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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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IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL TO PRACTICE CRITICAL THINKING SKILL ON CHEMICAL EQUILIBRIUM MATERIAL AT SMA NEGERI 1 PROBOLINGGO
UNESA Journal of Chemical Education Vol 5 No 1 (2016): Vol. 5, No. 1, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, aktivitas peserta didik, keterampilan berpikir kritis, hasil belajar, dan respon peserta didik terhadap penerapan model pembelajaran inkuiri terbimbing. Metode yang digunakan dalam penelitian ini adalah metode pengamatan, tes, dan angket. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran melalui penerapan model pembelajaran inkuiri terbimbing memperoleh persentase keterlaksanaan pembelajaran pada pertemuan I, II, III masing-masing sebesar 86,11%, 94,11%, dan 94,44% sehingga penerapan model pembelajaran inkuiri terbimbing pada pertemuan I, II, dan III terlaksana dengan sangat baik. Aktivitas peserta didik berdiskusi dengan teman mempunyai presentase yang paling besar pada pertemuan I, dan II masing-masing sebesar 26% dan 24% sedangkan pada pertemuan III aktivitas peserta didik memperhatikan penjelasan guru mempunyai presentase yang paling besar dengan presentase 23,61%. Ketuntasan hasil belajar peserta didik secara klasikal melalui penerapan model pembelajaran inkuiri terbimbing mencapai 89,6%.Keterampilan berpikir berpikir kritis peserta didik yang dilatihkan mengalami peningkatan dari sebelum dan sesudah penerapan model pembelajaran inkuiri terbimbing dengan skor N-gain sebesar 0,75 pada kriteria tinggi. Selain itu, respon peserta didik melalui penerapan model pembelajaran inkuiri terbimbing memperoleh presentase sebesar 95,4% dengan kategori sangat baik. Kata kunci: inkuiri terbimbing, keterampilan berpikir kritis, kesetimbangan kimia. This research aimed to describe the learning feasibility, the activity of learners, learning outcomes, critical thinking skills, and the response of students to the implementation of guided inquiry learning model. The method used in this research is observation, test and questionnaire method. The results showed that the learning feasibility through the implementation of guided inquiry learning model to obtain the percentage of learning feasibility at meeting I, II, III respectively by 86.11%, 94.11% and 94.44%, so that the implementation of guided inquiry learning model at meeting I, II, and III can be implemented very good. Students’ activity discussing with friends have greatest percentage at meeting I and II respectively 26% and 24%, while at meeting III students’ activity of pay attention to the teacher's explanations have greatest percentage with the percentage of 23.61%. The completeness of students’ learning ourcome in the classical through the implementation of guided inquiry learning model reaches 89.6%. Students’ critical thinking skills that practiced has increased from before and after the implementation of guided inquiry learning model with N-gain score of 0.75 at the high criteria. Moreover, the response of the students through the implementation of guided inquiry learning model obtained percentage of 95.4% with very good category. Keywords: guided inquiry, critical thinking skills, chemical equilibrium.

Cover Dalam UJCEd
UNESA Journal of Chemical Education Vol 5 No 1 (2016): Vol. 5, No. 1, (2016)
Publisher : Universitas Negeri Surabaya

