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Jurnal Inovasi Pendidikan Kimia
Published by Universitas Negeri Semarang
ISSN : 19790503     EISSN : 25031244     DOI : http://dx.doi.org/10.15294/jipk
Core Subject : Science, Education, Engineering,
Chemical Engineering, Chemistry & Bioengineering Chemistry Education
Arjuna Subject : -
Articles 30 Documents
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Search results for , issue "Vol 6, No 1 (2012): January 2012" : 30 Documents clear
PENGARUH PENGGUNAAN MODEL COOPERATIVE LEARNING TYPE MAKE-A-MATCH DENGAN MEDIA EVIDENCE CARD TERHADAP HASIL BELAJAR KIMIA MATERI ASAM-BASA
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6523

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model cooperative learning type make-a-match dengan media evidence card terhadap hasil belajar kimia materi larutan asam-basa. Populasi penelitian adalah siswa kelas XI IPA. Pengambilan sampel dilakukan dengan sampling jenuh dengan XIA1 sebagai kelas kontrol dan XIA2 sebagai kelas eksperimen. Berdasarkan uji t dua pihak dihasilkan thitung(4,0293) t1abe1(1,9925) yang berarti ada perbedaan yang signifikan, sedangkan uji t satu pihak kanan thitun9(4,0293)t1abe1(1,9925) yang berarti rata-rata hasil belajar kognitif kelas eksperimen lebih baik daripada kelas kontrol. N-gain kelas eksperimen (0,71) lebih baik daripada kelas kontrol (0,52). Hal ini menunjukkan bahwa penggunakan model Coperative Learning type make-a-match dengan media evidence card mempengaruhi hasil belajar kimia materi larutan asam-basa sebesar 28,99% sehingga guru hendaknya berupaya menerapkan model pembelajaran ini pada materi lain.The study was aimed to determine the effect of the use of cooperative learning model of type make-a-card match with the evidence card media on chemistry learning outcomes of acid-base solution. The population was students of Science class XI. Sampling was performed by saturated sampling with XIA 1 as the control and XIA2 as the experiment class. The two sides t test produced tcount (4.0293) Trable (1.9925) which means there was a significant difference, while the one right side t test produced tcount (4.0293) T Table (1.9925), which means that the average cognitive learning outcome of the experimental class was better than that of the control class. N-gain of the experimental class (0.71) was better than that of the control class (0.52). This showed that the use of this model affected the learning outcomes of acid-base solution of 28.99%, so teachers should try to apply this learning model on another matter.
ANALISIS PENGUASAAN MATERI DAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA DALAM PERKULIAHAN KIMIA LINGKUNGAN BERBASIS MASALAH UNTUK MATERI PENCEMARAN UDARA
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6528

