EDUCENTER JURNAL PENDIDIKAN
Jurnal Ilmiah Pendidikan, e-ISSN: 2827-7988, p-ISSN: 2827-8542, is a peer-refereed open-access national journal that has been established for the dissemination of state-of-the-art knowledge in the fields of education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in education and learning. It is published three times a year: in January, Mei, and September. Educenter: Jurnal Ilmiah Pendidikan is published by ARKA INSTITUTE in collaboration with Asosiasi Peneliti ilmu Manajemen Indonesia.
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<![CDATA[Perbedaan Aktivitas dan Hasil Belajar Siswa Menggunakan Problem Based Learning dan Discovery Learning pada Bahan Ajar Laju Reaksi Terintegrasi Nilai Spiritual ]]>
<![CDATA[Salwa Syafirah]]>;
<![CDATA[Ayi Darmana]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 10 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i10.87
<![CDATA[This study aims to determine the differences in learning activities, learning outcomes and student spirituality between learning using the Problem Based Learning (PBL) model and the Discovery Leaning (DL) model on reaction rate material Integrated with Spiritual Values. The population in this study were all XI MIA classes consisting of two classes. All populations were taken as samples (total sample). Class XI MIA 1 is used as an experimental class 1 using PBL learning while class XI MIA 2 as an experimental class 2 with the DL model. The instruments used in this study are two, namely test and non-test instruments. Test instruments to measure learning outcomes in the form of multiple choice as many as 20 questions that are valid and reliable. Non-test instruments in the form of student learning activity observation sheets and questionnaires used to measure student spirituality. The results showed, for experimental class 1: activity 85.55 learning outcomes 72.22 and spiritual attitudes 85.58. While the experimental class 2: activity 75.50 learning outcomes 72.22 and spiritual attitude 81.27. From statistical testing obtained sig (0.0001) < α (0.05) for activity, while for learning outcomes sig (0.002) < α (0.05) H0 is rejected and Ha is accepted, while for spiritual attitudes obtained sig value (0.079) > α (0.05) H0 is accepted and Ha is rejected. Thus, it can be concluded that there is a significant difference in activity and learning outcomes and no difference for the spiritual attitude of students using PBL and DL on reaction rate material Integrated spiritual values.]]>
<![CDATA[Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Berbantuan Video Pembelajaran Terhadap Hasil Belajar Siswa Kelas Xi SMA Pada Materi Trmokimia ]]>
<![CDATA[Nancy Davici Tamba]]>;
<![CDATA[Bajoka Nainggolan]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
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DOI: 10.55904/educenter.v1i8.88
<![CDATA[This research was conducted to analyze the effect of the implementation of Guided Inquiry and Direct Instruction learning models assisted by learning videos. The learning outcomes of students taught by the guided inquiry were higher than those taught by Direct Instruction. This research was carried out at SMA Negeri 1 Ronggurnihuta, Samosir Regency. This research is quasi-experimental research (Quasi-Experimental Design), which consists of an experimental class with a Guided Inquired learning model and a control class with Direct Instruction. The data is processed descriptively and quantitatively analyzed using the SPSS 20 for the windows program. 34.17, and the average value of the Posttest is 82.36. While in the control class, the average value of the pretest was 25.42, and the post-test value was 76.94. From the data processing and analysis, it was obtained that the experimental class learning outcomes with N-Gain increased by 74.28% (in the high category) and the control class with N-Gain by 69.81% (in the medium category). It can be concluded that the guided inquiry learning model assisted by video learning is better and more effective in improving student learning outcomes than the Direct Instruction model.]]>
<![CDATA[Pengembangan E-Modul Kimia Berbasis Proyek pada Materi Larutan Elektrolit dan Non Elektrolit ]]>
<![CDATA[Indah Sari Sihombing]]>;
<![CDATA[Marham Sitorus]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 4 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
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DOI: 10.55904/educenter.v1i4.89
<![CDATA[This study aims to (1) to determine the results of the analysis of chemistry teaching materials on electrolyte and non-electrolyte solution materials used in schools according to BSNP standards, (2) to develop e-modules for electrolyte and non-electrolyte solution materials according to the BSNP eligibility criteria and have been based on projects, and (3) To determine student learning outcomes after being given project-based e-modules. The population in this study were all students of class X MIA SMA Negeri 1 Deli Tua, totaling 6 classes. The sample in this study was class X MIA 5 who was taught with a project-based chemistry e-module. The instrument used is an e-module feasibility questionnaire according to the BSNP standard, a learning outcome test of 20 questions that have been tested valid. This study uses the method and media development (R&D) with the ADDIE model. The ADDIE model has several stages, namely Analysis, Design, Develop, Implementation, and Evaluation. Where the results of the feasibility analysis of the content feasibility aspect of the e-module are 3.82; language eligibility is 3.83; The feasibility of presenting 3.81 and the feasibility of graphics 3.77 means that the teaching materials from the trial are very valid based on the BSNP. The average student learning outcomes who are taught project-based e-modules in one class are 78.8095. The results of the right-hand t-test with t count = 4.147> t table = 2.086. Thus the criteria for testing the hypothesis t count > t table are met. This means that Ho is rejected, Ha is accepted, so it can be concludedthat the project based chemistry learning e-module developed is better in improving students' chemistry learning outcomes in electrolyte and non-electrolyte solution materials.]]>
