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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 LEMBAR KERJA PESERTA DIDIK (LKPD) BERWAWASAN GREEN CHEMISTRY UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS PESERTA DIDIK PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan menghasilkan LKPD berwawasan green chemistry untuk meningkatkan kemampuan literasi sains peserta didik pada materi larutan elektrolit dan non elektrolit yang layak. Prinsip-prinsip green chemistry yang dikaji dalam penelitian ini terbatas pada prinsip green chemistry no 1, 7, dan 12. Metode penelitian pengembangan menggunakan model 4-P (pendefinisian, perancangan, pengembangan, dan penyebaran) dan dibatasi hanya sampai tahap pengembangan. Uji coba terbatas dilakukan kepada 12 peserta didik di kelas X IPA 6 SMA. Pengembangan LKPD dinyatakan layak apabila memenuhi tiga aspek, meliputi aspek validitas, kepraktisan, dan keefektifan. Dikatakan valid, praktis, dan efektif jika didapatkan hasil persentase ≥61%. Hasil pengembangan LKPD disimpulkan bahwa kelayakan LKPD pada aspek validitas terdiri dari dua hal, yaitu validitas isi yang memperoleh persentase 79,75% yang berada pada kriteria valid dan validitas konstruk mendapatkan persentase 82,84% dengan kriteria sangat valid. Kepraktisan LKPD ditinjau dari observasi aktivitas dan angket respon peserta didik yang masing-masing memperoleh hasil praktis sekali dengan rata-rata persentase sebesar 93,05% dan 94,79%. Aspek keefekifan ditinjau dari hasil tes kemampuan literasi sains yang memperoleh nilai N-Gain sebanyak 0,84 yang berada di kategori tinggi, sehingga LKPD yang dikembangkan dinyatakan layak untuk digunakan dalam proses belajar mengajar.Kata kunci: Lembar kerja peserta didik, Literasi Sains, dan Green Chemistry. AbstractThe aims of the research to produce feasible student worksheet with green chemistry insight to increase science literacy ability of student in matter of electrolyte and non electrolyte solution. The green chemistry principles that studied in this research were limited to principle number 1, 7, and 12. This research method was used development research design of 4-P (define, design, develop, and desseminate) and only limited on develop stage. Limited test was conducted to 12 students in the class X IPA 6 SMA.. The results of the developed student worksheet concluded that the feasibility of student worksheet if it meets two aspects, namely validity, practicality, and effectiveness aspects. Said to be valid, practical, and effective if the percentage results are obtained ≥61%. Feasibility student worksheet in the validity aspect consists of two things are content validity obtain percentage of 79,75% which is in the valid criteria, and construct validity get percentage of 82,84% with very valid criteria. Practicality of student worksheet in terms from observation of student activities and student response questionnaire obtained very practical results with a percentage of 93,05% and 94,79%. Effectiveness aspect in terms from the results of improving science literacy ability indicated by N-gain score of 0.84 which is in the high category, thus the developed of student worksheet is stated feasible for be used in teaching and learning process.Key words: Student Worksheet, Science Literacy, and Green Chemistry.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MELATIHKAN KETERAMPILAN METAKOGNITIF PADA MATERI ASAM BASA KELAS XI SMAN 1 WARU