Abstract

Tujuan penelitian ini adalah untuk menganalisis penguasaan materi dan keterampilan berpikir kreatif mahasiswa setelah mengikuti perkuliahan Kimia Lingkungan berbasis masalah untuk materi pencemaran udara. Penelitian dilakukan terhadap mahasiswa Program Studi Pendidikan Kimia di salah satu universitas di Semarang untuk mata kuliah Kimia Lingkungan pada semester genap tahun 2010-2011. Mahasiswa rombel 1 (20 orang) untuk kelas eksperimen diberi perkuliahan dengan pendekatan berbasis masalah. Rombel 2 (23 orang) untuk kelas kontrol diberi perkuliahan seperti yang biasa dilakukan selama ini. Data yang terkumpul selanjutnya dilakukan analisis secara deskriptif. Has ii penelitian menunjukkan N-gain penguasaan materi pencemaran udara mahasiswa kelompok eksperimen adalah sedang, demikian pula untuk kelompok kontrol. N-gain keterampilan berpikir kreatif untuk kelas eksperimen adalah tinggi, sedangkan untuk kelompok kontrol adalah sedang. Lebih dari 50% pendapat mahasiswa menyebutkan bahwa komponen materi, model, pedoman mahasiswa, LKM, suasana belajar dan strategi dosen dalam perkuliahan sangat menarik, sangat baru, dan sangat mudah. Agar N­ gain rerata kelompok eksperimen dan kelompok kontrol pada indikator 3 tidak mengalami peningkatan paling sedikit, maka mahasiswa lebih dimotivasi dalam mencari sumber mutakhir tentang penyelesaian masalah pencemaran udara.The purpose of this study was to analyze students' material mastery and creative thinking skills after attending Environmental Chemistry-based lectures for a material issue of air pollution. This study was conducted on students of Chemistry Education at a university in Semarang for Environmental Chemistry courses in the second semester 2010-2011. Students of class 1 (20 people) as the experimental group were treated with a problem­ based approach. Class 2 (23 people) as the control group were treated with lectures as was done during this time. The collected data were then analyzed descriptively. The results showed that N -gain of matter mastery of air pollution of experimental group was moderate, as well as for the control group. N-gain of creative thinking skills for the experimental class was high, whereas for the control group was moderate. More than 50% of students said that the material component, models, students' guidance and creativity sheets, an atmosphere of learning, and lecturer's strategy in the lecture were very interesting, very new, and very easy. In order to gain the mean N-gain of the two groups at the third indicator did not have the least increase, the students were more motivated to look for on the newest source of air pollution problems.
KEEFEKTIFAN PEMBELAJARAN BERVISI SETS MELALUI STRATEGICONCEPTMAPPING
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6524

Abstract

Penelitian ini bertujuan untuk mengetahui seberapa efektifkah pembelajaran bervisi SETS melalui strategi concept mapping terhadap hasil belajar siswa pada materi kelarutan dan hasil kali kelarutan. Analisis data menggunakan statistik parametrik student terhadap rerata kelas dalam skala 40, dilengkapi uji ketuntasan klasikal. Hasil penelitian menunjukkan rerata hasil belajar siswa pada kelas eksperimen sebesar 31 dengan ketuntasan sebesar 93,37%. Sedangkan untuk kelompok kontrol memperoleh rerata sebesar 27 dengan ketuntasan klasikal kelas sebesar 76,92 %. Hasil belajar afektif dan psikomotor juga menunjukkan kelas eksperimen lebih baik dari kelas kontrol. Jadi dapat disimpulkan penerapan pembelajaran bervisi SETS melalui strategi concept mapping efektif untuk meningkatkan hasil belajar siswa.This study was aimed to determine how effective SETS learning approach through concept mapping strategy on student learning outcomes in the material solubility and solubility product was. Analysis of data used parametric statistics for the average student grade in the scale of 40, including classical completeness test. The results showed the average student learning outcomes in an experimental class was 31 with a mastery of 93.37% whereas the control group gained an average of 27 with classical completeness grade of 76.92%. Affective and psychomotor learning outcomes also showed that the experimental class was better than the control class. It can be concluded that the application of SETS visionary learning through concept mapping strategy was effective to improve student learning outcomes. 
MODEL PEMBELAJARAN PRAKTIKUM KIMIA FISIKA BERORIENTASI CHEMO-ENTREPRENEURSHIP BERSTRATEGI REACT UNTUK MENINGKATKAN KECAKAPAN HIDUP
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6529