Cover dalam UJCEd Volume 5 nomor 1 Edisi January 2016

KETUNTASAN HASIL BELAJAR KETERAMPILAN PROSES SISWA SMAN 1 GONDANG TULUNGAGUNG PADA MATERI LAJU REAKSI MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI SEMI TERBIMBING(LEARNING OUTCOMES COMPLETENESS OF PROCESS SKILL’S STUDENT IN SMAN 1 GONDANG TULUNGAGUNG ON REACTION RATE TOPIC BY APPLICATION OF FREE MODIFIED INQUIRY LEARNING MODEL)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan ketuntasan hasil belajar keterampilan proses siswa pada materi laju reaksi melalui penerapan model pembelajaran inkuiri semi terbimbing. Keberhasilan penelitian ini dilihat dari hasil tes keterampilan proses siswa yang dilakukan pada akhir pembelajaran untuk setiap pertemuan. Desain penelitian yang digunakan dalam penelitian ini adalah pre-experimental design dengan rancangan “One Shot Case Study”. Instrumen penelitian yang digunakan yaitu lembar tes keterampilan proses siswa. Hasil penelitian menunjukkan bahwa ketuntasan klasikal rata-rata keterampilan proses siswa dalam menyusun hipotesis yakni sebesar 93,81%; menentukan variabel sebesar 87,72%; merencanakan percobaan sebesar 86,86%; menyusun tabel data sebesar 92,98%; menganalisis percobaan sebesar 85,10%; dan penarikan kesimpulan sebesar 94,71%. Ketuntasan ini telah melebihi kriteria ketuntasan klasikal yang ditetapkan yakni ≥65%. Hal ini menunjukkan bahwa keterampilan proses siswa tuntas pada materi laju reaksi melalui penerapan model pembelajaran inkuiri semi terbimbing. Kata Kunci: Keterampilan Proses Siswa, Laju Reaksi, Model Pembelajaran Inkuiri Semi Terbimbing. The aim of this research was to describe the learning outcomes completeness of process skill’s student on reaction rate topic by application of free modified inquiry learning model. The success of this research could be known by the result of process skills test of student who performed at the end of the lesson for each meeting. The research design in this study was a pre-experimental design by using "one shot case study". The research instrument that has been used was process skill’s test sheet. The result showed that the average classical completeness skill of the student in formulating a hypothesis got 93.81%; determining the variables got 87.72%; planning experiment got 86.86%; establishing table of data got 92.98%; analyzing experiment got 85.10%; and conclusion got 94.71%. This thoroughness has exceeded the specified criteria classical completeness that was ≥65%. This indicated that process skill’s student on reaction rate completeness by application of free modified inquiry learning model. Keywords: Process Skill’s Student, Reaction Rate, Free Modified Inquiry Learning Model.

PENGEMBANGAN LEMBAR KEGIATAN SISWA BERORIENTASI PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MELATIHKAN KETERAMPILAN MEMECAHKAN MASALAH PADA SUBMATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI (DEVELOPMENT OF STUDENT WORKSHEET WHICH CONTEXTUAL TEACHING AND LEARNING APPROACH ORIENTED TO TRAIN PROBLEM SOLVING SKILLS ON THE SUB MATERIAL OF FACTORS INFLUENCING REACTION RATE)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan LKS ditinjau dari kesesuaian dengan pendekatan CTL, kelayakan isi, kebahasaan, penyajian dan kegrafikan serta mendeskripsikan respon dan keterampilan memecahkan masalah siswa. Metode yang digunakan dalam penelitian ini adalah metode Research and Development (R&D). Instrumen yang digunakan dalam penelitian ini adalah lembar telaah, lembar validasi, lembar angket respon siswa, dan lembar tes keterampilan memecahkan masalah. Berdasarkan hasil penelitian, diperoleh rata-rata kriteria kesesuaian dengan pendekatan CTL, kelayakan isi, kebahasaan, penyajian dan kegrafikan adalah sangat baik dengan perolehan persentase berturut-turut 93,03%, 84,44%, 86,67%, 94,67% dan 94,44%. Respon siswa sangat positif ditinjau dari kesesuaian dengan pendekatan CTL, kelayakan isi, kebahasaan, penyajian dan kegrafikan secara keseluruhan memperoleh persentase berturut-turut 85,71%, 85,42%, 95,45%, 88,33%, 87,50%. Hasil tes keterampilan memecahkan masalah mendapat nilai rata-rata 3,30 dengan predikat B+ dan rata-rata mendapat kriteria n-gain skor tinggi. Kata Kunci: LKS, pendekatan CTL, keterampilan memecahkan masalah, laju reaksi, kelayakan. The aim of this research are to develop and describe the feasibility of worksheet in terms of conformity with Contextual Teaching and Learning approach, in term of content feasibility, language feasibility, presentation feasibility and graphic feasibility and to describe student respon and problem solving skills. The method used in this research is the Research and Development (R&D). The instrument used in this research is the study sheet, validation sheet, student questionnaire responses, and test problem solving skills sheet. Based on the research result, obtained an average of conformity with CTL, in term of content feasibility, language feasibility, presentation feasibility and graphic feasibility are very good with the acquisition of the respective percentages of 93,03%, 84,44%, 86,67%, 94,67% and 94,44%. Student respon is very positive reviewed from conformity with CTL, in term of content feasibility, language feasibility, presentation feasibility and graphic feasibility obtained an average of the respective percentages of 85,71%, 85, 42%, 95,45%, 88,33%, 87,50%. Problem solving skill result obtained an average value of 3,30 with predicate B+ and average value of n-gain score is high. Keywords: Student worsheet, Contextual Teaching and Learning, Problem solving skills, reaction rate, feasibility.

