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<![CDATA[PEMBELAJARAN KIMIA BERBASIS KOOPERATIF THINK PAIR SHARE (TPS) DENGAN BERBANTUAN VIRTUAL LABORATORIUM UNTUK MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Dwiningsih, Kusumawati]]>;
<![CDATA[Mangengke, Bintang Benarivo]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Element Chemistry is one of the materials given to class XII students. Studying the chemical elements of the substance cause a sense of saturation because of the broad scope of the material and is memorized. To help and facilitate students learning in an effort to understand the material including the Chemical Element material, the use of learning media was developed. This research was conducted with the aim to find out the increase in student learning outcomes through virtual laboratories. The research design used was one group pretest-posttest design. The learning model used is TPS (Think Pair Share) cooperative laboratory assisted with virtual laboratories. The research method used is the test method. The instruments used were pretest and posttest sheets. The results of data analysis using n-gain indicate that an increase in student learning outcomes in the medium and high categories. A total of 66.67% of students experienced an increase in learning outcomes in the medium category, and 33.33% of students experienced an increase in learning outcomes in the high category. From the results obtained, it can be concluded that the virtual laboratory with TPS learning model can significantly improve student learning outcomes.]]>
<![CDATA[PENGEMBANGAN PEMBELAJARAN DENGAN PENDEKATAN STEM TERINTEGRASI SCIENCE ENTREPRENEURSHIP UNTUK MENGEMBANGKAN KARAKTER KEWIRAUSAHAAN ]]>
<![CDATA[Sa'adah, Silmi Kurnia]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Diliarosta, Skunda]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to determine the characteristics and feasibility of learning media for the integration of the STEM integrated with science entrepreneurship and to analyze the student entrepreneurial character profile in the application of learning tools for integrating the STEM integrated with science entrepreneurship. The learning media development model used is ADDIE. The data were collected by means of observation, questionnaires, and tests. The characteristics of the learning media developed include the integration of the STEM integrated with science entrepreneurship and refer to the indicators of entrepreneurial character developed in students. The research results show that the learning media is very feasible with an average percentage of 96.42%. The entrepreneurial character profile with the application of integrated learning media of the STEM integrated with science entrepreneurship has increased by obtaining a gain of 0.60 in the moderate criteria. Students give good responses on small and large scale trials. This means that learning can develop entrepreneurial character, LKPD and easy to understand questions. Based on the results of the study, it can be concluded that the integrated learning media of the STEM integrated with science entrepreneurship can develop the entrepreneurial character of students because there is an increase in the percentage score of entrepreneurial character on each observation.]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS ETNOSAINS PADA KONSEP LARUTAN ELEKTROLIT DAN NONELEKTROLIT ]]>
<![CDATA[Pertiwi, Woro Jati]]>;
<![CDATA[Solfarina, Solfarina]]>;
<![CDATA[Langitasari, Indah]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Chemical learning lays a major emphasis on learning concepts and formulas. While in daily life, the application is less applied so that learning becomes less meaningful. Ethnoscience learning can be applied with the help of teaching materials in the form of Student Worksheets so learners can connect existing knowledge, such as culture or native community knowledge with scientific knowledge. The study aims to develop the learner's worksheet ethnoscience-based on one of the original knowledge of the communities, the use of fresh coconut water associated with the material's electrolyte and nonelectrolyte. This research is a research development with the method of Analysis, Design, Development Implementation, Evaluation (ADDIE). Data collection techniques using needs analysis in the form of library and field tests (interviews and questionnaires). Validity test using Content Validity Ratio (CVR) with 11 Validator consisting of lecturer and chemistry teacher, and the student response questionnaire. Research shows that the developed LKPD was qualified and valid to be used with a CVR 0.82 – 1.00 that shows a CVR >0.59. Students also have a proud attitude, responsibility, and awareness to preserve the culture of fresh coconut water consuming. ]]>
<![CDATA[IMPLEMENTASI GUIDED INQUIRY BERBANTUAN E-LKPD TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI REDOKS DAN TATA NAMA SENYAWA KIMIA ]]>
<![CDATA[Lailiah, Ikrimatul]]>;