Abstract

Tujuan dari penelitian ini adalah untuk menerapkan model pembelajaran yang berkualitas dan dapat mengembangkan kecakapan hidup mahasiswa. Model pembelajaran yang diterapkan adalah model pembelajaran berorientasi chemo-entrepreneurship berbasis REACT. Penelitian ini merupakan penelitian pengembangan. Data yang diperoleh dianalisis menggunakan met ode deskriptif kualitatif. Hasil penelitian menunjukkan bahwa nilai akhir kelompok eksperimen lebih baik dibanding kelas KontroL Kelas Eksperimen memberikan skor kecakapan hidup yang lebih tinggi dibanding Kelas Kontrol. Perlu dilakukan penelitian lebih lanjut mengenai manfaat yang lebih spesifik penerapan model pembelajaran kimia berorientasi Chemo­ entrepreneurship berstrategi REACT, misalnya dalam meningkatkan kemampuan berpikir kritis mahasiswa.The purpose of this study was to apply a qualified model and can develop students' life skills. Applied learning model was REACT based and chemo-entrepreneurship oriented learning model. This research is development research. The data obtained were analyzed using descriptive-qualitative method. The results showed that the final value of the experimental class was better than that of the control class. The experimental class provided life skills higher score than the control class. A further research on the benefits of a more specific application of chemistry learning model oriented to chemo-entrepreneurship with REACT strategy is necessary to be conducted, for example in improving students' critical thinking skills.
PENGARUH PEMBELAJARAN KOOPERATIF TWO STAY TWO STRAY BERPENDEKAT AN SETS TERHADAP HASIL BELAJAR KIMIA SISWA SMA NEGERI 1 COMAL
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6520

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran kooperatif two stay two stray berpendekatan SETS terhadap hasil belajar siswa. Desain eksperimen yang digunakan dalam penelitian ini adalah quasi experimental design. Hasil penelitian menunjukkan bahwa pembelajaran kooperatif two stay two stray berpendekatan SETS berpengaruh signitikan terhadap hasil belajar pada materi pokok teori asam basa dengan kontribusi koefisien determinasi sebesar 25%. Selain itu, pembelajaran juga mencapai ketuntasan belajar klasikal sebesar 37 dari 43 siswa, sehingga pembelajaran tersebut termasuk efektif.This study aimed to determine the effect of two stay two stray cooperative learning with SETS approach on student learning outcomes. Experimental design used in this study is a quasi experimental design. The results showed that two stay two stray cooperative learning with SETS approach have a significant effect on learning outcomes in acid-base theory of the subject matter with the contribution of the determination coefficient of 25%. In addition, the study also achieved mastery learning classical by 37 of the 43 students, so that it includes effective learning.
PEMBELAJARAN KIMIA MODEL THINK-PAIR-SHARE DAN NUMBERED HEADS TOGETHER DITINJAU DARI KEMAMPUAN AWAL DAN AKTIVITAS BELAJAR
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6525

