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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 486 Documents

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IMPLEMENTATION OF NUMBERED HEADS TOGETHER (NHT) COOPERATIVE LEARNING MODEL IN CHEMICAL BONDING TOPIC TO REHARSE THE STUDENT’S CRITICAL THINKING SKILLS IN GRADE X SMAN 1 DRIYOREJO
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini dilakukan untuk mengetahui keterlaksanaan model pembelajaran kooperatif tipe NHT dan peningkatan keterampilan berpikir kritis siswa setelah penerapan model pembelajaran kooperatif tipe NHT kelas X SMAN 1 Driyorejo. Rancangan penelitian yang digunakan adalah One Group Pretest Posttest Design, yaitu eksperimen yang dilaksanakan pada satu kelompok saja tanpa kelompok pembanding. Metode penelitian yang digunakan adalah 1) Metode observasi berupa observasi keterlaksanaan model pembelajaran kooperatif tipe NHT dan 2) Metode tes berupa tes keterampilan berpikir kritis (essay). Hasil penelitian menunjukan bahwa: 1) Persentase rata-rata keterlaksanaan model pembelajaran kooperatif tipe NHT pada pertemuan 1 sebesar 98,34 % (sangat baik), pertemuan 2 sebesar 100 % (sangat baik), dan pertemuan 3 sebesar 95,28 % (sangat baik). Keterlaksanaan model pembelajaran kooperatif tipe NHT efektif dikarenakan persentase rata-rata kualitas keterlakasanaan model pembelajaran kooperatif tipe NHT dalam kriteria sangat baik. 2) Keterampilan berpikir kritis siswa mengalami ketuntasan klasikal untuk pretest sebesar 0% dan posttest sebesar 94,59%, peningkatan dinyatakan dengan nilai n-gain sebesar 99% dari 37 siswa mendapatkan n-gain dengan kriteria tinggi dan 1% mendapatkan n-gain dengan kriteria sedang. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe NHT pada materi pokok ikatan kimia dapat melatih keterampilan berpikir kritis siswa kelas X SMAN 1 Driyorejo. Kata kumci: model pembelajaran kooperatif tipe NHT, keterampilan berpikir kritis, ikatan kimia This study was conducted to determine the feasibility of NHT cooperative learning model and improvement student’s critical thinking skills after the implementation of NHT cooperative learning model in grade X SMAN 1 Driyorejo. The research design used one group pretest posttest design, the experiment was carried out on a single group without comparison group. The method used were 1) An observation method was observation of NHT cooperative learning model feasibility and 2) The test method of critical thinking skills (essay). The results showed that: 1) The average percentage NHT cooperative learning model implementation in the first meeting was 98.34% (excellent), second meeting was 100% (excellent), and the third meeting was 95.28% (very good). NHT cooperative learning model implementation was effective as the implementation quality average percentage of NHT cooperative learning model was in very good criteria. 2)the completeness of clasically in the student’s critical thinking skills pretest 0% and postest 94,59%, an improvement in stated value of n-gain 99% students (37) achieved obtained n-gain with high criteria and only 1% achieved n-gain with moderate criteria. It can be concluded that the application of NHT cooperative learning model in chemical bond topic can reharse student’s critical thinking skills of grade X SMAN 1 Driyorejo. Keyword: NHT cooperative learning model, critical thinking skills, chemical bonding

DEVELOPMENT OF STUDENT WORKSHEET BASED INQUIRY TO REHEARSE PROCESS SKILLS ON ELECTROLYTE AND NONELECTROLYTE SOLUTION SUBJECT MATTER
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan mendeskripsikan kelayakan LKS berbasis inkuiri untuk melatih keterampilan proses pada materi larutan elektrolit dan nonelektrolit baik secara teoritis maupun empiris. Kelayakan teoritis ditinjau berdasarkan hasil validasi, sedangkan kelayakan empiris berdasarkan respon siswa dan observasi aktivitas siswa terhadap LKS yang dikembangkan. Keterampilan proses yang dilatihkan adalah keterampilan pengamatan, perumusan masalah, pengembangan hipotesis, pengontrolan variabel, perancangan eksperimen, pembuatan tabel data, penginterpretasian data, dan penarikan kesimpulan. Jenis penelitian ini adalah pengembangan mengacu pada model pengembangan 4-D. Pelaksanaan pengembangan pada penelitian ini hanya sampai tahap pengembangan, karena penelitian ini dilakukan untuk mengetahui kelayakan LKS yang dikembangkan ditinjau dari kelayakan isi, penyajian dan kebahasaan. Instrumen penelitian yang digunakan adalah lembar telaah, validasi, dan angket respon siswa. LKS yang dikembangkan ditelaah, kemudian divalidasi, dan diujicobakan kepada 12 siswa kelas XI MIA 2 SMAN 19 Surabaya untuk mengetahui