PENGEMBANGAN LEMBAR KEGIATAN SISWA (LKS) BERORIENTASI PROBLEM BASED LEARNING PADA MATERI SENYAWA KOVALEN POLAR DAN NONPOLAR UNTUK MELATIHKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI (DEVELOPMENT OF STUDENT WORKSHEET (LKS) PROBLEM BASED LEARNING ORIENTED IN MATTER OF POLAR AND NONPOLAR COVALENT COMPOUNDS TO TRAIN HIGH LEVEL THINKING SKILLS)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan kelayakan LKS berorientasi PBL yang dikembangkan berdasarkan: (1) isi, kebahasaan, penyajian, dan kegrafikan; (2) sintaks model pembelajaran PBL; (3) keterampilan berpikir tingkat tinggi; (4) respon siswa. Desain penelitian ini adalah Research and Development, sampai tahap pengembangan. Sumber data yaitu dosen kimia, guru kimia, dan 15 siswa SMAN 1 Puri Mojokerto kelas X MIA. Instrumen dalam penelitian ini terdiri atas: lembar telaah, lembar validasi, lembar observasi, lembar soal pretest, posttest, dan angket respon siswa. Hasil penelitian menunjukkan bahwa LKS layak ditinjau dari isi, kebahasaan, penyajian, dan kegrafikan dengan persentase berturut-turut 89,32%; 84,00%; 88,33%; dan 84,44% (sangat kuat). LKS layak ditinjau dari kesesuaiannya berdasarkan sintaks PBL dengan persentase 80,00% (kuat), didukung hasil observasi keterlaksanaan sintaks PBL dengan persentase 93,33% (sangat kuat). LKS layak ditinjau dari kesesuaiannya untuk melatihkan keterampilan berpikir tingkat tinggi dengan persentase 79,95% (kuat), didukung oleh gain score dan laporan penyelidikan. Keterampilan C4 memperoleh gain score sebesar 0,53 berada pada kategori peningkatan sedang, keterampilan C5 memperoleh gain score sebesar 0,75 berada pada kategori peningkatan tinggi, dan nilai laporan penyelidikan siswa (keterampilan C6) dengan nilai 3,59. LKS dikatakan layak berdasarkan angket respon siswa dengan persentase 96,67% (sangat kuat). Kata kunci: Keterampilan berpikir tingkat tinggi, problem based learning, senyawa kovalen polar dan nonpolar This study aimed to describe the feasibility of the developed student worksheet PBL oriented based on criteria of: (1) content, grammar, presentation, and graphics; (2) syntax of PBL model; (3) suitability for train high-level thinking skills; (4) student responses. This study used the Research and Development design, until development phase study. The data sources are chemistry lecturers, chemistry teachers, and 15 students of SMAN 1 Puri Mojokerto class X MIA. The instruments are: study sheets, validation sheets, observation sheets, pretest sheets, posttest sheets, and the students’ questionnaire. The results showed that student worksheet is feasible based on criteria of content, grammar, presentation, and graphics with percentages about 89,32%; 84,00%; 88,33%; and 84,44% (very strong). Student worksheet is feasible based on criteria of PBL syntax with percentage about 80,00% (strong), and supported by the result of observation with percentage about 93,33% (very strong). Student worksheet is feasible based on criteria of high-level thinking skills with percentage about 81,33% (strong), and supported by a gain score and students’ experimental reports. The C4 skills’ gain score about 0,53 with the moderate category, the C5 skills’ gain score about 0,75 with the high category, and the value of students’ experimental report (C6 skills) about 3,59. Student worksheet is feasible based on the student questionnaire responses with the percentage of 96,67% (very strong). Keywords: High-level thinking skills, problem based learning, polar and nonpolar covalent compounds