Abstract

Tujuan penelitian ini adalah untuk mengetahui: (1) Pengaruh pembelajaran kimia model TPS (Think-Pair-Share) dan NHT (Numbered Heads Together) terhadap prestasi belajar siswa. (2) Pengaruh kemampuan awal tinggi dan rendah terhadap prestasi belajar siswa. (3) Pengaruh aktivitas belajar tinggi dan rendah terhadap prestasi belajar siswa. (4) lnteraksi antara pembelajaran kimia model TPS dan NHT dengan kemampuan awal. (5) lnteraksi antara pembelajaran kimia model TPS dan NHT dengan aktivitas belajar siswa. (6) lnteraksi antara kemampuan awal siswa dengan aktivitas belajar siswa. (7) lnteraksi antara pembelajaran kimia model TPS dan NHT dengan kemampuan awal siswa dan aktivitas belajar siswa. Penelitian ini menggunakan metode eksperimen. Berdasarkan hasil penelitian dapat disimpulkan: (1) Tidak ada pengaruh pembelajaran kimia model TPS dan NHT terhc!'.:::r; prestasi belajar siswa. (2) Ada pengaruh kemampuan awal tinggi dan rendah terhadap prestasi belajar siswa. (3) Ada pengaruh aktivitas belajar tinggi dan rendah terhadap prestasi belajar siswa. (4) Ada interaksi antara pembelajaran kimia model TPS dan NHT dengan kemampuan awal. (5) Tidak ada interaksi antara pembelajaran kimia model TPS dan NHT dengan aktivitas belajar siswa. (6) Tidak ada interaksi antara kemampuan awal siswa dengan aktivitas belajar siswa. (7) Tidak ada interaksi antara pembelajaran kimia model TPS dan NHT dengan kemampuan awal siswa dan aktivitas belajar siswa.The aims of this research were to find out: (1) the effect of Chemistry Learning using TPS (Think-Pair­ Share) and NHT (Numbered Heads Together) Models toward student's achievement. (2) the effect of high and low prior knowledge toward student's achievement. (3) the effect of high and low student's activity toward their achievement. (4) the interaction between Chemistry Learning Models with prior knowledge toward student's achievement. (5) the interaction between Chemistry Learning Models with student's activity toward student's achievement. (6) the interaction between student's prior knowledge and student's activity toward student's achievement. (7) the interaction between Chemistry Learning Models, student's prior knowledge and student's activity toward student's achievement. The research used experimental method. Based on the results of the research can be concluded that: (1) there was no effects of chemistry learning models to the student's achievement. (2) there was an effect of high and low prior knowledge to the student's achievement. (3) there was an effect of high and low student's activity toward student's achievement. (4) there was interactions between chemistry learning models and prior knowledge toward student's achievement. (5) there was no interactions between chemistry learning models and the student's activity toward student's achievement. (6) there was no interactions between prior knowledge and the student's activity toward student's achievement. (7) there was no interactions between chemistry learning models, prior knowledge and the student's activity toward student's achievement.
ANALISIS MISKONSEPSI SISWA TERHADAP MATERI KELARUTAN DAN HASIL KALI KELARUTAN (Ksp) DENGAN MENGGUNAKAN TWO-TIER DIAGNOSTIC INSTRUMENT
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6521

Abstract

Penelitian ini bertujuan untuk mengetahui adanya miskonsepsi yang dialami siswa pada materi kelarutan dan hasil kali kelarutan (Ksp), mengetahui persentase terjadinya miskonsepsi siswa, dan mengetahui faktor-faktor yang menyebabkannya. Penelitian ini dilakukan dengan metode deskriptif. Berdasarkan analisis data hasil penelitian, didapat persentase kesulitan siswa untuk masing-masing konsep pada materi kelarutan dan hasil kali kelarutan sebagai berikut: konsep kelarutan 21, 79%, konsep has ii kali kelarutan 17, 70%, konsep pengaruh ion senama terhadap kelarutan 39,81 %, konsep pengaruh pH terhadap kelarutan 23,85%, serta konsep reaksi pengendapan 14,48%.This study aims to investigate the students' misconceptions on the material solubility and solubility product (Ksp), determine the percentage of the student misconceptions, and determine the factors that cause it. This research was conducted with descriptive methods. Based on the analysis of the survey data, the percentage obtained difficulty for each student in the material concept of solubility and solubility product as follows: 21.79% solubility concept, the concept of solubility product of 17.70%, its namesake concept ion effect on solubility 39.81 %, the concept of the effect of pH on the solubility of 23.85%, and 14.48% precipitation reaction concept.
PENGARUH MODEL PEMBELAJARAN COURSE REVIEW HORA Y BERORIENTASI PROBLEM-BASED LEARNING BERBANTUAN MEDIA PERMAINAN "MENCARI HARTA KARLIN" TERHADAP HASIL BELAJAR KIMIA SISWA
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6526