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini memiliki tujuan mendeskripsikan keterlaksanaan model pembelajaran dengan modelkooperatif tipe NHT, aktivitas peserta didik, dan melatihkan keterampilan metakognitif pada materi asambasa. Rancangan yang digunakan dalam penelitian yaitu One Group Pre-test Post-test pada kelas XI MIA6 SMAN 1 Waru sebanyak 36 peserta didik. Hasil penelitian yang telah dilakukan menunjukkan : 1) Nilaiketerlaksanaan model pembelajaran kooperatif tipe NHT pada tiap-tiap fase berturut-turut sebesar 4,00;3,33; 4,00; 3,89; 3,93; dan 3,85 pada pertemuan pertama, pada pertemuan 2 berturut-turut sebesar 4,00;3,56; 4,00; 4,00; 4,00; dan 4,00, pada pertemuan 3 berturut-turut sebesar 4,00; 4,00; 4,00; 4,00; 4,00; dan3,70, dengan kategori sangat baik. 2) Aktivitas peserta didik pada pertemuan 1, 2, dan 3 yang memilikipersentase lebih besar adalah peserta didik saat melakukan percobaan (monitoring skills) yang mempunyaipersentase rata-rata sebesar 23,90%, 17,40%, dan 18,30% dibanding dengan aktivitas peserta didik yanglainnya. 3) Keterampilan metakognitif mengalami peningkatan yang baik memperoleh N-gain sebesar80,56% dengan kategori tinggi. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan modelkooperatif tipe NHT dapat melatihkan keterampilan metakognitif pada materi asam basa meningkat secarabaik.Kata kunci: NHT, keterlaksanaan, aktivitas, keterampilan metakognitif.AbstractThis study aims to describe the implementation of learning models with NHT type cooperative models,student activities, and practice the metacognitive skills on acid-base material. The design used in the studyis One Group Pre-Test Post-test in class XI MIA 6 SMAN 1 Waru as many 36 students. The results of theresearch that have done show: 1) The value of the implementation of the NHT type of cooperative learningmodel in each successive phase is 4.00; 3.33; 4.00; 3.89; 3.93; and 3.85 at the first meeting, at the 2ndmeeting in a row at 4.00; 3.56; 4.00; 4.00; 4.00; and 4.00, at the 3rd meeting in a row at 4.00; 4.00;4.00; 4.00; 4.00; and 3.70, with a perfect category. 2) Student activities at meetings 1, 2, and 3 that havea Higher percentage are students when conducting experiments (monitoring skills), which have an averagerate of 23.90%, 17.40%, and 18.30% compared to the activities of other students. 3) Metacognitive skillshad a good increase in N-gain of 80.56% with a high category. Based on results of the study, it could beconcluded that the implementiton of NHT type cooperative model can practice metacognitive skills on acidbase material to increase correctly.Keywords: NHT, Feasibility, Activity, Metacognitive skills.PENDAHULUANPendidikan pada saat ini menjadi hal yangsangat krusikal bagi semua aspek kehidupan, yangdimana pemerintah dan masyarakat memegangperanan yang sangat penting. Banyak perubahanyang terjadi pada sistem pendidikan guna dapatmeningkatkan kualitas sumber daya manusia.Pengembangan kualitas sumber d

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS BERWAWASAN GREEN CHEMISTRY PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan kelayakan LKPD yang dikembangkan untuk melatihkanketerampilan proses sains berwawasan green chemistry pada materi asam basa. LKPD ini disusunberdasarkan komponen keterampilan proses sains, yang dilatihkan yaitu mengamati, membuat hipotesis,merencanaan penelitian, mengklasifikasi, menginterpretasi data dan menyusun kesimpulan. Prinsip greenchemistry pada penelitian ini dibatasi hanya 3 prinsip yaitu prinsip no.1 tentang mencegah/mengurangilimbah, no.7 penggunaan bahan baku yang dapat diperbaharui dan no.12 mencegah/mengurangiterjadinya kecelakaan kerja. Rancangan penelitian ini menggunakan model 4-D (define, design, developdan desseminate) namun, pada penelitian ini hanya dibatasi sampai tahap develop dan dilakukan ujiterbatas terhadap 12 peserta didik kelas XI IPA SMA Negeri 14 Surabaya. Kelayakan LKPD yangdibahas meliputi: 1) validitas yang ditinjau dari validitas isi dan validitas konstruk, 2) kepraktisan yangditinjau dari aktivitas peserta didik dan angket respon peserta didik, serta 3) keefektifan yang ditinjau darites keterampilan proses sains (pretest dan posttest). Hasil penelitian menunjukkan bahwa kelayakanLKPD ditinjau dari validitas isi dikatakan valid dengan persentase 80,36% dan