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MELATIHKAN KETERAMPILAN KOMUNIKASI SISWA PADA MATERI LARUTAN ASAM BASA KELAS XI SMA NEGERI 18 SURABAYA (APPLICATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN THE STUDENT COMMUNICATION SKILL ON THE MATERIAL OF ACID AND BASE SOLUTION CLASS XI SMA NEGERI 18 SURABAYA)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk melatihkan keterampilan komunikasi meliputi berpendapat dan bertanya siswa. Sasaran penelitian ini adalah siswa kelas XI MIA-2 SMA Negeri 18 Surabaya dengan rancangan penelitian yang digunakan One-Group Pretest-Posttest. Metode pengumpulan data dilakukan dengan metode observasi. Hasil penelitian menunjukkan bahwa keterampilan komunikasi siswa sangat baik. Terdapat 88,46% siswa memiliki predikat keterampilan berpendapat baik, dan 11,54% siswa memiliki predikat keterampilan berpendapat cukup baik. Terdapat 73,08% siswa memiliki predikat keterampilan bertanya baik, dan 26,92% siswa memiliki predikat keterampilan bertanya cukup baik. Kata Kunci: Keterampilan Komunikasi, Pembelajaran Kooperatif NHT, Larutan Asam Basa This study is a quantitative descriptive research that aims to train communication skills include speech and asked the students. The target of this study is a class XI student of MIA-2 with the research design used One-Group Pretest-Posttest. Methods of data collection is done by the method of observation. There are 88,46% students have a good speech communication skill predicate, and 11,54% students have a sufficient good skill.predicate. There are 73,08% students have a good asked communication skill predicate, and 26,92% students have a sufficient good asked communication skill predicate. Keywords: Communication Skills, NHT Cooperative Learning, Acid Base Solution

PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTIONS BERBASIS STRATEGI TANDUR UNTUK MEMOTIVASI DAN MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI REAKSI REDUKSI OKISIDASI KELAS X SMA NEGERI 17 SURABAYA (IMPLEMENTATION OF DIRECT INSTRUCTIONS LEARNING MODEL BASED TANDUR STRATEGY TO MOTIVATE AND INCREASING STUDENT LEARING OUTCOMES IN MATTER OF REDUCTION OKSIDATION REACTION FOR X GRADE OF SENIOR HIGH SCHOOL 17 SURABAYA)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Tujuan penelitian ini yaitu mengetahui keterlaksanaan sintaks model pembelajaran Direct Instructions berbasis strategi TANDUR, aktivitas siswa, hasil belajar siswa, dan motivasi belajar siswa melalui penerapan model pembelajaran Direct Instructions berbasis strategi TANDUR pada materi reaksi reduksi oksidasi. Penelitian ini menggunakan rancangan penelitian One group pretest – posttest design dengan sampel penelitian yaitu 35 siswa kelas X MIA-6 SMA Negeri 17 Surabaya. Hasil penelitian menunjukkan bahwa (1) Keterlaksanaan pada pertemuan pertama memperoleh kriteria baik dan sangat baik, kemudian pada pertemuan kedua dan ketiga meningkat menjadi sangat baik dengan prosentase ≥ 61%. (2) Aktivitas siswa selama pembelajaran yang dominan pada ketiga pertemuan adalah aktivitas siswa memperhatikan penjelasan guru sebesar 21,42%, siswa menjawab pertanyaan yang diberikan guru sebesar 17,87%, dan siswa berdiskusi/bertanya antara siswa dengan siswa atau dengan guru sebesar 17,85%. (3) Hasil belajar siswa diperoleh sebesar 88,58% siswa mencapai ketuntasan dengan rata-rata nilai sebesar 3,6. Gain score sebesar 85,72% siswa memperoleh kategori peningkatan hasil belajar tinggi dan 14,28% siswa memperoleh kategori peningkatan hasil belajar sedang (4) Motivasi belajar siswa sebesar 88,57% siswa mendapat nilai ≥61% (kategori baik dan sangat baik). Kata kunci : Direct Instructions, strategi TANDUR, reaksi reduksi-oksidasi The aims of this research ware knowing feasibility syntax of Direct Instructions learning model based TANDUR strategy, student activities, student learning outcomes, and motivation to study through implementation of Direct Instructions learning model based TANDUR strategy in matter of reduction oksidation reaction. This research used One group pretest – posttest design with sampel of research were 35 students X MIA-6 Grade of Senior High School 17 Surabaya. The result of this research were (1) feasibility of first meeting was included good and excellent criterion, then at second and third meeting increased to excellent criterion with obtained percentage ≥61%. (2)Activities of student during the learning dominant at three meetings is activity students consider the teacher’s explanation was 21,42%, students answer the questions of teachers was 17,87% , and students discuss/ask between students with students or the teacher of 17,85%. (3) Student learning outcomes 88,58% of students have achieved mastery with an average value of 3,6. Students gain score as much as 85,72% of students obtaining higher category of learning outcome and 14,28% students acquire learning outcome categories medium. Student’s motivation for 88,57% of students scored ≥61% (good and excellent categories). Key words : Direct Instructions, TANDUR strategy, reduction oksidation reaction