<![CDATA[Penerapan Media E-Booklet dalam Pembelajaran Ikatan Kimia di SMA ]]>
<![CDATA[Aknes Dianti Lingga]]>;
<![CDATA[Pasar Maulim Silitonga]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 9 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
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DOI: 10.55904/educenter.v1i9.90
<![CDATA[This study aims to measure students' learning outcomes in class X SMA PAB 8 Saentis Percut Sei Tuan, taught between E-booklets and PPT media. The samples in this study were taken by random sampling technique by lottery. The type of research used is a quasi-experimental design (Quasi-Experimental Design. The data collection technique begins with the preparation stage and the implementation stage. As a prerequisite for hypothesis testing, the sample group data is tested for normality and homogeneity. Then hypothesis testing is carried out with SPSS Statistics 20 with criteria for a significant level of 5 %. Based on the results of data processing student learning outcomes, the average value of student learning outcomes in experimental class 1 using e-booklet media in the learning process is higher. Then the average value of student chemistry learning outcomes in practical class 2 using PPT media is reinforced in the second hypothesis test; the sig (2-tailed) score on SPSS is 0.015. This study also shows that the average value of student learning outcomes who are taught by the application of E-booklet media is higher than the KKM. This is reinforced by the first hypothesis test where the result of the sig (2-tailed) value of 0.000 using the one-sample t-test analysis on SPSS. According to the third hypothesis test, a significant value of 0.000 < 0.05 obtained in 84% of students taught by e-booklet media reached the KKM.]]>
<![CDATA[Penerapan Model Pembelajaran Berbasis Proyek Pada Pembelajaran E-Learning Materi Kesetimbangan Kimia ]]>
<![CDATA[Elisabet Rosmadelila Gultom]]>;
<![CDATA[Zainuddin Muchtar]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 4 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
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DOI: 10.55904/educenter.v1i4.91
<![CDATA[This research aims to analyze the effect of the application of project-based learning models on e-learning chemical equilibrium material on learning outcomes, student activities and student responses. This type of research is a quasi-experimental with a pretest-posttest control group design. This research was conducted in January 2022. Data collection techniques were obtained by means of tests, observation sheets, questionnaires, and documentation. The population of this research is the students of class XI IPA SMA Negeri 9 Medan. The research sample consisted of 2 classes with a total of 65 students with a random sampling technique. The experimental class was given learning using a project-based learning model in e-learning, the control class was given learning using a direct learning model. This study shows the following results: (1) there is a positive effect of implementing project-based learning models on e-learning chemical equilibrium material on improving student learning outcomes, obtained tcount = 9.91 > ttable = 1.669 and class N-gain value the experimental class is 0.77 with the high category, while the N-gain for the control class is 0.56 in the medium category. (2) student learning activities in the experimental class are very positive or very good towards, the average percentage is 81.83% with the qualification "very good". (3) students in the experimental class showed a positive or good response in the learning process that took place in the classroom, the average percentage of responses was 76.55% with "good" qualifications. This shows that the project-based learning model in e-learning is good for use in the teaching and learning process.]]>
<![CDATA[Kriteria pemilihan dan prinsip pemanfaatan media pembelajaran berbasis TIK sesuai kebutuhan peserta didik ]]>
<![CDATA[Mohamad Miftah]]>;
<![CDATA[Nur Rokhman]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 9 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
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DOI: 10.55904/educenter.v1i9.92
<![CDATA[The use of ICT as a learning resource and media can be through the use of computer and mobile/smartphone devices as innovative learning resources and media. The purpose of writing the article is to share how to know the selection criteria for learning media and the selection procedure according to the needs of students. The research method used is library research. The research data is based on the findings of previous studies and studies, some underlying theories, and empirical findings. Researchers become developers, teaching/instructors of ICT-based learning media. The result of the research is that the selection criteria and the principles of using ICT as a learning medium are the basis and key to the success of learning outcomes. The teacher's role is very important in mastering ICT skills and mastering the ability to choose media and the principles of using ICT correctly and appropriately according to the needs of students and learning objectives. This library research is expected to be a material for wealth and literacy for teachers and developers of ICT based learning media at the conceptual and applied level.]]>
<![CDATA[Inovasi program motekar melalui pembelajaran jarak jauh di masa Pandemi Covid-19 SD Maruyung II ]]>
<![CDATA[Evip Sopia]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 4 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i4.100
