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<![CDATA[PENERAPAN MODEL PEMBELAJARAN KONSTRUKTIVISME BERBANTUAN CONCEPT MAP UNTUK MENINGKATKAN HASIL BELAJAR KIMIA PADA SISWA SMA ]]>
<![CDATA[Novia, Teti Rizqi]]>;
<![CDATA[Kusumo, Ersanghono]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This research aimed to improve learning outcomes of student in an high school on academic year 2011/2012. Subject of this class action research is the class X-3 as many as 34 students at stoichiometry material. This research consisted of three cycles, each cycle consisted of four stages: planning, action, observation and reflection. The research data obtained by test and observation methods. The result showed that average cognitive learning outcome of student in cycle I is 78.53 with 76.47% of completeness classical, cycle II is 80.88 with 82.35% classical completeness, and cycle III is 87.06 with 88.24% completeness classical. The average affective learning outcome of student in cycles I, II, and III are 74.36, 78.77, and 86.22. While average psychomotoric learning  outcome of students in the cycle I is 70.59, cycle II is 76.66 and cycle III is 86.86. From these results, it can be concluded that the application of constructivism learning model assisted by concept map can improve student learning outcomes.]]>
<![CDATA[PENGARUH PEMBELAJARAN PROBLEM SOLVING BERORIENTASI HOTS (HIGHER ORDER THINKING SKILLS) TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X ]]>
<![CDATA[Handayani, Ririn]]>;
<![CDATA[Priatmoko, Sigit]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to determine the effect of problem solving learning with HOTS (Higher Order Thinking Skills) oriented on the results of class X students of chemistry subject on the concept of electrolyte solution and redox. The population are 286 high school students of class X in Semarang. Sampling is done by cluster random sampling technique, one was selected as the experimental class and one as a control class. The average value of cognitive learning outcomes  1051  for experimental class 84.06, while the control class 77.60. Both classes are normally distributed and have the same variance, whereas the t test of the two-part generated -t table (-2.00)<t count (4.32)>t table (2.00) which means there is a significant difference between the two classes. On the right side of the t test obtained t count (4,32)>t table (1,67) which means that the average students cognitive learning outcomes experimental class was better than the control class. The results of the correlation analysis obtained r=0.5079, so it was significant with coefficient of determination of 25.79%, which means the use of problem solving learning with HOTS oriented has contribution 25.79% on the student learning outcomes, whereas 74.21% is explained by other variables. It can be concluded that the use of problem solving learning with HOTS oriented have positive effect on students learning outcomes. Problem solving learning can stimulate students higher order thinking skills such as critical and creative thinking.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBING-PROMPTING BERBANTUAN LEMBAR KERJA BERSTRUKTUR TERHADAP HASIL BELAJAR ]]>
<![CDATA[Diasputri, Ajeng]]>;
<![CDATA[Nurhayati, Sri]]>;
<![CDATA[Sugiyo, Warlan]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to know the influence of the use of a learning model Probing-prompting assisted by structured worksheet on learning outcomes in an high school especially in the Hydrocarbon and Petroleum. Sampling is done by using purposive sampling technique. In the experimental class, learning used Probing-prompting assisted by structured worksheet, while in classroom control used conventional methods. After being given a different treatment and after post test was done, it can be concluded that students learning outcomes in class experiment is better than the control class, respectively 77 and 70. Based on the analysis of difference average learning outcomes, it obtained t count (4,074)> t table (1,669), so it can be concluded that the average  of learning outcomes in experimental class is better than the control class. In the test mastery learning, mastery percentage of experimental class reached 91.18% while control class reached 59.38%. Test correlation obtained biserial coefficient of 0.5638. It can be concluded that the learning model of Probing-prompting assisted by structured worksheet have significant effect on student learning outcomes on Hydrocarbons and Petroleum subject with contribution of 32%.]]>
<![CDATA[PENGARUH PENDEKATAN AESOPâS BERBANTUAN GUIDANCE WORKSHEET TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Pahlevi, Mirza]]>;
<![CDATA[-, Sudarmin]]>;