respon siswa. Berdasarkan hasil penelitian dapat disimpulkan LKS yang dikembangkan layak untuk digunakan dengan persentase hasil validasi kelayakan isi 90,13%, penyajian 91,67% dan kebahasaan 83,33% dengan kategori sangat layak. Selain itu respon siswa menunjukkan bahwa siswa sangat merespon baik dengan persentase kriteria isi 84,80%; penyajian 89,58%, dan kebahasaan 95,83% dengan kategori amat baik. Kata-kata Kunci: Lembar Kerja Siswa, Inkuiri, keterampilan proses, larutan elektrolit dan nonelektrolit. The study aimed to describe the feasibility of worksheet based inquiry to rehearse process skills on electrolyte and nonelectrolyte solution subject matter to theoretically and empirically feasibility. The theoretical feasibility is reviewed based on validation result, while empirical feasibility is reviewed based on student’s response and observation of student’s activity to student worksheets. Process skills are rehearse are observing, formulating problem, formulating hypothesis, controlling variables, designing experiment, making table data, interpretating data, and making conclusion. The feasibility criteria consist of content, presentation and linguistic feasibility. This study type is development but refer to the 4-D model. This study is limited on develop stage, because the study was conducted to know the feasibility of student worksheet based on content, presentation and linguistic feasibility. The instrument of this study consists of review, validation, and student’s response sheet. Student worksheet that developed was reviewed, and tested on 12 students of class XI MIA 2 SMAN 19 Surabaya to know the student’s response. Based on the result of study can conclude that the student worksheet is feasible to be used with the percentage of validation of content feasibility is 90.13%, presentation 91.67% and linguistic 83.33% with the category is very valid. Furthermore, the empirical feasibility from students’ response shown that student response on good category to the some criteria, percentage of content feasibility is 84.80%, presentation 89.58% and linguistic 95.83% with the category is very good. Keywords: Worksheet, Inquiry model, process skills, electrolyte and nonelectrolyte solution.

KETERAMPILAN PROSES SAINS SISWA PADA MATERI ASAM BASA KELAS XI DI SMAN PLOSO JOMBANG (SCIENCE PROCESS SKILLS OF STUDENT ON ACID BASE TOPIC IN XI GRADE OF SMAN PLOSO JOMBANG)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

KETERAMPILAN BERPIKIR SISWA DALAM MEMBERIKAN PENJELASAN SEDERHANA DAN MENYIMPULKAN PADA MATERI LAJU REAKSI KELAS XI SMAN 1 PAMEKASAN (STUDENTS’ CRITICAL THINKING SKILLS’ TO GIVE SIMPLE EXPLANATION AND CONCLUDE ON REACTION RATES MATERIAL IN CLASS OF XI SMAN 1 PAMEKASAN)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui keterampilan berpikir kritis siswa dalam menyelesaikan permasalahan pada materi pokok laju reaksi. Desain penelitian yang digunakan adalah one-group pretest-posttest design dengan jenis penelitian kuantitatif. Pelaksanaan penelitian dilaksanakan dikelas XI MIA 4 SMAN 1 Pamekasan. Instrumen yang digunakan adalah lembar tes keterampilan berpikir kritis. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis siswa pada keterampilan memberikan penjelasan sederhana dan menyimpulkan telah terlatih, yang terlihat dari ketuntasan seluruh siswa (35 siswa). Siswa yang mendapat predikat B sebanyak 2,86%, siswa yang mendapat predikat B+ sebanyak 54,28%, siswa yang mendapat predikat A- sebanyak 31,43%, siswa yang mendapat predikat A sebanyak 11,43%. Kata kunci : Keterampilan berpikir kritis dan laju reaksi The aims of this research is to know student’s critical thinking skills discharge a poblem on reaction rate material. This research used one-group pretest-postest design with quantitative type. Implementation of reseach carried out in class XI MIA 4 SMAN 1 Pamekasan. Instruments’ that used was test sheets of the critical thinking skil. The result showed that has critical thinking skill’s of to give simple explanation and conclude has exercised, seen from the thoroughness of all students’. Students’ who received the tittle B many as 2,86%, the students’ who received the title B+ many as 54,28%, the students’ who received the title A- many as 31,43%, of students’ received the title A many as 11,43%. Key words : Critical Thinking skill and reaction rates