validitas konstruk dalamkategori sangat valid dengan persentase rata-rata keseluruhan 83,89%. Kepraktisan yang ditinjau dariaktivitas peserta didik dan respon peserta didik memperoleh hasil yang sangat praktis dengan presentase90,28% dan 95,49%. Keefektifan yang ditinjau dari hasil tes keterampilan proses sains mendapatkan ngain score berkisar antara 0,66-0,88 dengan kategori sedang-tinggi sehingga pengembangan LKPDdikatakan layak untuk digunakan dalam pembelajaran.Kata kunci: Lembar Kerja Peserta Didik (LKPD), Keterampilan Proses Sains, dan Green Chemistry. AbstractThe aims of this study is describe developed worksheet to practice science process skills oriented greenchemistry on acid base material. This worksheet was arranged based on the components of scienceprocess skills, mainly; doing observation, making hypotheses, planning research, classifying data, andmaking conclutions. The principles of green chemistry in this study were limited to 3 principles such asnumber 1 about waste prevention, number 7 about using of renewable feedstocks, and number 12 aboutconditioning for accident prevention. The design of this study is used a 4-D (define, design, develop anddesseminate), however, this study is only limited to develop and conduct a limited test of 12 students ofclass XI IPA SMA 14 Surabaya. The feasibility of worksheet discussed includes: 1) validity in terms ofcontent validity and construct validity, 2) practicality in terms of student activities and studentquestionnaire responses, and 3) effectivity in terms of science process skills tests (pretest and posttest).The results showed that the feasibility of worksheet in terms of content validity was said to be valid with apercentage of 80.36% and construct validity was said to be very valid with an overall average percentageof 83.89%. Practicality in terms of student activities and student responses obtained very practical resultswith a percentage of 90.28% and 95.49%. The effectiveness in terms of the results of the science processskills test got n-gain score ranging from 0.66-0.88 on the medium-high category so that the developmentof worksheet is feasible use in learning.Key words: Student Worksheet, Science Process Skills, Green Chemistry

P ENERAP AN MODEL P EMB ELAJARAN KOOP ERATIF TIP E TPS UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI PESERTA DIDIK PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe Think PairShare (TPS), aktivitas peserta didik, hasil belajar, keterampilan komunikasi, dan respon peserta didik.Desain penelitian yang digunakan adalah One Shoot Case Staudy dan One Group Pretest-Postetst Designdengan subyek penelitian peserta didik kelas XI MIA 6. Hasil dari penelitian yang telah dilakukansebagai berikut: (1) Keterlaksanaan pembelajaran menggunakan model kooperatif tipe TPS mendapatkanpersentase rata-rata secara berurutan pada pertemuan pertama sampai dengan ketiga sebesar 89,2%,92,9%, dan 97,9%, dengan kriteria sangat baik (2) Aktivitas relevan peserta didik selama tiga kalipertemmuan memperoleh persentase sebesar 94,82%, 96,87%, dan 97,52% (3) Hasil belajar secaraklasikal memperoleh persentase 100% dengan skor rata-rata posttest sebesar 85,17. Peningkatan hasilbelajar dengan kategori tinggi sebanyak 35 peserta didik dan kategori sedang satu peserta didik (4)Kuantitas komunikasi selama tiga kali pertemuan diantaranya bertanya memperoleh persentase 13,89%,19,44%, dan 25% dengan kategori kurang baik dan berpendapat memperoleh persentase 30,56%, 41,67%,dan 63,89% dengan kategori cukup baik. Kualitas komunikasi selama tiga pertemuan diantaranyabertanya dengan kategori cukup baik memperoleh persentase 25%, 50%, dan 25%. Kualitas berpendapatdengan kategori baik memperoleh peresentase 30,77%, 46,15%, dan 23% (5) Respon peserta didikmengenai pembelajaran dengan model pembelajaran kooperatif tipe TPS untuk melatihkan komunikasipeserta