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LAVOISIER: Chemistry Education Journal
Published by Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan
ISSN : 30252865     EISSN : 28306279     DOI : https://doi.org/10.24952/lavoisier.vxix
Core Subject : Science, Education,
Chemistry Education
LAVOISIER: Chemistry Education Journal, is a journal of chemistry education published by the Department of Chemistry Education, Faculty of Education and Teacher Training, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan. This journal provides readers with present developments in chemistry education through the publication of articles and research reports. All articles will be reviewed (double-blind) by experts before being accepted for publication. Each author is responsible for the content of published articles. LAVOISIER: Chemistry Education Journal focused on the study result in the field of chemistry education. This journal encompasses original research articles, including: Teaching & Learning in Chemistry Education Material Learning in Chemistry Education Learning Media/Multimedia in Chemistry Education Evaluation & Assessment in Chemistry Education Higher Order Thinking Skills in Chemistry Education Science, Technology, Engineering, and Mathematics (STEM) Education Chemical Content Learning Strategy in chemistry education School Laboratory Experiment in chemistry education Integrating Islamic Values with Chemistry
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 49 Documents
 1   2   3   4   5 
The Effectiveness of Contextual Teaching and Learning with Multimedia to Increase Student’s Achievement on Hydrocarbon Topic Lubis, Ervi Luthfi Sheila Wanni; Rahmania, Sri; Siregar, Anisyah
LAVOISIER: Chemistry Education Journal Vol 1, No 1 (2022): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v1i1.5453

Abstract

This research have objective to increase student achievement taught with contextual teaching and learning is better than student achievement taught with direct instruction in hydrocarbon topic, to growth characteric of comunicative in learning with contextual teaching and learning is better than learning with direct intruction. to know the effectivity of student achievement taught by contextual teaching and learning compare than student’s achievement taught by direct instruction. Population of this research are SMAN 16 Medan, SMAN 1 Sunggal and MAS PAB 2. Sample on this research are X grades. The study followed by pretest as the preliminary evaluation. then give treated Contextual Teaching Learning in experimental class, Direct Instruction in control class. And give postest as evaluation test. In pretest, average of pretest in experiment class is 36.11 and in control class is 39.11. In postest, experiment class is 82 and control class is 73.11. The comparison based on gain of pretest and postest data of experiment and control is 71 and 55, the effectivity is 22.53. So, student’s  Achivement in class that teaching with Contextual Teaching Learning is significant better than control class that teaching with Direct Instruction. the percentage of students character in experiment class is 67.80 and control class is 58.20
The Impact of Guided Inquiry Learning on Student Performance in Electrolyte and Nonelectrolyte Materials: A Case Study at SMA Negeri 1 Batang Onang Harahap, Shintia Putri; Nasution, Mariam; Siregar, Nur Fauziah
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.13367

Abstract

This study aims to see the effect of the Guided Inquiry Learning Model on Student Learning Outcomes on the Material of Electrolyte and Non-Electrolyte Solutions of Class X Students at SMA Negeri 1 Batang Onang. The learning outcomes of high school students in chemistry are still relatively low, one of which is caused by the dominance of teachers in a less innovative learning process that makes students passive. The research was conducted at SMA N 1 Batang Onang with a research sample of two classes: class X MIA-2 (control class) with 16 male students and 12 female students, and class X MIA-3 (experimental class) with 14 male students and 13 female students. This research method is an experiment with a non-randomized group pre-test post-test design. The instrument used was an essay test of 5 questions. The results showed a significant increase in student learning outcomes after the application of the guided inquiry learning model. In conclusion, the guided inquiry learning model is effective in improving student learning outcomes in chemistry learning. The results of hypothesis testing using T Test (Independent Sample t Test). This is evidenced based on the calculation of hypothesis testing with an average test taken from the pretest and posttest scores that the results of the posttest independent sample t test with a significant level value (α = 0.05) obtained a significant value (2-tailed) of 0.008. The significant value (2-tailed) obtained is smaller than 0.05, so H0 is rejected and Ha is accepted. This shows that there is an effect of guided inquiry learning model on student learning outcomes in the material of electrolyte and non-electrolyte solutions in class X SMA N 1 Batang Onang.
A Way To Use Banana Peel Waste as Pesticides and Insecticides: A Student-led project aimed at cultivating critical thinking skills Siregar, Rabiyatul Adawiyah; Wulandari, Wulandari; Putri, Athifah; Rizky, Iffah; Maharani, Eehan
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v%vi%i.10582

