Macca: Science-Edu Journal
In Bugis society, smart is known as macca, whereas chem is the acronym of chemistry. Chemistry is the English language of chemistry, while edu is the abbreviation of education. The presence of the Macca Chem Edu Journal is expected to enlighten the nation, especially in the field of science education. This journal publishes articles related to teaching activities of science education. It is hoped that the presence of the Macca Chem Edu Journal can educate the nation, especially in the field of sceince education. This journal publishes articles related to teaching activities of science education. The scope of this journal includes: Teaching method of science education Management of science education Implications of science education teaching activity Activity of science education discussion Contribution of increasing science education teaching activity
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<![CDATA[Improving Mathematics Learning Outcomes through Model Application Cooperative Learning Type Student Teams Achievement Division (STAD) ]]>
<![CDATA[Abdul Fattah]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This research is classroom action research which was carried out in two cycles and aims to find out whether the Mathematics learning outcomes of Class VI MIN 2 Bulukumba students who are taught using the STAD type cooperative learning model can improve. The subjects of this research were 20 students of class VI MIN 2 Bulukumba, even semester of the 2022/2023 academic year. The research results have a positive impact on student learning outcomes. Learning outcomes in cycle I had the lowest score of 41, the highest score of 78 and the average score of 65.95. Meanwhile in cycle II the lowest score was 69, the highest score was 100 and the average score was 83.55. The percentage of learning completeness in cycle I was 40% and the percentage of learning completeness in cycle II was 95%, this shows an increase of 55%.]]>
<![CDATA[Activating Students to Speak English through Interpreting Graphs ]]>
<![CDATA[Khaerati Khaerati]]>;
<![CDATA[Bungatang Bungatang]]>;
<![CDATA[Khaidarsyah Khaidarsyah]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This research is qualitative descriptive research which aimed at finding out (1) whether students actively engage in speaking English through interpreting graphs and (2) whether students have a positive attitude towards the use of graphs in speaking classes. The population of this study consists of first-semester students in the Economics Education study Program at Universitas Patompo for the academic year 2022/2023. The researcher employed purposive sampling technique, involving 30 students. Two types of instruments were used in this research: observation techniques and questionnaires. Observation was used to assess students’ participation in speaking English, while questionnaires were used to find out students' attitudes towards the use of graphs in speaking classes. Data analysis results indicated that 1) the use of graphs in speaking can activate students to speak English. In the interpretation of pie charts, the average speaking frequency of students is 3.3% and categorized into active. In the interpretation of line graphs, the average speaking frequency of students is 3.3% over 90 minutes and categorized into active. In the interpretation of bar graphs, the average students’ speaking frequency was 3.83% in 90 minutes and categorized as very active. 2) The questionnaire indicated that 11 (36.67%) out of 30 students strongly agree, 17 (56.67%) students agree, 2 (6.66%) students rather agree, with none of them disagree and strongly disagree with the use of graphs in speaking class. While the mean score was 57.06, indicating that students have a positive attitude towards the use of graphs in speaking classes.]]>
<![CDATA[Comparison of the Picture and Picture Learning Model with the Examples Non-Examples Learning Model on the Learning Outcomes of Students at SMPN 2 Tandukkalua, Mamasa District ]]>
<![CDATA[Andi Andariana]]>;
<![CDATA[Fandi Ahmad]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This study aims to determine the comparison of learning outcomes of students taught using the Picture and Picture Learning Model with Examples Non-Examples at SMPN 2 Tandukkalua, Mamasa District. This study uses two groups, namely class VIII A with 22 students and class VIII B with 19 students. The variables in this study consist of independent variables, namely the Picture and Picture learning model and Examples Non-Examples, while the dependent variable is learning outcomes. The material taught is the digestive system, and this type of research is quantitative research aimed at determining differences in student learning outcomes. Data collection techniques use tests and documentation. The data analysis techniques used are descriptive analysis and inferential statistical analysis. The results of the study through descriptive analysis show that the learning outcomes of class VIII A students using the Picture and Picture Learning Model (88%) scored between 69.9 and 90.3 with an average of 81, while the learning outcomes of class VIII B students using the Examples Non-Examples Learning Model (70%) scored between 58.2 and 79.6 with an average of 69. The results of the inferential analysis calculation show that the obtained t-value is 2.684 < t-table 3.686 with a significance level of 0.05. Based on these research results, it can be concluded that there is a difference between the two learning models, Picture and Picture, and Examples Non-Examples, on the learning outcomes of eighth-grade students at SMPN 2 Tandukkalua, Mamasa District.]]>
<![CDATA[Analysis Of Final Semester Assessment Questions For Biology Subjects For The Even Semester Of The 2021/2022 Academic Year ]]>
<![CDATA[Prudensiana Mude]]>;
<![CDATA[Nur Indah Sari]]>;