MEREMEDIASI MISKONSEPSI SISWA YANG MEMILIKI GAYA BELAJAR VISUAL-VERBAL SEIMBANG MENGGUNAKAN CONCEPTUAL CHANGE PADA KONSEP IKATAN KIMIA (REMEDIATION STUDENT’S MISCONCEPTION WHO HAVE LEARNING STYLE VISUAL-VERBAL BALANCED WITH CONCEPTUAL CHANGE Of THE CONCEPT OF CHEMICAL BOND)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk meremediasi miskonsepsi siswa yang memiliki gaya belajar visual-verbal seimbang pada konsep ikatan kimia menggunakan model pembelajaran conceptual change. Jenis penelitian ini adalah penelitian kuantitatif dengan rancangan penelitian one group pretest postest design. Sasaran penelitian ini adalah siswa yang mengalami miskonsepsi pada konsep ikatan kimia yang diidentifikasi menggunakan motedo CRI dan memiliki gaya belajar visual-verbal seimbang yang diidentifikasi menggunakan instrumen yang di adopsi dari Aryungga (2014). Hasil penelitian menunjukkan sebanyak 17 siswa yang mengikuti pembelajaran remediasi menggunakan model conceptual change secara keseluruhan mengalami perubahan status miskonsepsi menjadi tahu konsep yaitu sebesar 83,46%. Hal ini menunjukkan bahwa model pembelajaran conceptual change mampu meremediasi miskonsepsi siswa yang memiliki gaya belajar visual-verbal seimbang pada konsep ikatan kimia. Kata kunci: model pembelajaran conceptual change, gaya belajar visual-verbal seimbang, ikatan kimia The research aimed to remedial students misconceptions who have learning style visual-verbal balanced on chemical bond concept with conceptual change learning model. Type of this research was quantitative research with one group pretest postest design. Partisipant of this research was students who had misconception in chemical bond concept and was identified using CRI and having learning style visual-verbal balanced was identified using an instrument adopted from Aryungga (2014). The research results showed 17 students who take remedial learning with the conceptual change model overall changed misconception status to know the concept is 83,46%. This suggest that the conceptual change learning model be able to remedial students misconception who have learning style visual-verbal balanced on chemical bond. Keywords: learning model conceptual change, learning style visual-verbal balanced, chemical bond

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA MATERI POKOK LARUTAN PENYANGGA UNTUK MELATIHKAN KETERAMPILAN METAKOGNITIF SISWA KELAS XI SMA (IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL ON BUFFER SOLUTION MATTER TO PRACTICE METACOGNITIVE SKILLS STUDENTS IN SENIOR HIGH SCHOOL GRADE XI)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Tujuan dari penelitian ini adalah untuk mengetahui keterlaksanaan model pembelajaran inkuiri terbimbing, keterampilan metakognitif siswa, ketuntasan hasil belajar, dan respon siswa. Instrumen dalam penelitian ini adalah lembar keterlaksanaan pembelajaran , lembar pretest keterampilan metakognitif, lembar posttest, dan lembar angket respon siswa. Penelitian “pre experimental” ini menggunakan rancangan “One Group Pretest-Posttest Design”. Sasaran penelitian ini adalah siswa kelas XI MIA 2 SMA Negeri 18 Surabaya. Hasil penelitian menunjukkan bahwa (1) Keterlaksanaan model pembelajarn inkuiri terbimbing memperoleh kriteria sangat baik pada masing-masing fasenya. (2) Keterampilan metakognitif siswa yang meliputi keterampilan merencanakan memperoleh skor sebesar 3,94 dengan kategori A; keterampilan memantau sebesar 3,78 dengan kategori A-; dan keterampilan mengevaluasi sebesar 3,65 dengan kategori A-. (3) Persentase ketuntasan hasil belajar siswa sebesar 94%. (4) Respon siswa terhadap penerapan model pembelajaran inkuiri terbimbing pada materi larutan penyangga untuk melatihkan keterampilan metakognitif sebesar 97,2% dengan kriteria baik sekali. Kata Kunci: Keterampilan Metakognitif, Model pembelajaran Inkuiri Terbimbing, Larutan penyangga. The purpose of this research was to find out feasibility of guided inquiry learning model, metacognitive skills, learning outcomes, and student’s response. Instruments in this study were feasibility sheet of guided inquiry learning, pretest sheet of metacognitive skills, posttest sheet, and sheet of student’s questionnaire response. The research was “pre experimental” by “One Group Pretest-Posttest Design”. The target of this research was student at XI MIA 2 in SMA Negeri 18 Surabaya. The result obtained (1) feasibility of guided inquiry learning model obtained excellent criteria for each phase. (2) The score of metacognitive skills of students which includes planning skills is 3,94 with category A; score of monitoring skills is 3,78 with category A-; and score of evaluating skills is 3,65 with category A-. (3) The precentage of thoroughness learning outcomes is 94%. (4) Student’s response to the implementation of guided inquiry learning model on buffer solution matter to practice metacognitive skills is 97,2% with excellent criteria. KeyWords: Metacognitive Skills, Guided Inquiry Learning Model, Buffer Solution.