PENGEMBANGAN LEMBAR KEGIATAN SISWA (LKS) BERORIENTASI INKUIRI TERBIMBING PADA MATERI FAKTOR-FAKTOR YANG MEMPENGARUHI LAJU REAKSI UNTUK MELATIHKAN KEMAMPUAN ANALISIS SISWA (DEVELOPMENT OF STUDENT WORKSHEET GUIDED INQUIRY ORIENTED IN MATTER OF REACTION RATES’ AFFECTING FACTORS TO TRAIN STUDENT’S ANALYSIS CAPABILITY)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

KETERAMPILAN METAKOGNITIF SISWA DALAM MEMECAHKAN PERMASALAHAN KIMIA MATERI POKOK LAJU REAKSI PADA DOMAIN MENGEVALUASI (STUDENT’S METACOGNITIVE SKILL IN SOLVING CHEMICAL PROBLEM: SUBJECT MATTER OF THE REACTION RATE ON EVALUATING DOMAIN)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis keterampilan metakognitif siswa dalam memecahkan permasalahan kimia materi pokok laju reaksi pada domain mengevaluasi. Subjek penelitian adalah siswa kelas XI-MIA 6 SMAN 17 Surabaya yang dibagi kedalam tiga kelompok yaitu kelompok tinggi, sedang, dan rendah. Jenis penelitian ini adalah penelitian kualitatif dengan data penelitian diperoleh dari dokumen hasil tes tulis dan wawancara. Data penelitian tersebut dianalisis dan diuji keabsahannya dengan menggunakan triagulasi metode. Hasil penelitian menunjukan aktivitas metakognitif yang dilakukan kelompok tinggi lebih bervariasi daripada kelompok sedang dan rendah. Kelompok tinggi melakukan aktivitas planning, monitoring, dan reflection. Kelompok sedang dan rendah tidak melakukan aktivitas reflection. Kelompok tinggi melakukan aktivitas metakognitif dengan indikator: berpikir/ membaca/ menulis apa yang diketahui (P-1), menetapkan tujuan (P-2), merencakan suatu representasi rumus untuk mendukung pemahaman (P-5), menggunakan aturan rumus (M-2), memantau sesuatu yang dianggap salah seperti penulisan, gambar, rumus/ struktur molekul, dll (M-3), memantau dengan cermat dalam pemecahan masalah (M-4), dan memantau dengan berargumentasi (M-5), dan merefleksi pada konsep/tujuan apakah telah tercapai (R-1). Kelompok sedang dan rendah melakukan aktivitas metakognitif dengan indikator: (P-1), (P-2), (P-5), dan (M-2). Kata Kunci: ketrampilan metakognitif, domain mengevalusi This study is aimed to describe and analyze student’s metacognitive skill in solving the chemical problems, espessially in the subject matter of the reaction rate on evaluating domain. The subjects of this study were students of class XI-MIA 6 SMAN 17 Surabaya were divided to be 3 groups; upper, middle, and lower groups. This study is a qualitative research with data were obtained through the written test documents and interviews. The research data were analyzed and testes its validity by using triangulation method. The results showed that metacognitive activities of the upper group more varied than the middle and the lower groups. The upper group using planning, monitoring, and reflection activities. The middle and the lower groups were not using reflection activities. The upper group performed metacognitive activities with indicators: thinking /reading, writing what one knows (P-1), determining goals (P-2), planing a representation formula to support understanding (P-5), using formula rules (M-2), monitoring something that is considered one, like writing, drawring, molecular formula/ structure, and others (M-3), monitoring carefully in problem solving (M-4), and monitoring by arguing (M-5),and reflecting on the concepts/objectives have been achieved (R-1). The middle and lower groups performed metacognitive activities with indicators (P-1), (P-2), (P-5) and (M-2). Keywords: metacognitive skill, evaluating domain