didik memperoleh persentase rata-rata 93,89% dengan kategori sangat baik.Kata kunci: TPS, Keterampilan komunikasi. AbstractThie aims of the research are to describe the implementation of cooperative learning model, Think PairShare (TPS) type, student activities, learning outcomes, communication skills, and student response. Theresearch design was used one shoot case study with one group pretest-postetst design. The researchsubjects were students class XI MIA 6. The results of the research: (1) The implementation of cooperativelearning using TPS type obtain an average percentage sequentially at the first to third meetingrespectively 89.2%, 92.9%, and 97.9%, on very good criteria (2) The relevant activities of students duringthe three meetings obtains a percentage of 94.82%, 96.87%, and 97.52% (3) Classical learning outcomesobtain a percentage of 100% with an average posttest score of 85.17. Increasing of learning outcomeswith a high category of 35 students and the medium category of one student (4) Quantity ofcommunication during three meetings including questions communication skills obtaining a percentage of13.89%, 19.44%, and 25% with the category of unfavorable, and the quantity of opinion obtains thepercentage of 30.56%, 41.67%, and 63.89% with a fairly good category. The quality of communicationduring three meetings including question in fairly good category obtains a percentage 25%, 50%, and25%. The quality of opinion in good category obtaining a precentage of 30,77%, 46,15%, and 23% (5)Student responses regarding learning with the type of cooperative learning model TPS to train students'communication obtaining an average percentage of 93.89% on very good category.Keywords: TPS, Communication skills

P E N G E M B A N G A N S O F T W A R E P E N D E T E K S I D A N P E R E D U K S I M I S K O N S E P S I M A T E R I L A R U T A N P E N Y A N G G A D E N G A N S T R A T E G I C O N C E P T U A L C H A N G E T E X T
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk menjelaskan kelayakan software yang dikembangkan untuk mendeteksidan mereduksi miskonsepsi pada materi larutan penyangga dengan strategi conceptual change textditinjau dari validitas, kepraktisan dan keefektifan. Validitas software ditinjau dari validitas isi danvaliditas konstruk, kepraktisan software ditinjau dari respon peserta didik yang didukung denganobservasi peserta didik, keefektifan software ditinjau dari pergeseran pemahaman dari miskonsepsimenjadi paham konsep. Metode penelitian ini menggunakan Research and Development (R&D)dengan subjek 15 peserta didik MAN Sidoarjo yang mempunyai persentase miskonsepsi tertinggi.Hasil penelitian menunjukkan bahwa software yang dikembangkan dinyatakan layak denganpersentase rata-rata validitas isi 85,19% dan validitas kontruk 84,45%, kepraktisan mendapat rata-ratapersentase sebesar 84,42% serta keefektifan mendapat rata-rata persentase sebesar 85,78%.Kata kunci: software¸miskonsepsi, larutan penyangga . AbstractThe aims of this research are to explain the feasibility of misconception and reduction software onbuffer with conceptual change text strategy based on validity, practicality and effectiveness. Itsvalidity based on content validity and construct validity, its practicality based on result of student’sresponses that supported by the result of observation student’s activities, its effectiveness based onshift in student conception from misconception to understand the concept. This study use Researchand Development (R&D) methode. The subject of this tsudy is 15 students of MAN Sidoarjo who havehighest percentage of misconception. The result of this study is shown that software is feasible whilepercentage of content validity is 85,19% and construct validity is 84,45%, practicality get percentageabout 84,42% and effectivenes get percentage about 85,78%.Keywords: Software, misconception, buffer.

