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INDONESIA
Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia
Published by Universitas Negeri Makassar
ISSN : 14116502     EISSN : 27228649     DOI : -
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
Memuat informasi ilmiah bidang kimia dan pendidikan kimia berupa hasil penelitian, telaah pustaka, opini, makalah teknis, dan kajian buku
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 17, No 1 (2016)" : 12 Documents clear
Penerapan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Untuk Meningkatkan Hasil Belajar Kimia Siswa Kelas XI IPA1 SMA Negeri 3 Watampone (Studi pada Materi Pokok Struktur Atom, Sistem Periodik Unsur dan Bentuk Molekul) Ridha Sulfiani
Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Vol 17, No 1 (2016)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (177.255 KB) | DOI: 10.35580/chemica.v17i1.4564

Abstract

ABSTRAKPeneletian tindakan kelas (PTK) ini bertujuan untukmengetahui langkah- langkah penerapan pembelajaran kooperatifTipe Numbered Head Together (NHT) yang dapat meningkatkanhasil belajar kimia siswa kelas XI IPA 1 SMA Negeri 3Watampone. Secara garis besar terdapat empat tahapan PTK, yaitu(1) perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi.Penelitian ini dilakukan sebanyak dua siklus. Data hasil penelitianmenunjukkan bahwa langkah-langkah model pembelajarankooperatif tipe NHT yang diterapkan dapat meningkatkan h a s i lb e l a j a r k i m i a s i s w a k e l a s XI IPA 1 SMA Negeri 3Watampone. Langkah-langkah tersebut yaitu: (1) Gurumembagi siswa dalam kelompok yang beranggotakan 4 sampai5 orang dan kepada setiap anggota diberikan nomor 1 sampai5, (2) Guru mengajukan pertanyaan berupa tugas untukmengerjakan soal-soal pada lembar kerja siswa (LKS), (3) siswaberpikir bersama dan menyatakan pendapatnya dalam lembarkerja siswa (LKS) tersebut dan meyakinkan tiap anggotadalam timnya untuk mengetahui jawaban tersebut, (4) Gurumemanggil siswa dengan nomor tertentu, kemudian siswa yangnomornya sesuai mengacungkan tangannya dan mencobapertanyaan atau mempresentasikan hasil diskusi kelompoknya didepan kelas. Hasil belajar kimia siswa setelah menerapkanmodel pembelajaran kooperatif tipe NHT meningkat dari siklus Ike siklus II untuk materi sturuktur atom, sistem periodik unsur,dan bentuk molekul.Kata kunci: Model pembelajaran Kooperatif NHT, Hasil BelajarABSTRACTThis classroom action research (PTK) is intended todetermine the steps the implementation of cooperative learningtype Numbered Head Together which can improve learningoutcomes chemistry class XI IPA 1 SMAN 3 Watampone. Broadlyspeaking, there is four stages of PTK, namely (1) planning, (2)implementation, (3) observation, and (4) reflection. This study wasconducted by two cycles. Research data show that measurescooperative learning model NHT applied to improve learningoutcomes chemistry class XI IPA 1 SMAN 3 Watampone. Thesteps are: (1) The teacher divides the students into groupsconsisting of 4 to 5 people and each member is assigned a numberfrom 1 to 5, (2) Teachers ask questions such as the duty to do thequestions on the student worksheet (LKS) , (3) students to thinktogether and express their opinions in the student worksheet (LKS)is and convince each member of his team to know the answer, (4)The teacher calls students with certain numbers, then the studentwhose number according raised his hand and tried to question orpresented the results of group discussion in class. Chemistrystudent learning outcomes after applying cooperative learningmodel NHT increased from the first cycle to the second cycle forthe material structure atom, periodic system of elements, and theshape of the molecule.Keywords: Cooperative learning model Numbered HeadTogether (NHT), Learning Outcomes
Pengaruh Pemberian Tugas Terstruktur dan Umpan Balik pada Pembelajaran Kooperatif Tipe STAD terhadap Hasil Belajar Kimia SiswaKelas XI SMA Negeri 3 Watampone Sitti Sabriani
Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Vol 17, No 1 (2016)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (197.779 KB) | DOI: 10.35580/chemica.v17i1.4569

Abstract

ABSTRAKPenelitian ini adalah eksprimen semu bertujuan untukmengetahui pengaruh pemberian tugas terstruktur dan umpan balikpada pembelajaran kooperatif tipe STAD terhadap hasil belajarkimia siswa kelas XI SMA Negeri 3 Watampone. Populasipenelitian ini adalah seluruh siswa kelas XI IPA dan sebagaisampel adalah kelas XI IPA1, kelas XI IPA2, dan kelas XI IPA3.Data dikumpulkan melalui pemberian tes. Hasil analisis deskriptifmenunjukkan bahwa rata-rata hasil belajar siswa yang diberikantugas terstruktur dan umpan balik lebih tinggi daripada yang hanyadiberikan tugas terstruktur tanpa umpan balik, begitupun juga yanghanya diberikan pembelajaran kooperatif tipe STAD tanpa umpanbalik dan tugas terstruktur. Hasil analisis inferensial menunjukkanbahwa tidak ada pengaruh pemberian tugas terstruktur, umpanbalik dengan tugas terstruktur, tugas terstruktur dan umpan balikpada pembelajaran koopratif tipe STAD terhadap hasil belajarkimia siswa kelas XI SMA Negeri 3 Watampone.Kata Kunci: Tugas terstruktur, Umpan balik, Hasil belajar,Kooperatif tipe STAD.ABSTRACTThe study was quasi-experiment aimed the influenceof structured task provision and feedback on cooperativelearning of STAD type toward chemistry learningachievement of grade XI Student’s at SMA Negeri 3Watampone. The population was wass students of grade XIIPA and the samples were grade XI IPA1, grade XI IPA2, andgrade XI IPA3. Data was collected through the provision oftest. The data then was analyzed by descriptive statistics andinferential statistics. The result of deskriptive analysisrevealed that students’ learning achievement which wasgiven a structured task and feedback was higher than thestructured task without feedback, also provision ofcooperative learning of STAD Type without feedback andstructured task. The result of inferential analysis revealedthat there was no influence on the provision of structuredtask, feedback with structured task, structured task andfeedback on cooperative learning of STAD type towardchemistry learning achievement of grade XI Student’s atSMA Negeri 3 Watampone.Keywords: Structured task, Feedback provision, Learningachievement, Cooperative learning of STAD

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