<![CDATA[Prasetya, Agung Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Learning activity will be fun and optimal when applied using an appropriate learning media. One approach that can be used by teachers in teaching is the Aesops approach with media assisted of Guidance Worksheet. This study aimed to determine whether the use of the Aesops approach with media assisted of Guidance Worksheet have significant effect on student learning outcomes in subject of hydrocarbons and wether it have  effectiveness after it applied on an high school student in Semarang. This study uses a real experiment design. The sampling technique used is cluster random sampling, one class was as an experimental class using the Aesops approach with media assisted of Guidance Worksheet while one class was as a control class using conventional methods. The intake of data research were obtained through the method of documentation, testing, observation and questionnaires. The average grade of post test in experimental class is 86.80 while in control class is 80.64. Hypothesis testing obtained t count (4,858) > t table (1,99), which means that an average grade of cognitive learning outcomes in experiment class was better than the control class. It can be concluded that the Aesops approach with media assisted of Guidance Worksheet had an effect on chemistry learning outcomes of hydrocarbon subject and it increase the effectiveness of student learning.]]>
<![CDATA[PENERAPAN NUMBERED HEAD TOGETHER DENGAN PENDEKATAN GUIDED NOTE TAKING PADA MATERI HIDROKARBON ]]>
<![CDATA[Cesari, Aryati Yuliana]]>;
<![CDATA[Imam, Kasmadi]]>;
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Submission of hydrocarbon material with the lecture method needs to be supplemented with other methods for improving learning outcomes that are not optimal. This study aimed to investigate the differences of learning outcomes in hydrocarbon materials of high school class X using cooperative learning model Numbered Head Together (NHT) types Guided Note Taking (GNT) aproached with conventional learning models. The population of this research is students class X of an high school in Semarang academic year 2011/2012. Analysis of preliminary data produced learning outcomes and homogeneous normal population. Sampling was done with random sampling techniques, class XA as the experimental class and class XD as the control group. The study was designed in group control of pre test post test. Data was analysing by using the t test. Analysis data showed that in the experimental class N-gain is 0.65 while N-gain control class is 0.56. Average difference test obtained t count (2,28)> t table (2,00) means the learning outcomes of experimental class is better than control class. The average results of the learning outcomes of experimental class is 78.60, with completeness classical 85.71%. The average results of the learning outcomes of control class is 73.43, with completeness classical 71.42% so there is a significant difference in learning outcomes hydrocarbon materials in chemistry class X of High School students using cooperative learning models NHT type GNT aproached against students using conventional learning models.]]>
<![CDATA[MODEL COOPERATIVE SCRIPT BERPENDEKATAN SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) TERHADAP HASIL BELAJAR ]]>
<![CDATA[Maksum, Amir]]>;
<![CDATA[Maksum, Amir]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to determine the positive effects of the applicatioan of learning model by using script cooperative with SETS approach to chemistry students learning outcomes of student in class X. The population in this study is students class X high school in Kendal. Sampling is done by cluster purposive sampling technique, obtained one class as a experiment class that uses of script cooperative learning with the model SETS approach and another class as the gain control class with expository teaching using SETS approach. Data were collected by using documentation method, testing, observation and questionnaires. Based on the analysis of  affective domain data, it gained score percentage of 80% for the experimental class and 78% for   control class. While the score percentage for the psychomotor domain data acquired 79% of the experimental class and 78% the control class. Based on the analysis of the results, obtained correlation coefficient r b 0.52 with the contribution of 28%. The conclusions in this study is the use of script cooperative learning with the model SETS approach have an effects on the the learning outcomes of chemistry class X of high school students in Kendal on the subject redox concept with contributions of 28%.]]>
<![CDATA[PENGARUH MODEL COOPERATIVE CLASS EXPERIMENT (CCE) TIPE TEAM GAMES TOURNAMENT (TGT) PADA KBK DAN HASIL BELAJAR SISWA ]]>
<![CDATA[Sa’idun, Fajar Mahda Akhmad]]>;
<![CDATA[-, Supartono]]>;
<![CDATA[-, Latifah]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Learning with the conventional method make competency achievement in chemistry subject is still low. This study aimed to determine the effect of Model Cooperative Class Experiment (CCE) type Team Games Tournament (TGT) on CBC and Learning Outcomes on high school students in the topic of redox reactions. Sample determination was using cluster random sampling technique, class X8 grade students is as the experimental class and X7 class is as control class. The method used in data collection is documentation, in the form of multiple choice test and an essay in the form of open-ended questions and observations. The results showed that analysis of CBC data test achieved fifth subindikator CBC in the experimental class gained an average of 73.75%, which means that students can develop CBC with good criterion, while the control class with an average of 64.68% in the CBC is sufficient criteria. The analysis data obtained rb 0.51 with the contribution of 26.29%. The results of this study concluded that the implementation of Cooperative Learning Model Class Experi ment (CCE) Study Team Games Tournament (TGT) type have signiffican effect on CBC and student learning outcomes in high school in Semarang on the redox subject with the contribution of 26.29%.]]>