Abstract

Plants that produce fruit are commonly found in Indonesia. This is because some Indonesians grow plants and utilize them as a business. To maintain good quality and quantity, the plants must be well cared for and protected from pests. Pests are organisms that often disturb or damage plants. Generally, pest control is more effective using chemical pesticides and insecticides, but for the environment and health, the use of chemical pesticides can have a negative impact. This occurs due to the prolonged use of chemical pesticides. With this, researchers used five different types of plants as the object of research, namely mango, durian, guava, avocado and orange. The results of using Barangan banana peel (Musa acuminata linn.) showed that Barangan banana peel can be used as a natural pesticide and has an effect on eliminating pests on plants. Therefore, the use of Barangan banana peel as a pesticide can be a solution for the community, and natural pesticides are also good for the environment and human body health. 
Misconception Analysis of Acid-Base Material in SMK Kimia PGRI Serang City Febriyanti, Beta; Sari, Sandi Danar Cynthia; Fajriyah, Laelatul; Sa’diah, Siti; Mulamawarni, Ken Hastu; Merlina, Pina
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.13139

Abstract

Chemistry is a branch of science that studies various natural phenomena, including the properties, changes in matter, structure, and the energy that accompanies them. The study of chemistry is interconnected with its concepts, making it continuous. The aim of this research is to analyze misconceptions about acid-base materials using a four-tier multiple-choice diagnostic test instrument. The research method used is descriptive qualitative, aiming to analyze student misconceptions. The subjects of this research were class XI students of SMK KIMIA PGRI SERANG CITY. To collect data, observation techniques, four-tier diagnostic tests, interviews, and documentation were used. The results of this research show that 40% of students have misconceptions about acid-base materials, 13% of students understand the concept, and 47% of students don't understand the concept. More students experience misconceptions compared to students who understand the concept. Based on the percentage results, the level of misconceptions for class XI students at SMK KIMIA PGRI Serang City is classified as medium. According to the results of interviews with students, student misconceptions are caused by two factors: internal factors (coming from students) and external factors (coming from learning media such as books and teachers). The factor that causes students' misconceptions is that schools emphasize practice rather than theory, where practice is 60% and theory is 40%. 
Enhancing Learning Outcomes: The Impact of Contextual Learning with E-LKPD Liveworksheets on Colligative Properties Utami, Syiane; Feronika, Tonih; Wardani, Miessya
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.12751

Abstract

This study aims to determine the effect of the contextual learning model assisted by E-LKPD Liveworksheets on student learning outcomes on the material of colligative properties of solutions. This research was conducted in one of the public high schools in South Tangerang using the quasi-experiment method and non-equivalent control group design. Sampling using a purposive sampling technique consisting of 40 students of class XII MIPA 2 (control class) and 40 students of class XII MIPA 3 (experimental class). Data collection using a multiple choice test of 30 questions. The results of hypothesis testing of learning outcomes data using the t-test (Paired Sample Test) with a significance level of 5% obtained an Asymp.Sig (2-tailed) value of 0.00 0.05 so that H0 is rejected and H1 is accepted. This shows that there is an effect of the contextual learning model assisted by E-LKPD Liveworksheets on student learning outcomes on the material of colligative properties of solutions.
Implementation Of Chemistry Learning Through Guided Inquiry Using Small Scale Laboratory Media On Science Process Skills Salfiah, Salma; Hidayah, Fitria Fatichatul; Wahyuni, Endang Tri
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.12638

Abstract

Science process skills are very important for students to have, but their optimization is still low. It requires student-centered learning, namely guided inquiry an open sexta media small scale laboratory to assist inquiry activities in schools which are still constrained in carrying out practicums in laboratories. The purpose of this study was to analyze tha level of science process skill through open inquiry learning and guided inquiry using small scale laboratory scuta media to compare the two types of quasi-experimental research conducted at Ma’arif Karangawen High School. The design used in Noneqivalent Control Group Design. Data collection techniques namely pretest/posttest and non-test namely by observation, then tested with n-gain, normality test, homogeneity test, and hypothesis testing (t-test) and non-test data analysis. So the results of science process skill with guided inquiry learning are superior to the open inquiry learning method, indicate by the higher average value of the control class using the guided inquiry metod, namely 55,58, an increase 35,58% and n-gain value of 0,44 in the medium category. The experimental class used the open method, namely 50,15, an increase of 27,57% and an n-gain value of 0,35 in the medium category.
Innovative Learning with AR: Experiential LKPD for Electrochemical Cells Nufus, Gina Hayatun; Abdullah, Abdullah; Rasmiwetti, Rasmiwetti
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.12784