PENERAPAN PhET SEBAGAI MEDIA PEMBELAJARAN STRUKTUR ATOM DAN SISTEM PERIODIK DI SMK NAHDLATUL ULAMA SUGIO LAMONGAN
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Tujuan penelitian ini dilakukan untuk mengetahui hasil belajar, aktivitas dan respon dari peserta didikpada penerapan PhET sebagai media pembelajaran struktur atom dan sistem periodik.Subjek..penelitian..adalah peserta..didik kelas X Otomotif SMK Nahdlatul Ulama Sugio KabupatenLamongan. Instrument yang digunakan adalah soal Pre-test..dan..Post-test, lembar observasi aktivitaspeserta didik dan angket respon peserta didik. Desain penelitian yang dilakukan pada penelitian ini adalahOne-Group Pre-test dan Post-test design, penelitian dilakukan dalam 1 kali pertemuan dengan rentangwaktu 3 x 45 menit dan diamati oleh 1 orang observer. Selama penelitian peserta didik dilatihkanmengoperasikan PhET dan melakukan percobaan menggunakan media PhET pada materi struktur atomdan sistem periodik. Kemudian pada akhir kegiatan pembelajaran diberikan tes hasil belajar untukmengetahui ketuntasan peserta didik selama penerapan media PhET dan pembagian lembar angket responpeserta didik setelah menggunakan media PhET. Data yang diperoleh menunjukkan bahwa: (1)ketuntasan yang didapat dari hasil..belajar..peserta..didik termasuk dalam kategori baik dengan mendapatpersentase ketuntasan..sebesar..75%, (2) aktivitas peserta didik selama pembelajaran struktur atom dansistem periodik menggunakan media PhET tergolong dalam predikat sangat aktif dengan ditunjukkanpersentase aktivitas peserta didik yang relevan sebesar 92,59% sedangkan yang tidak relevan sebesar7,41%, dan (3) setelah menggunakan media PhET dalam pembelajaran struktur atom dan sistem periodikrespon peserta didik dikatakan baik, hal ini dibuktikan dengan rata-rata respon positif peserta didiksebesar 92,5% sedangkan respon negatif peserta didik sebesar 7,5%. Bersarkan hasil dari penelitian makapenggunaan PhET sebagai media pembelajaran struktur atom dan sistem periodik dapat meningkatkanhasil belajar dengan kategori baik, aktivitas peserta didik selama pembelajaran sangat aktif dan responpeserta didik baik.Kata Kunci: media pembelajaran PhET, struktur atom, hasil belajar, respon, aktivitas peserta didik AbstractThe purpose of this research is to know the learning outcome, activity and respons of student on theapplication of PhET as learning medium for atomic structure and periodic system. The research subjectswere students of class X Automotive SMK Nahdlatul Ulama Sugio Lamongan Regency. The instrumentsused was a matter of Pre-test and Post-test, observation sheet of student activity and studentquestionnaire responses. The research design carried out in this study is the One-Group Pre-test andPost-test design, the study was conducted in 1 meeting with a span of 3 x 45 minutes and observed by 1observer. During the study students were trained to operate the PhET and conduct experiments using thePhET media on atomic structure and periodic system. Then at the end of the learning activity given a testof learning outcomes to determine the completeness of student during the applicaton of the PhET mediaand the distribution of students questionnaire responses after using the PhET media The data obtainedshows that: (1) completeness of student learning outcomes is included in the good category by getting apercentage of completeness of 75%, (2) The activities of students during the learning of atomic structuresand periodic systems using the PhET media are classified as very active with proven percentage ofrelevant student activity of 92.59% while irrelevant of 7.41%, and (3) After using the PhET media inlearning the atomic structure and the periodic system the response of students is said to be good, this isevidenced by the average positive response of students by 92.5% while the negative response of studentsby 7.5%. Based on the results of the study, the use of PhET as a learning medium for atomic structuresand periodic systems can improve learning outcome in either category, student activity during learning isvery active and student responses are good.Keyword: PhET Learning media, atomic structure atom, learning outcomes, responses, student activities.