<![CDATA[Fandi Ahmad]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This research is a quantitative descriptive study which aims to analyze the quality of Biology questions for class The analysis was carried out through a multiple choice question document totaling 25 question numbers. Next, an analysis of the question items was carried out using the parameters of validity, reliability, level of difficulty of the questions, distinguishing power and effectiveness of distractors using existing formulas. The subjects in this research were students in class X Science at SMA Jaya Negara Makassar for the 2021/2022 academic year, totaling 20 students. The data collection technique is carried out by evaluation to obtain data in the form of exam questions, answer keys, and a list of student names. The data obtained was analyzed using the Anates Application Version 4.0.9. The research results showed that (1) as many as 18 questions or 72% of the questions were declared valid, 2) the reliability of the questions was r11 = 0.36 with high category (3) difficulty level of 48%, difficult questions and 20% easy questions. (4) The discriminating power of the questions is good, where > 5% of the students have been selected (5) 56% of the questions have good and very good distractor effectiveness, and 16% have poor or poor distractor effectiveness]]>
<![CDATA[Optimizing Problem-Based Learning on Salt Hydrolysis Material for Critical Thinking and Student Learning Activities ]]>
<![CDATA[Islawati]]>;
<![CDATA[Vika Puji Cahyani]]>;
<![CDATA[Dewiyanti Fadly]]>;
<![CDATA[Fandi Ahmad]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This research aims to evaluate the effect of applying the Problem-Based Learning (PBL) Learning Model on students' critical thinking abilities and learning activities in studying salt hydrolysis material. The research method used was a quasi-experiment using two groups: an experimental group that applied PBL and a control group that used conventional learning methods. The research sample consisted of class XI students at a high school in an urban area. Data was collected through critical thinking ability tests before and after treatment, as well as observations of students' learning activities during the learning process. The results of data analysis show that there is a significant increase in the critical thinking skills and learning activities of students who take part in learning using the PBL model compared to the control group. Students in the PBL group showed a higher level of involvement in group discussions, problem solving, and searching for additional information related to salt hydrolysis material. The implication of this research is that PBL can be an effective approach in improving the quality of chemistry learning at the high school level, especially in strengthening critical thinking skills and increasing students' learning activities. Pre-test scores revealed no significant differences between the control group and the treatment group in terms of critical thinking skills (p > 0.05). However, post-test scores demonstrated a substantial increase in critical thinking skills among students in the treatment group (M = 85.6, SD = 7.2) compared to those in the control group (M = 72.3, SD = 6.8), with a statistically significant difference (p < 0.001). Therefore, it is recommended that PBL be applied more often in the context of chemistry learning to optimize student learning outcomes.]]>
<![CDATA[Improving Mathematics Learning Outcomes through Model Application Cooperative Learning Type Student Teams Achievement Division (STAD) ]]>
<![CDATA[Fattah, Abdul]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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<![CDATA[This research is classroom action research which was carried out in two cycles and aims to find out whether the Mathematics learning outcomes of Class VI MIN 2 Bulukumba students who are taught using the STAD type cooperative learning model can improve. The subjects of this research were 20 students of class VI MIN 2 Bulukumba, even semester of the 2022/2023 academic year. The research results have a positive impact on student learning outcomes. Learning outcomes in cycle I had the lowest score of 41, the highest score of 78 and the average score of 65.95. Meanwhile in cycle II the lowest score was 69, the highest score was 100 and the average score was 83.55. The percentage of learning completeness in cycle I was 40% and the percentage of learning completeness in cycle II was 95%, this shows an increase of 55%.]]>
<![CDATA[Activating Students to Speak English through Interpreting Graphs ]]>
<![CDATA[Khaerati, Khaerati]]>;
<![CDATA[Bungatang, Bungatang]]>;
<![CDATA[Khaidarsyah, Khaidarsyah]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
<![CDATA[This research is qualitative descriptive research which aimed at finding out (1) whether students actively engage in speaking English through interpreting graphs and (2) whether students have a positive attitude towards the use of graphs in speaking classes. The population of this study consists of first-semester students in the Economics Education study Program at Universitas Patompo for the academic year 2022/2023. The researcher employed purposive sampling technique, involving 30 students. Two types of instruments were used in this research: observation techniques and questionnaires. Observation was used to assess students’ participation in speaking English, while questionnaires were used to find out students' attitudes towards the use of graphs in speaking classes. Data analysis results indicated that 1) the use of graphs in speaking can activate students to speak English. In the interpretation of pie charts, the average speaking frequency of students is 3.3% and categorized into active. In the interpretation of line graphs, the average speaking frequency of students is 3.3% over 90 minutes and categorized into active. In the interpretation of bar graphs, the average students’ speaking frequency was 3.83% in 90 minutes and categorized as very active. 2) The questionnaire indicated that 11 (36.67%) out of 30 students strongly agree, 17 (56.67%) students agree, 2 (6.66%) students rather agree, with none of them disagree and strongly disagree with the use of graphs in speaking class. While the mean score was 57.06, indicating that students have a positive attitude towards the use of graphs in speaking classes.]]>