PENGEMBANGAN BUKU AJAR BERORIENTASI PROBLEM SOLVING PADA MATERI LARUTAN ELEKTROLIT DAN NON-ELEKTROLIT UNTUK SISWA SMK (THE DEVELOPMENT OF TEXTBOOK ORIENTED PROBLEM SOLVING IN ELECTROLYTE AND NON-ELECTROLYTE TOPIC FOR STUDENTS SMK)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan mengetahui kelayakan buku ajar kimia berorientasi problem solving untuk melatih keterampilan pemecahan masalah pada materi elektrolit dan non elektrolit, secara teoritis melalaui hasil validasi dan secara empiris melalui respon siswa terhadap buku yang didukung oleh hasil observasi, tes pengetahuan dan tes keterampilan pemecahan masalah. Penelitian ini menggunakan pengembangan desain 4-D (define, design, develop, disseminate), penelitian ini terbatas sampai tahap develop. Analisis data dilakukan secara deskriptif kuantitatif untuk mengetahui kelayakan buku secara teoritis dan empiris. Hasil penelitian menunjukkan buku yang dikembangkan layak, baik secara teoritis dan maupun secara empiris dan teoritis, ditinjau dari kriteria isi, kebahasaan, sajian dan kegrafikan memperoleh persentase kelayakan berturut-turut sebesar 79,16%, 92,70%, 88,33%, 82,40% dan 84,72%. Secara empiris, buku memperoleh respon positif dari siswa dengan persentase kelayakan untuk masing-masing kriteria yaitu kriteria isi, kebahasaan, sajian dan kegrafikan lebih besar dari 61% yang didukung respon siswa 87,54%, hasil observasi selama tahap uji coba buku dengan persentase sebesar 72,26%, ketuntasan klasikal pengetahuan setelah uji coba buku dengan persentase sebesar 71,88% dan keterampilan pemecahan masalah sebesar 73,26%. Hasil ini menunjukkan bahwa buku ajar berorientasi problem solving layak digunakan. Kata kunci: Buku Ajar, problem solving, Elektrolit dan Non Elektrolit. The aim of this research is to know feasibility of chemistry textbook oriented problem solving to practice problem solving skills of electrolyte and non-electrolyte solutions topic the results of validation and empirically the result student responses to the book that is supported by the results of observations, ability tests and test problem-solving skills ( problem solving). This research of development used design 4-D (define, design, develop, disseminate), that is limited until develop stage. Data analysis to method quantitative deskriptif used to know feasibility of textbook theoritically and empirically. The results show the textbook, is feasible theoretically and empirically. Theoretically, by the content, linguistic, presentation and graphic, criteria respectively show percentage results around to 79.16%, 92.70%, 88.33%, 82.40% and 84.72%. Empirically, the book gained a positive response from students are percentage of eachs criteria: content, language, serving and graphic more than 61%, which is supported by respon of studies 87,54%, observation results of while the test shows percentage 72.26%, classical exhautiveness of ability after the used of the book shows with a percentage of 71.88% and problem solving skills gets 73.26%. These mean that the textbook oriented problem solving to use feasible. Keywords: Textbooks, Problem Solving, Electrolyte And Nonelectrolyte

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+6281330277591

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unesa.j.chem.edu@gmail.com

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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

Abstract

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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