HUBUNGAN ANTARA KETERAMPILAN METAKOGNISI SISWA DENGAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN LANGSUNG (DIRECT INSTRUCTION) PADA MATERI HIDROLISIS GARAM KELAS XI (THE RELATIONSHIP BETWEEN STUDENTS METACOGNITION SKILL LEARNING RESULT USING DIRECT INSTRUCTION TO THE SALT HYDROLYSIS MATERIAL OF XI GRADE)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Tujuan penelitian adalah untuk mengetahui keterlaksanaan kegiatan belajar mengajar, keterampilan metakognisi, ketuntasan hasil belajar, hubungan keterampilan metakognisi dengan hasil belajar, dan respon siswa pada penerapan model pembelajaran langsung materi hidrolisis garam. Sasaran penelitian ini adalah siswa kelas XI MIA 3 SMA Negeri 1 Taman Sidoarjo. Jenis penelitian yang digunakan adalah korelasional. Metode pengumpulan data melalui metode observasi, metode tes, dan metode angket dengan instrumen yang digunakan adalah lembar pengamatan keterlaksanaan pembelajaran langsung, lembar soal tes, dan lembar angket respon. Hasil penelitian menunjukkan bahwa (1) keterlaksanaan model pembelajaran langsung pada tiga kali pertemuan telah terlaksana sangat baik dan tiap tahapnya memperoleh nilai ≥3,00. (2) siswa telah memiliki keterampilan metakognisi yang terdiri dari keterampilan merencanakan, memantau dan mengevaluasi dengan nilai rata-rata yang paling tinggi adalah keterampilan memantau. (3) ketuntasan hasil belajar siswa secara klasikal dengan persentase 81 % dengan rata-rata sebesar 84,56 atau sesuai kurikulum 2013 dengan rata-rata 3,38. (4) hubungan keterampilan metakognisi dengan hasil belajar memiliki korelasi sangat kuat sebesar 0,984. (5) respon siswa dinyatakan sangat efektif dengan persentase siswa yang menjawab “Ya” lebih dari 70% menyatakan pembelajaran kimia menjadi sangat menyenangkan dan lebih termotivasi untuk belajar kimia. Kata Kunci : Model Pembelajaran Langsung, Keterampilan Metakognisi, Hidrolisis Garam, Respon siswa. The aim of this research was to find out materialize teaching and learning activities, metacognition skill, to complete learning result, related with metacognition skill and the result of learning and process and students response on the implementation of direct instruction model on the salt hydrolysis material. The goal of this research is the students of XI class SMAN 1 MIA 3 Taman Sidoarjo. The type of research that used correlational research. The data were collected through observation, test, and questionnaire methods with the instruments used were observation sheet of direct instruction model, booklet test, and questionnaire responses sheet. The result showed that (1) materialized direct instruction model at three meeting that have done very well and each steps gain the value of ≥ 3,00. (2) students have had metacognition skills that consist of skills to plan, monitor and evaluate the average dominant value that are monitoring skill. (3) complete classical students learning result with 81% in percentage with the average of 84,56 or in accordance with 2013 curriculum with an average of 3,38. (4) the relationship of metacognition skill with study result that have a very strong correlation of 0,984. (5) the students response is expressed very effectively with percentage of students who answered "Yes" more than 70% expressed chemistry learning to be very pleasant and motivated to learn chemistry. Keywords : Direct Instruction, Metacognition Skills, Salt Hydrolysis, Students Response.