Abstract

Learning is the process of interaction between teachers and students in educational institutions which aims to achieve the expected results, through educational interactions and the goals of knowledge, attitudes and skills. Teachers play an important role in learning by providing appropriate teaching materials. Current learning still prioritizes the role of the teacher and students' activities in class do not develop independently through discovery and thought processes. Therefore, to overcome this, learning resources that are integrated with information technology and based on student-centered learning models are needed. One model that can be applied to chemistry learning is the experiential learning model. This research is development research using a 4-D model. The research aims to produce an integrated augmented reality worksheet based on experiential learning on electrochemical cells material. The results of the LKPD validation by material and media validators were considered valid in terms of content suitability, experiential learning characteristic aspects, linguistic aspects, presentation aspects, graphic aspects, appearance aspects, and software utilization aspects with percentages of 98.87%, 100% respectively. , 87.5%, 96.87%, 96.87%, 97.22% and 100%. The results of the user response trials, namely teachers and students, were assessed as good with respective percentages of 97.22% and 92.82%
Implementation of Direct Instruction Learning Model on Students' Learning Outcomes on Electron Configuration Material Putri, Huriyah Alifia; Bahriah, Evi Sapinatul
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.12071

Abstract

Understanding topics in learning must be supported by interesting learning models, especially in chemistry subjects. Learning models that are by the circumstances of students will make it easier for students to receive lessons given by the teacher. This study aims to determine the improvement of student learning outcomes by applying direct instruction learning models to electron configuration material. The research method used is descriptive. This research was conducted at Nusantara Plus High School with a sample of class X. The results showed that the average score obtained was 93.10 with the highest score of 100 and the lowest score of 70. Thus it can be concluded that the direct instruction learning model on electron configuration material can improve the learning outcomes of class X students of SMA Nusantara Plus Ciputat.
The Analysis of Guided Inquiry Learning Model to XI Grader’s Motivation on Thermochemistry Azzachra, Alya Shifa Shifa; Hidayah, Fitria Fatichatul Fatichatul
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.12850

Abstract

Consistent learning is generally based on great curiosity, a drive of need or pressure that makes one inevitably have to recognise new things. The consistency of student learning ultimately requires the main driver commonly referred to as learning motivation. In addition to student learning motivation, careful learning preparation with the application of interesting learning models can be another success factor in education, one of these learning models is the guided inquiry model. The research method used is qualitative with a descriptive approach. The research subject chosen was class XI students in one of the high schools in Semarang City and the sample was all class XI students totalling 36 students consisting of 15 male students and 21 female students, with an age range of 16-18 years. The object of the research is the analysis of guided inquiry learning model on the interest in learning chemistry, especially thermochemistry material. The results showed that 47.2% of students strongly agreed that they had learnt many thermochemistry materials related to daily life. 61.1% of students strongly agree that they have applied the concept of thermochemistry in everyday life, for example by heating water, cooling water, and so on. 30.6% of students disagreed that they had difficulties in learning chemistry materials related to daily life. 91.7% of students answered that learning in the laboratory can maintain their interest in learning, especially in thermochemistry material. Therefore, this guided inquiry learning model is effective to maintain students' learning motivation supported by laboratory facilities.
LKPD Based on Phenomenon Based Learning (Phenobl) for Mastery of 21st Century Skills on the Material of Colligative Properties of Solutions for Class XII SMA/MA Equivalent Abdullah, Abdullah; Rasmiwetti, Rasmiwetti; Rahmi, Ainul
LAVOISIER: Chemistry Education Journal Vol 3, No 2 (2024)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v3i2.13073

Abstract

Learning is an effort to provide stimulation, guidance, direction, and encouragement to students so that the learning process occurs which is characterized by changes in student behavior as a result of student interaction with the environment. The observation results explained that the 21st century skills possessed by students were still low. One of the causes of low 21st century skills possessed by students is the lack of active involvement of students in the learning process and the lack of orienting phenomena related to chemical concepts. Therefore, to develop 21st century skills, a learner-centered learning model such as Phenomenon based learning model is needed. This research is a development research using the 4-D model. The research aims to produce LKPD based on phenomenon based learning on colligative properties material. The results of e-module validation by material and media validators are considered very valid in terms of content feasibility, presentation aspects, linguistic aspects, graphical aspects, aspects of phenomenon-based learning characteristics, display aspects, and software utilization aspects with a percentage of 100%, 97.5%, 91.67%, 100%, 82.5%, 94% and 100% respectively. This LKPD is in the very valid range with a score of 94.74%, so this LKPD has been confirmed valid and can be tested.

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