<![CDATA[Comparison of the Picture and Picture Learning Model with the Examples Non-Examples Learning Model on the Learning Outcomes of Students at SMPN 2 Tandukkalua, Mamasa District ]]>
<![CDATA[Andi Andariana]]>;
<![CDATA[Ahmad, Fandi]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
Show Abstract
|
Download Original
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Original Source
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<![CDATA[This study aims to determine the comparison of learning outcomes of students taught using the Picture and Picture Learning Model with Examples Non-Examples at SMPN 2 Tandukkalua, Mamasa District. This study uses two groups, namely class VIII A with 22 students and class VIII B with 19 students. The variables in this study consist of independent variables, namely the Picture and Picture learning model and Examples Non-Examples, while the dependent variable is learning outcomes. The material taught is the digestive system, and this type of research is quantitative research aimed at determining differences in student learning outcomes. Data collection techniques use tests and documentation. The data analysis techniques used are descriptive analysis and inferential statistical analysis. The results of the study through descriptive analysis show that the learning outcomes of class VIII A students using the Picture and Picture Learning Model (88%) scored between 69.9 and 90.3 with an average of 81, while the learning outcomes of class VIII B students using the Examples Non-Examples Learning Model (70%) scored between 58.2 and 79.6 with an average of 69. The results of the inferential analysis calculation show that the obtained t-value is 2.684 < t-table 3.686 with a significance level of 0.05. Based on these research results, it can be concluded that there is a difference between the two learning models, Picture and Picture, and Examples Non-Examples, on the learning outcomes of eighth-grade students at SMPN 2 Tandukkalua, Mamasa District.]]>
<![CDATA[Analysis Of Final Semester Assessment Questions For Biology Subjects For The Even Semester Of The 2021/2022 Academic Year ]]>
<![CDATA[Mude, Prudensiana]]>;
<![CDATA[Sari, Nur Indah]]>;
<![CDATA[Ahmad, Fandi]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
Show Abstract
|
Download Original
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Original Source
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<![CDATA[This research is a quantitative descriptive study which aims to analyze the quality of Biology questions for class The analysis was carried out through a multiple choice question document totaling 25 question numbers. Next, an analysis of the question items was carried out using the parameters of validity, reliability, level of difficulty of the questions, distinguishing power and effectiveness of distractors using existing formulas. The subjects in this research were students in class X Science at SMA Jaya Negara Makassar for the 2021/2022 academic year, totaling 20 students. The data collection technique is carried out by evaluation to obtain data in the form of exam questions, answer keys, and a list of student names. The data obtained was analyzed using the Anates Application Version 4.0.9. The research results showed that (1) as many as 18 questions or 72% of the questions were declared valid, 2) the reliability of the questions was r11 = 0.36 with high category (3) difficulty level of 48%, difficult questions and 20% easy questions. (4) The discriminating power of the questions is good, where > 5% of the students have been selected (5) 56% of the questions have good and very good distractor effectiveness, and 16% have poor or poor distractor effectiveness]]>
<![CDATA[Optimizing Problem-Based Learning on Salt Hydrolysis Material for Critical Thinking and Student Learning Activities ]]>
<![CDATA[Islawati]]>;
<![CDATA[Cahyani, Vika Puji]]>;
<![CDATA[Fadly, Dewiyanti]]>;
<![CDATA[Ahmad, Fandi]]>
<![CDATA[ MACCA : Science-Edu Journal Vol. 1 No. 1 (2024): Februari 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
<![CDATA[This research aims to evaluate the effect of applying the Problem-Based Learning (PBL) Learning Model on students' critical thinking abilities and learning activities in studying salt hydrolysis material. The research method used was a quasi-experiment using two groups: an experimental group that applied PBL and a control group that used conventional learning methods. The research sample consisted of class XI students at a high school in an urban area. Data was collected through critical thinking ability tests before and after treatment, as well as observations of students' learning activities during the learning process. The results of data analysis show that there is a significant increase in the critical thinking skills and learning activities of students who take part in learning using the PBL model compared to the control group. Students in the PBL group showed a higher level of involvement in group discussions, problem solving, and searching for additional information related to salt hydrolysis material. The implication of this research is that PBL can be an effective approach in improving the quality of chemistry learning at the high school level, especially in strengthening critical thinking skills and increasing students' learning activities. Pre-test scores revealed no significant differences between the control group and the treatment group in terms of critical thinking skills (p > 0.05). However, post-test scores demonstrated a substantial increase in critical thinking skills among students in the treatment group (M = 85.6, SD = 7.2) compared to those in the control group (M = 72.3, SD = 6.8), with a statistically significant difference (p < 0.001). Therefore, it is recommended that PBL be applied more often in the context of chemistry learning to optimize student learning outcomes.]]>