MELATIHKAN KETERAMPILAN KOMUNIKASI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA MATERI ASAM BASA
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Tujuan penelitian ini dibuat untuk mendeskripsikan keterlaksanaan model pembelajaran kooperatif tipeThink Pair Share (TPS), aktivitas peserta didik, keterampilan komunikasi yang berupa kualitas dankuantitas, ketuntasan hasil belajar dan respon dari peserta didik setelah diterapkannya modelpembelajaran kooperatif tipe TPS di SMAN 17 Surabaya. Desain penelitian yang digunakan adalah “OneShoot Case Study” dengan subyek penelitian yaitu peserta didik kelas XI IPA 1. Data hasil.penelitianmenunjukkan bahwa (1) Keterlaksanaan sintaks model pembelajaran kooperatif tipe (TPS) tiap pertemuanmemperoleh kategori sangat baik, dengan skor nilai rata-rata pertemuan 1, 2 dan 3 berturut-turut sebesar3,6; 3,75; dan 4. (2) Aktivitas peserta didik yang relevan rata-rata pertemuan 1, 2 dan 3 berturut-turutsebesar 98,12%; 99,17%; dan 99,3%. (3) Keterampilan komunikasi yang berupa kuantitas bertanya padapertemuan 1, 2 dan 3 berturut-turut persentasenya sebesar 28,1%; 50%; dan 56,2% dengan kriteria cukupbaik. Kuantitas berpendapat persentase 43,7%; 62,5%; dan 65,6% dengan kriteria cukup baik. Kualitasberpendapat dengan kriteria baik sebanyak 37,5%; 56,25%; dan 59,37%. Keterampilan komunikasi yangberupa kualitas bertanya, mendapat kriteria baik sebanyak 0%, 6,25%, dan 6,25%. (4) Peserta didikmengalami ketuntasan hasil belajar dengan mendapatkan persen ketuntasan 86,18%. (5) Hasil angketrespon peserta didik terhadap penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS)memperoleh hasil respon yang positif dengan persentase seluruh item ≥ 61%.Kata Kunci: Kooperatif Tipe Think Pair Share (TPS), Keterampilan Komunikasi, Asam Basa AbstractThe purpose of this study was made to describe the implementation of the Think Pair Share (TPS) type ofcooperative learning model, students' activities, communication skills in the form of quality and quantity,completeness of learning outcomes and responses of students after the application of the type ofcooperative learning model at SMAN 17 Surabaya. The research design used was "One Shoot CaseStudy" with research subjects namely students of class XI IPA 1. Research data shows that (1) The syntaxof the type of cooperative learning model (TPS) at each meeting obtained a very good category, withscores the average meeting 1, 2 and 3 in a row of 3.6; 3.75; and 4. (2) Activities of relevant studentsaveraging meetings 1, 2 and 3 respectively at 98.12%; 99.17%; and 99.3%. (3) Communication skills inthe form of quantity asking questions at meetings 1, 2 and 3 in a row the percentage is 28.1%; 50%; and56.2% with quite good criteria. Quantity holds the percentage of 43.7%; 62.5%; and 65.6% with quitegood criteria. Quality of opinion with good criteria as much as 37.5%; 56.25%; and 59.37%.Communication skills in the form of quality questions, get good criteria as much as 0%, 6.25%, and6.25%. (4) Students experience mastery of learning outcomes by getting 86.18%. (5) The results ofstudents' questionnaire responses to the application of the Think Pair Share (TPS) cooperative learningmodel obtained positive response results with the percentage of all items ≥ 61%.Key Words: Cooperative Learning, Think Pair Share Type (TPS), Communication Skills, Acid and Bases

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT MELATIHKAN KETERAMPILAN KOMUNIKASI
