebelum dan sesudah dilakukan pembelajaran dengan menggunakan lembar kegiatan siswa yang dikembangkan. Kata Kunci: Lembar Kegiatan Siswa, Susan Loucks-Horsley, Literasi Kimia, Laju ReaksiAbstractThis study was aimed to describe the feasibility of Student Activity Sheet based on Susan Loucks-Horsley learning model to train chemical literacy to Senior High School student on reaction rate matter. The feasibility of student activity sheet was viewed according to three aspects, i.e. validity, practicality, and effectiveness. The validity aspect was viewed by content, presenting, language, and graphically criteria. The practicality was viewed by student response questionnaire and supported by student activity observation. The effectiveness was viewed by the result of chemical literacy test. The study is a research and development study with ADDIE model, that limited to formative evaluation. The pilot implementation of the student activity sheet was held to 16 students of XI MIA 3 SMA Khadijah Surabaya. The result of this study showed that the feasibility of validity aspect on content criteria was 86,67%, presenting criteria was 90,48%, language criteria was 76,66%, and graphically criteria was 95,56%. The feasibility of practicality was ≥ 61% of student gave positive responses to every aspects on the student activity sheet, supported by percentage of student activity was ≥ 61% with good to very good interpretation. The feasibility of effectiveness was viewed according to statistical test Wilcoxon’s Signed Rank Test and got result that H0 was rejected and H1 was accepted, that meant there was difference on student’s chemical literacy before and after learning with the developed student activity sheet. Keywords: Student Activity Sheet, Susan Loucks-Horsley, Chemical Literacy, Reaction Rate

Development of Student Worksheet on Acid Base Matter Based on Chemistry Representation and Chemistry Literay to Train Student Critical Thinking Skill for Senior High School Grade XI
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

This study purposed to describe feasibility of student worksheet based on chemistry representation and chemistry literacy to train student critical thinking skills on acid base matter. This study used research and development method according to ADDIE model. Step of ADDIE model includes analysis, design, development, implementation, and evaluation. The instrument of this study used student worksheet assessment, quality student worksheet assessment, critical thinking test, student questionnaire and activity observation sheets. The subject of this study consist of chemistry lecturer, one chemistry teacher and 15 students grade XI of SMA Khadijah which chosen heterogeneously. The results showed that (1) Student worksheet was developed that evaluated on feasibility category with average percentage of contents, presentation, graphic and linguistic respectively 90,86% (very feasible), 90,34% (very feasible), 91,66% (very feasible) and 91,11% (very feasible). (2) Student critical thinking skills of worksheet on each indicator perspectively obtained between 77,6% – 95,6% on interpretation, 78,66% - 89,3% on analysis, 79,1% - 92% on evaluation, 66,67% - 82,6% on explanation and 81,33% - 94,6% on inference indicator. (3) Student respon obtained percentage between 80% - 91,67% in very good category, its supported by relevant student activity (critical thinking) between 96,67% - 98,67%. It showed that student’s critical thinking skills in every indicator on critical until very critical category. Based on the data result indicate that worksheet is declared feasible to trill critical thinking skill to material of acid-base theory. keywords: chemistry representation, chemistry literacy, critical thinking skills, acid base theory.

Melatihkan Keterampilan Proses Sains Peserta Didik Melalui Penerapan Model Pembelajaran Inkuiri Terbimbing Pada Materi Asam Basa Kelas XI IPA 1 di SMA Negeri 4 Bangkalan
UNESA Journal of Chemical Education Vol 7 No 3 (2018)
Publisher : Universitas Negeri Surabaya

Penelitian ini dilakukan untuk mengetahui keterlaksanaan model pembelajaran dan keterampilan proses sains yang dimiliki oleh peserta didik. Penelitian ini dilakukan melalui penerapan model pembelajaran inkuiri terbimbing pada materi asam basa. Jenis penelitian yang digunakan yakni pre-experimental design dengan rancangan penelitian menggunakan one group pretest-posttest. Sasaran yang digunakan dalam penelitian ini adalah peserta didik kelas XI IPA SMA Negeri 4 Bangkalan dengan jumlah 32 peserta didik. Instrumen yang digunakan pada penelitian ini adalah lembar observasi keterlaksanaan model pembelajaran inkuiri terbimbing dan lembar soal tes keterampilan proses sains. Hasil penelitian menunjukkan bahwa : (1) Pada pertemuan 1, 2, dan 3memperoleh hasil keterlaksanaan secaraberturut-turut sebesar 92%; 95,81%; 97,55% dengan kriteria sangat baik. (2)Adanya peningkatan nilai rata-rata dari pretest ke postest peserta didik pada tiap-tiap komponen keterampilan proses sains. Nilai rata-rata posttest masing-masing komponen keterampilan proses sains tersebut antara lain mengamati, pembuatan hipotesis, perencanaan percobaan, interpretasi data, klasifikasi, penyusunan kesimpulan sebesar 82,64; 82,64; 81,60; 97,22;80,21; 75,00. Kata Kunci: Model Pembelajaran Inkuiri Terbimbing, Keterampilan Proses Sains, Asam Basa Abstract The aim of this research is to determine implementation of learning and students science process skills. The research uses application of guided inquiry model on acid base materials. This type of research is a pre-experimental design with one group pretest-posttest design. The subject of this research was XI Sciens in SMA Negeri 4 Bangkalan with the number 32 student. The instruments that used in this study were observation sheet of guided inquiry model feasibility and sheet of science process skilltest. The results showed that: (1) At meetings 1, 2, and 3 obtained the results of the implementation by 92% in a row; 95,81%; 97.55% with very good criteria. (2) There is an increase in the average from pretest to posttest value of learners on each component of the science process skills. The average posttest value of each component of the science process skill includes observing, hypothesis making, experimental planning, data interpretation, classification, compilation of conclusions of 82.64; 82,64; 81.60; 97.22; 80.21; 75.00. Keyword: Guided Inquiry Learning Model, Science Process Skills, Acid Base

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Contact Name Muchlis

Contact Email unesa.j.chem.edu@gmail.com

Phone +6281330277591

Journal Mail Official unesa.j.chem.edu@gmail.com

Editorial Address Prodi Pendidikan Kimia FMIPA Universitas Negeri Surabaya Ketintang, Kec. Gayungan, Kota SBY, Jawa Timur 60231

Location Kota surabaya, Jawa timur INDONESIA

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Contact Name
Muchlis

Contact Email
unesa.j.chem.edu@gmail.com

Phone
+6281330277591

Journal Mail Official
unesa.j.chem.edu@gmail.com

Editorial Address
Prodi Pendidikan Kimia FMIPA Universitas Negeri Surabaya Ketintang, Kec. Gayungan, Kota SBY, Jawa Timur 60231

Location
Kota surabaya,

Jawa timur

INDONESIA