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Course Review Horay (CRH) berorientasi Problem-based Learning (PBL) berbantuan media permainan "Mencari Harta Karun" terhadap hasil belajar kimia. Penelitian ini mengacu pada true experimental design. Berdasarkan hasil analisis diperoleh rb 0,616 dengan besarnya kontribusi 37,99%. Simpulan pada penelitian ini penggunaan model pembelajaran CRH berorientasi PBL berbantuan media permainan "Mencari Harta Karun" berpengaruh terhadap hasil belajar kimia siswa kelas XI SMA 2 Kudus pada materi pokok larutan penyangga dan hidrolisis dengan kontribusi 37,99%.This study was aimed to determine the effect of learning models Course Review Horay (CRH) oriented Problem­ based Learning (PBL) media-assisted game "Finding Treasure" on chemistry learning outcomes. This study refers to the true experimental design. Based on the analysis, the value of rb was 0.616 with the contribution of 37.99%. it can be concluded that the use of CRH-oriented learning model-assisted PBL media game "Finding Treasure" affected on chemistry learning outcomes of class XI SMA 2 Kudus on the topic of buffer solution and hydrolysis with contribution of 37.99%.
EFEKTIVITAS PEMANFAATAN KIT BERORIENTASI VISUAL, AUDITORY, KINESTHETICATTACHEDTERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK LARUTAN ASAM BAS
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6522

Abstract

Tujuan penelitian ini adalah untuk mengetahui efektivitas hasil belajar dan pembelajaran serta peningkatan hasil belajar siswa yang mendapat pembelajaran menggunakan kit berorientasi VAKA pada materi pokok larutan asam basa. Populasi bersifat normal dan homogen sehingga digunakan teknik cluster random sampling untuk memperoleh sampel. Efektivitas pembelajaran kimia menggunakan kit berorientasi VAKA sebesar 87.50% terhadap kognitif siswa. Uji Mann Whitney U Test memberikan hasil Zhitung (-12.37) -Z1abe1 (-1.966) yang berarti ada perbedaan tingkat kreativitas yang signifikan antara kelas kontrol dan kelas eksperimen dengan kreativitas siswa kelas eksperimen lebih baik dari kelas kontrol. Berdasarkan hasil penelitian disimpulkan bahwa pembelajaran dengan menggunakan kit berorientasi VAKA efektif terhadap hasil belajar dan kreativitas siswa.The purpose of this study was to determine the effectiveness of teaching and learning outcomes as well as the increase in students' learning outcomes who experienced the kit-oriented Vaka learning acid-base solution topic. Population were normal and homogeneous so that cluster random sampling technique was used to obtain the sample. The effectiveness of learning chemistry using kit-oriented Vaka was 87.50% of the student's cognitive. The results of Mann Whitney U test gave Zeal (-12.37) -Z1ab1e (-1966) which means there was a significant difference difference of creativity levels between experimental and control class with creativity of experimental class was better than that of the control class. It can be concluded that learning using the kit oriented Vaka was effective towards students' learning outcomes and creativity.
KONTRIBUSI MEDIA INTERAKTIF PADA CONTEXTUAL TEACHING AND LEARNING BERORIENTASI LEARNING COMMUNITY TERHADAP HASIL BELAJAR KIMIA
Jurnal Inovasi Pendidikan Kimia Vol 6, No 1 (2012): January 2012
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v6i1.6527

Abstract

Telah dilakukan penelitian untuk mengetahui seberapa besar kontribusi media interaktif pada pembelajaran Contextual Teaching and Learning (CTL) berorientasi Learning Community terhadap hasil belajar kimia. Data nilai kognitif dianalisis melalui statistika parametrik student. Untuk penguatan hasil yang diperoleh dilakukan uji N-Gain dan uji kontribusi. Data nilai afektif dan psikomotorik dianalisis secara kualitatif. Has ii analisis menunjukkan bahwa penerapan pembelajaran dengan media interaktif pada CTL berorientasi Learning Community berkontribusi positif terhadap hasil belajar kimia siswa .The study to determine how much the contribution of interactive media on Contextual Teaching and Learning (CTL) oriented to Learning Community toward chemistry learning outcomes has been carried out. Cognitive data were analyzed through the value of student parametric. To strengthen the results obtained the N-Gain and contribution test were performed. Data of affective and psychomotor score were analyzed qualitatively. The results of analysis showed that the application of learning with interactive media to CTL oriented to Learning Community contributed positively to chemistry learning outcomes of students.

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