<![CDATA[This paper aims to improve the quality of education in Maruyung II Public Elementary Schools. The Image Strategy has been implemented at Maruyung II Public Elementary Schools in the 2019-2020 academic year. This study uses qualitative data. The data is obtained from the documentation and practice of education service providers at the Maruyung II State Elementary School with the sample in this study including students in grades I to d. VI totalled 343 students. The data is obtained from the documentation and practice of education service providers at the Maruyung II public elementary school. It can be concluded that the Motekar method can increase the number of teachers according to their needs and qualifications. The increasing image of the school is evidenced by the increase in public trust so that many parents send their sons and daughters to school so that the number of students from year to year increases. Facilities and infrastructure have increased, which previously did not exist. What was there became better. With the Motekar Strategy, the principal will become the 1st winner of the outstanding school principal in Tanjungsari District in 2022.]]>
<![CDATA[Perbandingan hasil belajar dan aktivitas siswa dengan menggunakan model pembelajaran Think Talk Write (TTW) dan Numbered Head Together (NHT) pada materi hukum dasar kimia dan perhitungan kimia ]]>
<![CDATA[Yayang Fabella]]>;
<![CDATA[Jasmidi]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 10 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i10.101
<![CDATA[This study aims to the learning outcomes learning activities and a significant correlation beetweenlearning outcomes and student activities thar were taught with the TTW mode assisted and NHT on chemical of basic laws and chemical calculations matter at SMA Negeri 2 Tanjung Morawa. From the result of data analysis obtained for learning outcomes students who are taught with TTW model are higher than NHT . So hypothesis testing is carried out using one sample t test at a significant level of 5 % showing that in learning outcomes tcount more than ttable ttabel. Whereas learning activities that were taught in TTW model are higher than the learning activities NHT. For hypothesis testing showing than in learning activities tcount more than ttable. So there is significant correlation between learning outcomes and student activities taught with TTW model. The results of correlation the two variables are included in the high category.]]>
<![CDATA[Perbedaan hasil belajar dan motivasi belajar siswa dengan menggunakan model PBL dan pembelajaran konvensional berbantuan media iSpring pada materi laju reaksi ]]>
<![CDATA[Hengki Wijaya Aritonang]]>;
<![CDATA[Moondra Zubir]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i8.107
<![CDATA[This study aims to determine whether there is a significant difference in student learning outcomes and student learning motivation who are taught using the PBL model assisted by the Ispring media with the conventional learning model assisted by the iSpring media on the rate material at PAB 8 Saentis Private High School. The research population was all students of class XI SMA Private PAB 8 Saentis. The sample consisted of class XI students of SMA Swasta PAB 8 Saentis, which consisted of 2 classes, namely the experimental class (XI IPA 2) with the PBL model and the control class (XI IPA 3) with the conventional model. The instruments used are test and non-test instruments. The student learning outcomes data were first tested for normality and homogeneity, where the results obtained by the two samples were normally distributed and homogeneous. Hypothesis testing was carried out using the independent sample t-test, the results of this study showed that in hypothesis 1, a sig value of 0.001 was produced at a significance level of 5% (α= 0.05). if the value of sig < then Ho is rejected. Thus , it shows that there are differences in student learning outcomes who are taught using the PBL model assisted by the Ispring media with the conventional learning model assisted by the iSpring media . while hypothesis 2 obtained a sig value of 0.04 indicating differences in student learning motivation and hypothesis 3 obtained a sig value of 0.035 indicating a correlation between motivation and student learning outcomes who were taught using the PBL model assisted by the Ispring media with the conventional learning model assisted by the iSpring media.]]>
<![CDATA[Pengaruh model pembelajaran problem based learning dengan menggunakan powerpoint terhadap hasil dan minat belajar siswa pada materi laju reaksi di kelas XI SMA ]]>
<![CDATA[Lisken Saragi]]>;
<![CDATA[Makharany Dalimunthe]]>
<![CDATA[ Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 10 (2022): Educenter : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[ARKA INSTITUTE ]]>
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DOI: 10.55904/educenter.v1i10.108
<![CDATA[This study aims to determine the learning outcomes of students who are taught using a problem based learning model using powerpoint are higher than the learning outcomes of students who are taught conventionally. This research was carried out at SMA Negeri 1 Lawe Sigala-gala, Aceh Tenggara in December 2021. From the results of the study, the results of the study in the experimental class wereobtained with an average pretest score of 25.29 and for the posttest in the experimental class, the average score was 80, 88. While the control class obtained an average value of 24.41 and for the posttest control class obtained an average value of 74.12. Students' learning interest before being given treatment in the experimental class obtained an average value of 69.59, for the control class the average value was 65.00. After being treated in the experimental class, the average value was 80.00 and in the control class, the average value was 70.76. The normalized N-Gain value for students in the experimental class is higher than the value in the control class, namely 0.6842> 0.6315 or the percentage of N-Gain in the experimental class is 68% and the control class is 63%. And for the N Gain value of student interest in the experimental class is higher than the value in the control class, namely 11.111> 0.0625 or the percentage of N-Gain in the experimental class is 11% and the control class is 6.25%.]]>