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER (NHT) UNTUK MELATIHKAN KETERAMPILAN METAKOGNITIF MATERI LAJU REAKSI KELAS XI DI SMA N 3 TUBAN (IMPLEMENTATION OF COOPERATIVE LEARNING MODELS NUMBERED HEAD TOGETHER (NHT) TO PRACTICE METACOGITIVE SKILLS ON RATE OF REACTION MATTER AT IX CLASS IN SENIOR HIGH SCHOOL 3 TUBAN)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui keterampilan metakognitif siswa dengan penerapan model pembelajaran kooperatif tipe Numbered Head Together (NHT) pada materi laju reaksi. Subjek penelitian adalah 30 siswa kelas XI MIA 3 SMA 3 Tuban pada semester 1 tahun ajaran 2015-2016. Instrumen penelitian adalah lembar keterlaksanaan pembelajaran, lembar posttest keterampilan metakognitif dan lembar inventori metakognitif. Rancangan penelitian ini adalah “One Shot Case Study”. Hasil penelitian ini menunjukkan keterlaksanaan model pembelajaran kooperatif tipe NHT pertemuan 1, 2, dan 3 termasuk dalam kategori sangat baik yaitu berturut-turut persentase sebesar 98,08%; 96,87%; 97,62%. Hasil keterampilan metakognitif siswa memperolah kategori baik dan sangat baik berturut-turut yaitu planning skills sebesar 88,33; 88,33; 94, monitoring skills sebesar 80; 81,67; 97,33, dan evaluating skills sebesar 89; 90; 96,67. Hasil inventori metakognitif siswa memperolah kategori baik dan sangat baik berturut-turut yaitu planning skills sebesar skill sebesar 68,21; 76,92; 73,25, monitoring skills sebesar 73,27; 80,47; 79,08, dan evaluating skills sebesar 79,16; 82,49; 85,55. Kata Kunci: Keterampilan Metakognitif, Model Pembelajaran Kooperatif Tipe NHT This study aims to determine the metacognitive skills of the student with the implementation of cooperative learning model Numbered Head Together (NHT) in rate of reaction matter. The subjects were 30 students of XI class of Science-3 SMAN 3 Tuban in the 1st semester in 2015-2016 academic year. The instrument used for the research is the feasibility study sheet, inventory metacognitive sheet, post-test of metacognitive skills sheet. Design of this research is “One Shot Case Study”. The results of this research to cooperative learning model NHT 1st, 2nd and 3th are included in both categories a very good in percentages obtained were 98,08%, 96,87%, and 97,62%. The results of metacognitive skills studends are included in both categories good and very good obtained planning skills were 88,33; 88,33; 94, monitoring skill were 80; 81,67; 97,33, and evaluating skill were 89; 90; 96,67. The results of inventory metacognitive are included in both categories good and very good obtained planning skills were 68,21; 76,92; 73,25, monitoring skills were 73,27; 80,47; 79,08, and evaluating skills were 79,16; 82,49; 85,55. Key Words: Metacognitive Skills, Cooperative Learning Models NHT Types

IMPLEMENTATION OF PROBLEM SOLVING LEARNING MODEL TO TRAIN CRITICAL THINKING SKILL ON ELECTROLYTE AND NON-ELECTROLYTE SOLUTION MATERIAL AT X GRADE SMAN 12 SURABAYA
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, aktivitas siswa, keterampilan berpikir kritis, hasil belajar, dan respon siswa terhadap penerapan model pembelajaran problem solving. Metode yang digunakan dalam penelitian ini adalah metode pengamatan, tes, dan angket. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran melalui penerapan model pembelajaran problem solving memperoleh persentase keterlaksanaan pembelajaran pada pertemuan I, II, dan III masing-masing sebesar 87,50%, 91,67%, dan 95,83% dengan kategori sangat baik. Aktivitas melakukan percobaan mempunyai persentase yang paling besar pada pertemuan I dan II masing-masing sebesar 24,07% dan 23,77%, sedangkan pada pertemuan III aktivitas siswa dalam menganalisis data mempunyai persentase paling besar dengan persentase 23,46%. Keterampilan berpikir kritis siswa yang dilatihkan mengalami peningkatan dari sebelum dan sesudah penerapan model pembelajaran problem solving dengan skor N-gain sebesar 0,85 pada kriteria tinggi. Ketuntasan hasil belajar siswa secara klasikal melalui penerapan model pembelajaran problem solving mencapai 94,87%. Selain itu, respon siswa melalui penerapan model pembelajaran problem solving memperoleh persentase sebesar 98,54% dengan kategori sangat baik. Kata kunci: problem solving, keterampilan