<![CDATA[LABORATORIUM KIMIA VIRTUAL: ALTERNATIF PEMBELAJARAN KIMIA UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA TADRIS KIMIA IAIN WALISONGO SEMARANG ]]>
<![CDATA[-, Mulyatun]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[The objectives of this study were to describe the efectiveness of using virtual chemistry laboratory to improve the chemistry studentsâ learning. The subjects of this study were the students at grade I of Tadris Kimia IAIN Walisongo Semarang in the academic year of 2011/2012.The subjects was 40 students. The research uses cluster random sampling technique. Class TK-IA is chosen as experimental class (the students who are taught using virtual chemistry laboratory), and class TK-IB is chosen as control class (the students who are not taught using virtual chemistry laboratory). The result showed that the average score for eksperimental class is 31,4 for the pre test and 74,4 for the post test. While the average for control class is 31,6 for the  pre test and 62,2 for the post test. The calculation using the t-test showed the value of the t-test is higher than the value of the t-table.the value of t-test is 4,332 while the value oft-table on alpha 5% is 2,02 (4,332>2,02). It can be concluded that there is a significant difference in studentâs learning between students who are taught using virtual chemistry laboratory than students who are not taught without it. So, we can conclude that using virtual chemistry laboratory is effective to improve the chemistry studentsâ learning.]]>
<![CDATA[PEMBELAJARAN THINK PAIR SHARE BERBASIS CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN HASIL BELAJAR ]]>
<![CDATA[Wulandari, Rizki]]>;
<![CDATA[Widodo, Antonius Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study was motivated by the lack of student learning outcomes and involvement of the student in class XI of High School in Kudus especially on solubility and solubility results subject. Think pair share learning model based on creative problem solving was applied to overcome these problems. This study aimed to determine the improvement of student learning outcomes. The experiment was conducted on an experimental basis, with the entire population  of high school students of class XI. Sampling was done by using cluster random sampling, so then obtained XI IPA 3 class as the experimental class and XI IPA 1 class as the control class. The data of increasing students cognitive learning outcomes derived from the test multiple choice questions, while the data psychomotor and affective learning outcomes of students were from the observation sheet. The result of data analysis showed an increase in learning outcomes and student activity. In addition, an increase in cognitive learning outcomes classical achieved completeness. It can be concluded that the application of the think pair share learning model based on creative problem solving can improve student learning outcomes.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI BERSTRATEGI REACT TERHADAP HASIL BELAJAR KIMIA SISWA SMA KELAS XI ]]>
<![CDATA[Ismawati, Riva]]>;
<![CDATA[-, Saptorini]]>;
<![CDATA[Wijayati, Nanik]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to determine the effect of inquiry learning model with REACT strategy on learning outcomes and to determine the contribution to the learning outcomes. The expected benefits are improvements in learning chemistry subjects in class XI of high school through constructivism learning activities. The population in this study were students of class XI of high school in Semarang. The analysis showed the early stages of the population have the same degree of homogeneity and normal distribution. Average learning outcomes after experimental class treated were better than the control class, which amounted to 75.52 and 67.14. Test the difference between two average results obtained t from calculation (4.85)> t from table (1.66), so we can conclude the experimental class learning results are better than the control class. Correlation test resulted biserial correlation coefficient (rb) of 0.58 and t from calculation (5.68)> t from table (1.99), so the influence was significant. Effect of application of inquiry learning model with REACT strategy shown by the coefficient of determination of 33.64%.The cognitive learning outcomes of experimental class had reached mastery learning classical while control class not yet. The average value of affective and psychomotor experimental classes are better than the control class. Based on these results, it can be concluded that the inquiry learning with REACT strategy have positive effect on learning outcomes chemistry in student class XI of high school in Semarang.]]>