<![CDATA[Wardani, Sri]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Sutanto, Edi]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Chemistry learning in schools tends not to provide a place for students to be active and does not train their minds to foster students' curiosity. The application of the guided inquiry learning model is learning that involves all students' abilities to find and investigate something so that it is in accordance with their experience. The guided inquiry model can be used to make it easier for students to understand concepts, especially in redox material and the nomenclature of chemical compounds. This study aims to determine student cognitive learning outcomes on redox material and chemical compound nomenclature through the guided inquiry model assisted by e-LKPD. The population used was science class X-4 to X-6 at a Kendal high school. The sampling technique was carried out by means of cluster random sampling. The sample was obtained after the population was tested for normality and homogeneity, so that the students of science class X-4 as the experimental class and X-5 as the control class. The research data was taken by the test method to determine the student's cognitive learning outcomes. The data analysis technique used to test the hypothesis is a biserial correlation technique. The results showed that there was a strong or high positive relationship based on the r value in the calculation, namely 0.60. This shows that there is an effect of guided inquiry learning assisted by e-LKPD on student cognitive learning outcomes, which is 36%.]]>
<![CDATA[ANALISIS MISKONSEPSI PESERTA DIDIK PADA MATERI HIDROLISIS GARAM DALAM PEMBELAJARAN DENGAN MODEL GUIDED INQUIRY ]]>
<![CDATA[Kadarwati, Sri]]>;
<![CDATA[Damayanti, Kristina]]>;
<![CDATA[Sumarti, Sri Susilogati]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[One of the problems in a chemistry learning is the low learning outcomes mainly due to misconception. This study aims to study the student’s misconceptions on the topic of salt hydrolysis and the possible causes that come from them. This study was a case study with a one-shot case study design. Observation sheets on learning activities, observation sheets on student’s attitude, a test pack of three-tier multiple choice model, and guidelines of interviews involving students as respondents were used in the data collection. The results of observation on the implementation of learning showed that the learning using guided inquiry model has been carried out very well, it suggested that the learning process for embedding the correct concept of salt hydrolysis material has proceeded in accordance with the steps of the guided inquiry learning model. In addition, it was observed that the students showed a very good attitude during the learning process. The student’s misconception on the topic of salt hydrolysis was in a low category with the misconception percentage of 21.7%. The student’s misconceptions observed in this study suggested that those are possible due to incomplete/false reasoning (50%), associative thinking (30%), and intuition (20%). Students' interest in the chemistry lesson was also observed to contribute to misconceptions.]]>
<![CDATA[PENGGUNAAN MODEL PEMBELAJARAN PROJECT BASED LEARNING TERINTEGRASI CHEMO-ENTREPRENEURSHIP DAN HUBUNGANNYA DENGAN LIFE SKILL SISWA DALAM PEMBELAJARAN KIMIA ]]>
<![CDATA[Ishak, Putri Mutiara]]>;
<![CDATA[Harizon, Harizon]]>;
<![CDATA[Muhaimin, Muhaimin]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to see how student life skills, especially in vocational skills, after using the integrated CEP PjBL learning model. This study uses an associative method with a quantitative approach. Taking population and samples using total random sampling with the population is also the sample used in the study. Collecting data using instruments including, the CEP integrated project-based LKPD which is used as a practical guide as well as a reference in practicum supervision, the model implementation observation sheet to see the implementation of learning carried out to teach students, the life skills observation sheet used in direct life skills assessment when Available learning, as well as the responsibility of the student questionnaire used to measure students' life skills in learning using the CEP integrated PjBL model. The results showed that learning using the CEP integrated PjBL model was proven to be able to help students develop life skills in the aspect of vocational skills so that students had entrepreneurship. This can be seen from the proportion of students' vocational proficiency, namely 74.89%, where the competitiveness of students in sales and the work ethic possessed by students can be categorized as very good, namely 80.27% and 82.45%. The generic life skills of the students were classified as good with the proportion of 77.18% and the specific life skills of the students were classified as good with the proportion of 73.94%.]]>
<![CDATA[MENJELAJAHI HUBUNGAN LEVEL ARGUMENTASI DENGAN KEMAMPUAN BERFIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL IKATAN KIMIA ]]>
<![CDATA[Haruna, Asriani]]>;