berpikir kritis, larutan elektrolit dan nonelektrolit. The aim of this researchis to describe the learning feasibility, the students’ activity, critical thinking skills, learning outcomes, and the response of students to the implementation of problem solving learning model. The method used in this research were observation, test and questionnaire method. The results showed that the learning process through the implementation of problem solving learning model to obtain the percentage of learning learning feasibilityat meeting I, II, and III respectively by 87.50%, 91.67%, and 95.83% onvery good category. Students’ activity doing experiment had the greatest percentage at meeting I and II respectively 24.07% and 23.77%, while at meeting III students’ activity of data analyzing had the greatest percentage with the percentage of 23.46%. Students’ critical thinking skills that practiced had increased before and after implementation of problem solving learning model with N-gain score of 0.85 at the high criteria. The completeness of students’ learning outcome in the classical through the implementation of problem solving learning model reaches 94.87%. Moreover, the response of the students through the implementation of problem solving learning model obtained percentage of 98.54% on very good category. Keywords: problem solving, critical thinking skills,electrolyte and nonelectrolyte solution.

PENERAPAN PEMBELAJARAN KOOPERATIF TIPE THINK- PAIR-SHARE DENGAN MELATIHKAN KETERAMPILAN METAKOGNITIF UNTUK MENCAPAI KETUNTASAN HASIL BELAJAR SISWA PADA MATERI ASAM-BASA (THE IMPLEMENTATION OF COOPERATIVE LEARNING THINK-PAIR-SHARE BY PROVIDE TRAINING METACOGNITIVE SKILLS TO ACHIVE MASTERY LEARNING OUTCOME ON ACID-BASE MATERIAL)
UNESA Journal of Chemical Education Vol 5 No 2 (2016): Vol. 5, No. 2, (2016)
Publisher : Universitas Negeri Surabaya

Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran kooperatif tipe Think-Pair-Share pada materi asam-basa, keterampilan metakognitif siswa, hasil belajar siswa dan hubungan keterampilan metakognitif dengan hasil belajar. 30 siswa kelas XI-MIA 1 SMAN Kesamben merupakan subjek penelitian ini. Jenis Penelitian yang digunakan adalah eksperimental semu dengan rancangan “One Shoot Case Study”. Hasil penelitian diperoleh keterlaksanaan pembelajaran pada tiga kali pertemuan setiap komponennya masuk dalam kategori Baik dan Sangat Baik. Keterampilan metakognitif yang diperoleh tiap siswa mencapai skor ³3, dalam kategori baik. Ketuntasan hasil belajar siswa mempunyai rentang skor 3,15-3,64 dalam kriteria B sampai dengan A-, dan diperoleh ketuntasan klasikal sebesar 100%. Hubungan keterampilan metakognitif dengan hasil belajar adalah sebesar 0,9079, dalam tingkat hubungan sangat kuat. Kata Kunci: Pembelajaran Kooperatif Think-Pair-Share, Metakognitif, Hasil Belajar. This study aims to examine the implementation of cooperative learning Think-Pair-Share on acid-base material, metacognitive skills of students, student learning outcomes and relationship metacognitive skills with student learning outcomes.This subject of research is 30 students in grade XI-MIA 1 SMAN Kesamben. This research use is a quasi experimental design with “One Shoot Case Study”. The result were obtained implementation of learning in three meetings each component include in the category of good and very good. Metacognitive skills obtained by each students get ³3 in both categories. Mastery learning outcomes have arange of values from 3,15-3,64 in criteria B to A-, the clasical completeness acquared 100%. Relationship metacognitive skills and learning outcomes amounted 0,9079 the degree of correlation very strong. Keywords: Cooperative learning Think-Pair-Share, Metacognitive, learning outcomes.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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