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan memaparkan keterlaksanaan model pembelajaran kooperatif tipe NHT, aktivitas peserta didik, dan keterampilan komunikasi peserta didik dengan materi larutan elektrolit dan non elektrolit di SMAN 1 Sidoarjo. Rancangan yang digunakan dalam penelitian yakni one shoot case study design. Didapatkan hasil berupa (1) Keterlaksanaan sintaks model kooperatif tipe NHT mendapatkan skor persentase rata-rata berturut-turut di pertemuan 1, 2, dan 3 sebesar 3,60; 3,81; dan 3,875 yang berkategori sangat baik disetiap pertemuan dari nilai maksimum 4,00. (2) Peserta didik beraktivitas relevan yang berartipeserta didik berlatih keterampilan komunikasi dengan beraktivitas sesuai dengan sintaks NHT memiliki skor persentase waktu aktivitas berturut-turut di pertemuan 1, 2, dan 3 sebesar 95.93%, 98.15%, dan 99.34% dari jumlah keseluruhan waktu pembelajaran. (3) Keterampilan komunikasi peserta didik meliputi kualitas dan kuantitas. Persentase skor kuantitas bertanya peserta didik memperoleh kriteria cukup berturut-turut di pertemuan 1, 2, dan 3 sebesar 8,33%, 19,44%, dan 41,67% kuantitas berpendapat memperoleh kriteria cukup selama tiga pertemuan sebesar 36,11%, 41,67%, dan 58,33%. Persentase kualitas bertanya pesertadidik yang memperoleh kriteria baik sekali berturut-turut di pertemuan 1, 2, dan 3 sebesar 8,33%, 11,11%, dan 19,44%, persentase kualitas berpendapat peserta didik yang memperoleh kriteria baik sekali selama tiga pertemuan sebesar 22,22%, 27,78%, dan 30,56%.Kata kunci: NHT, Keterampilan Komunikasi, Elektrolit dan Non Elektrolit. AbstractThe following research aims to describe implementation of NHT type cooperative learning models, students activities, and students communication skills with the matery of electrolyte and non-electrolyte solution at SMAN 1 Sidoarjo. The design used in this research is one shoot case study design. Obtained results in the form of (1) The implementation of the syntax of the NHT type cooperative model gets the average consecutive percentage scores at meetings 1, 2, and 3 of 3.60; 3.81; and 3,875 with the criteria is very good in everymeetings of the maximum value is 4.00. (2) Students on relevant activities which means students practice communication skills with activities according to the NHT syntax have a score of the percentage of time in a row of activities in meetings 1, 2 and 3 of 95.93%, 98.15%, and 99.34% of the total amount of learning time. (3) Students' communication skills include quality and quantity. The percentage of quantity scores asked students to obtain sufficient criteria in succession at meetings 1, 2, and 3 of 8.33%, 19.44%, and 41.67% of the quantity of opinion obtained sufficient criteria for three meetings of 36.11%, 41.67% and 58.33%. The percentage of the quality of asking students who obtained the criteria once in a row at meetings 1, 2, and 3 was 8.33%, 11.11%, and 19.44%, the percentage of the quality of opinion of students who obtained the criteria very well for three meetings of 22.22%, 27.78% and 30.56%.Key Word: NHT, Communication Skills, Electrolyte and Non-Electrolyte

PENGEMBANGAN MULTIMEDIA INTERAKTIF PADA MATERI UNSUR SEBAGAI MEDIA PEMBELAJARAN UNTUK SISWA TUNARUNGU DI SMALB
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui kelayakan Multimedia Interaktif (MMI) yang dikembangkan dapat digunakan sebagai media pembelajaran untuk siswa tunarungu SMALB khususnya pada materi unsur. Metode penelitian menggunakan Research and Development (R&D) dibatasi pada tahap uji coba terbatas. Instrumen yang digunakan pada penelitian adalah lembar telaah, validasi, angket respon siswa dan aktivitas writing to learn (WTL). Metode pengumpulan data terdiri atas angket dan observasi yang selanjutnya akan dianalisis secara deskriptif. MMI dikatakan layak apabila mendapat persentase ≥61% dengan kriteria baik atau sangat baik. Hasil penelitian secara teoritis maupun empiris menunjukkan MMI yang dikembangkan layak digunakan sebagai media pembelajaran. Secara teoritis kelayakan didasarkan pada hasil validasi MMI yang terdiri atas kriteria isi yang memperoleh persentase degan 75,00% - 91,67%, kriteria penyajian memperoleh persentase dengan rentang 75,00% - 91,67%, dan kriteria kebahasaan yang mendapat persentase dengan rentang 83,33% - 91,67%. Berdasarkan hasil validasi, secara teoritis