<![CDATA[Nahadi, Nahadi]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Critical-thinking skill refers to the main ability to help individuals to prevent mistaken in choosing any decision to overcome problems. One proven learning mode to be able to develop and improve students' critical thinking skills is by implementing an argumentation strategy with the ADI (Argumentation-Driven-Inquiry). This study describes the relationship between the level of argumentation and students' critical thinking skills on chemical bonding material. The research is focused on 1) identification of students’ argumentation 'level and 2) identification of students' critical thinking skills after applying the ADI model. The participants were the tenth-year high school students of one of the schools in South Sulawesi, Indonesia. The sample was selected with cluster random sampling technique. The instrument consists of multiple-choice questions and essay to identify students' critical thinking skills and rubrics to determine the level of student argumentation. The result shows that the students’ ability to make arguments have a strong connection to their ability to answer the given critical-thinking-skill test. However, several weaknesses found at criteria K4 (K4 criteria), that is the ability to analyze problems. ]]>
<![CDATA[Lembar Kerja Peserta Didik (LKPD) Berwawasan Green Chemistry Untuk Meningkatkan Kemampuan Literasi Sains Pada Materi Asam Basa ]]>
<![CDATA[Ulandari, Amalia]]>;
<![CDATA[Mitarlis, Mitarlis]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Science literacy and green chemistry is very needed in learning chemistry. The learning process uses student worksheet to increase scientific literacy ability and the application of green chemistry. The study aims to describe the feasibility of student worksheet with green chemistry insight to increase scientific literacy ability on the matter of acid base. The principles of green chemistry in this student worksheets were limited 3 principles. number 1 is preventing waste. number 5 is using safe solvent. and number 12 is minimizing the occurrencence of accidents. Research method was referred to the stage of 4-D development model (define, design, develop, and desseminate). This study is limited to the stage of development and limited test was conducted to 12 students in a state Senior High School. Analysis of the data uses quantitative descriptive methods. Feasibility in terms of validity, practicality, and effectiveness. Worksheet is stated to be valid, practical, and effective if the percentage results are obtained ≥ 61%. The result showed that the feasibility of student worksheets is reviewed from content validity a percentage of 91.67% and construct validity a percentage of 94.26% with very valid criteria. The practicality of student worksheets is reviewed from observation of student activities a percentage of 95% with very good interpretations and response of student a percentage of 95.09% with very practical interpretations. The effectiveness of the student worksheets reviewed from pretest and posttest of scientific literacy with N-gain score of 0.88 high category.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR KIMIA BAHAN PANGAN TERINTEGRASI ETNOSAINS SEBAGAI SUMBER BELAJAR MAHASISWA CALON GURU ]]>
<![CDATA[Sumarni, Woro]]>;
<![CDATA[Supanti, Sri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[In carrying out chemistry learning, lecturers need tools to facilitate the learning process. The most frequently used tool is the textbook. But often textbooks are not as desired. Therefore, lecturers need to compile their own textbooks to match what they want. This research and development aim to produce ethnoscience integrated food macronutrient chemistry textbooks as a source of learning for prospective teacher students and test their feasibility. The textbook development model used is the 4-D (Define-Design-Develop-Disseminate) model according to with modifications. The due diligence is conducted by material experts, learning experts and media experts. The data obtained in the form of quantitative data. The comments, responses and suggestions given are used to revise and improve the textbooks that were developed. Based on the average score given by experts and the readability test by prospective users, it shows that the textbooks developed are very suitable to be used as learning resources for prospective teacher students in food chemistry lectures.]]>
<![CDATA[PENGEMBANGAN E-LABORATORY INSTRUCTION MODEL GUIDED INQUIRY BERBASIS BLENDED LEARNING PADA MATERI TITRASI ASAM BASA ]]>
<![CDATA[Susatyo, Eko Budi]]>;
<![CDATA[Damanik, Yuli France]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Learning practicum material has not been carried out optimally. This is because students do not understand how to use practical tools and processes, so students' skills in implementing them are still not good. Blended learning is a way to minimize these problems. This study aims to see the feasibility, effectiveness and practicality of the e-laboratory guided inquiry learning model based on Blended Learning on acid-base titration material. Model development is carried out using the 4D model. This research through the 3D stage is by defining (Define), Design (Design) and Development (Develop). Data collection techniques through interviews, documentation, questionnairs and observation. The result shows that the validation of media experts obtained an average score of two validators of 75.5 and the results of the validation of material experts obtained an average score of two validators of 53 which means that the e-laboratory instruction is very feasible to use. The results of observations of student skills during large-scale trials showed that overall e-laboratory instruction was declared "Very Effective" with a percentage of 88.3%. Based on the results of the questionnaire responses of students showed that e-laboratory instruction stated "Practical" was used with a percentage of 82.4%.]]>