MMI yang dikembangkan layak digunakan sebagai media belajar dengan kriteria baik dan sangat baik. Kelayakan MMI secara empiris yang didasarkan pada hasil angket respon siswa dengan rentang persentase 66,67% - 100% masuk dalam kriteria baik dan sangat baik, aktivitas WTL yang mendapat nilai dengan rentang 77,78% – 92,59% dinyatakan layak dengan kriteria baik dan sangat baik. Kata kunci: Tunarungu, MMI, writing to learn. Abstract This research aimed to know feasibility of develop Interactive Multimedia (MMI) to use as learning media for hearing-impaired students at SMALB especially for element material. Method used in this research was Research and Development (R&D) limited to the trial stage. The instruments used in the research were study sheets, validation, student questionnaire responses and writing to learn (WTL) activities. Data collection methods consisted of questionnaires and observations that would be analyzed descriptively. MMI is considered to be feasible if it gets a percentage of ≥ 61% with good or very good criteria. The theoretical and empirical research results showed that the developed MMI was worthy for the use as a learning medium. Theoretically, the eligibility was based on the results of MMI validation consisting of content criteria that obtained a percentage of 75.00% - 91.67%, the presentation criteria obtain a percentage ranging from 75.00% - 91.67%, and linguistic criteria that obtained a percentage with range 83.33% - 91.67%. Based on the results of the validation, theoretically, the MMI developed was suitable to use as a learning media categorized in good and very good criteria. The eligibility of MMI empirically based on the results of student questionnaire responses with a range of percentage 66.67% - 100% included in good and very good criteria, WTL activities that obtained range of 77.78% - 92.59% were considered eligible categorized in good and very good criteria. Key words: Deaf, MMI, Writing to learn.

VALIDITY OF COMPUTER-BASED ELECTROLYTE FISHER GAME TO DEVELOP PROBLEM-SOLVING SKILL OF STUDENTS IN ELECTROLYTE AND NONELECTROLYTE SOLUTION
UNESA Journal of Chemical Education Vol 9 No 3 (2020)
Publisher : Universitas Negeri Surabaya

The aim of this research was to get a valid computer-based Electrolyte Fisher game to develop problemsolving skill of students on electrolyte and nonelectrolyte solution topics so it could be used in learningactivity. The type of this research was development research by using 4D model with four stages includingdefine, design, develop, and disseminate, but the stages carried out in this research only until developmentstage. Validity was determined by two chemistry lecturers and one chemistry teacher. Research resultsproved that Electrolyte Fisher game was valid based on content validity percentage of 84.44% and constructvalidity percentage of 85.37%. There were three criteria assessed in content validity including thecorrectness of concepts in matter obtaining a percentage of 86.67%; the suitability of matter with learningobjectives obtaining 86.67%; and the suitability of game with problem-solving skill component obtaining80.00%. There were two criteria assessed in construct validity, namely the suitability of game with learningmedia requirements which included nine aspects obtaining percentage of 87.78% and the suitability ofdisplay quality in game which included three aspects obtaining 82.96%. Based on results of this researchshowed that the computer-based Electrolyte Fisher game to develop students’ problem-solving skill wasdeclared valid.Key words: electrolyte fisher game, problem-solving skill, electrolyte, and nonelectrolyte solution.

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Contact Name Muchlis

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

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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