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<![CDATA[PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING BERBANTUAN MODUL QT-BILINGUAL TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Amalana, Husna]]>;
<![CDATA[-, Sudarmin]]>;
<![CDATA[-, Latifah]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Quantum teaching learning model supported by QT(Quantum Teaching)-bilingual module emphasize optimization all multiple intelligences and learning style of students in learning activities with TANDUR frame. This research aimed to find out the effect of quantum teaching learning model supported by QT-bilingual module to the achievement of X grade students of SMA in Kedungwuni, how much the effect magnitude, and how student response. This research uses true experimental design with X.1 and X.8 classes as reasearch samples which determined by cluster random sampling technique. Data were collected through documentation, test, observation and questionnaire method. The results of hypothesis test analysis showed correlation and determination coefficient are 0.54 and 29.16%. The results of questionnaire stated that the studentsâ response is very good to quantum teaching learning model assisted by QT-bilingual module. Based on the analysis, it can be concluded that quantum teaching learning model assisted by QT-bilingual module effects on student learning outcomes by achieving the medium level of effect with contribution is 29.16%. Studentsâ response is very good actually to quantum teaching learning model supported by QT-bilingual module.Keywords: Quantum Teaching, QT-Bilingual Module ]]>
<![CDATA[PENERAPAN METODE INKUIRI BERBANTUAN E-MODUL ]]>
<![CDATA[Damarsasi, Dimas Gigih]]>;
<![CDATA[-, Soeprodjo]]>;
<![CDATA[-, Saptorini]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 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 the inquiry method assisted chemistry emodule toward the learning outcomes. Population in this study is XI-IA grader of Senior High School (SHS) student in Tegal for academic year 2011/2012. Determination of the sample with cluster random sampling system obtained two classes, both are XI-IA3 grader as a experimental group received treatment using the methods of inquiry method assisted chemistry e-module and XI-IA as a control group received treatment using conventional method assisted audio visual.The research data obtained by the method of documentation, tests, questionnaires, and observation. The results of the study showed that the experimental group had an average grade of 84.90 and a control group had an average grade of 74.03. Based on the analysis, the experimental group is better than the control group with t count (3.08)> t table (1.99). The conclusion of this research is the application of inquiry method assisted chemistry e-module effect on student learning outcomes on solubility and solubility product subject, which is indicated by the coefficient of correlation (rb) of 0.46 with the influence of 21, 61%Keyword: Inquiry Method, E-module Assisted]]>
<![CDATA[PENERAPAN PEMBELAJARAN NUMBERED HEADS TOGETHER BERBANTUAN QUESTION AND ANSWER CARD PADA MATERI HIDROKARBON ]]>
<![CDATA[Dharmawati, Artika]]>;
<![CDATA[Kusuma, Ersanghono]]>;
<![CDATA[Nurhayati, Sri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[The aspects that influence the success in education are curriculum, facilities, teachers, students and learning models. This research used Numbered Heads Together (NHT) learning model. The purpose of this research was to determine the effect of the use of NHT learning model to the learning outcomes of chemistry on hydrocarbons subject. The population in this research class are X grader of Senior High School (SHS) in Wonogiri for the academic years 2011/2012. The technique for determining the sample used the cluster random sampling technique. To find out the influence of the use of media-assisted learning model NHT Question and Answer Card used test two mean difference (t test). Based on the analytical results obtained t count equal 3.794 and 2.0017 for t table at the level of error of 5% and dk = 58. So the t count > t table which mean that there is a significant difference namely the average of chemistry learning outcomes in the experiments class is better than the control class. Biserial correlation coefficient test showed biserial coefficient of 0.548. It can be concluded that the Numbered Heads Together learning model with Question and Answer Cards give the significant affects to the chemistry learning outcomes in of hydrocarbons subject with contributian as 29.99%.Key Words : Numbered Heads Together learning]]>
<![CDATA[PENGARUH PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) BERBANTUAN MEDIA SMART AND INTERESTING CARD (SIC) TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Pratiwi, Kun Khuriya]]>;
<![CDATA[Santosa, Nurwachid Budi]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This experiment aimed to determine the influence of studentâs learning outcomes of Senior High School (SHS) in Parakan through the application of TAI (Team Assisted Individualization) assisted of SIC (Smart and Interesting Card) media on the subject of redox reaction. The population in this experiment were X grade students Senior High School (SHS) in Parakan of the school year 2011/2012. Determination of the sample used cluster random sampling system that obtained two classes where X-3 as an experimental group that was treated by using TAI method assisted by SIC media and X-4 as a control group that was treated conventional methods. The research data was obtained by the method of documentation, testing, questionnaire and observation. The final analysis methods are normalization test, the similarity of two varians test, difference of two average test, gain test, biserial correlation, determination coefficient and analysis of questionnaire and observation sheet. The results showed that experiment class better than the control class. The results of study obtained results of the experimental group had an average 76,78 and a control group had an average of 67,82. TAI method assisted by SIC media give contribution to the learning outcome as 30%.Key words: TAI learning, SIC media ]]>
<![CDATA[PEMBELAJARAN SOMATIK AUDITORI VISUAL INTELEKTUAL (SAVI) DENGAN MEDIA COMPACT DISC INTERAKTIF ]]>
<![CDATA[Yuliastiono, Defri Restian]]>;
<![CDATA[Sedyawati, Sri Mantini Rahayu]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to find out the influence of the Somatic Auditory Visual Intellectual (SAVI) learning model application by using CD interactive as media toward the hydrocarbon subject for the X grader of a Senior High School in Kudus for academic year of 2011/2012. The population of this study was X-3 up to X-10 class. Cluster random sampling technique was used to take the sample, and the result showed that X-10 was the experimental class and X-9 was the control one. Hypothesis test used biserial correlation and determination coefficient. This study showed that the cognitive score average of experimental class was 83.53 where as the control one was 78.09. The influence of cognitive learning outcomes was suitable with the biserial correlation coefficient 0.48 and the determination coefficient 22.94% with medium criterion. Influence of the affective and psycomotoric were showed descriptively from the average score of experimental class which was better than control one. The checklist proved that the students responses toward SAVI learning model application using CD interactive as media were good. From this study, it can be concluded that toward SAVI learning model application using CD interactive as media influence the students result in learning hydrocarbon material.Key Word: SAVI Learning Model ]]>
<![CDATA[PENGARUH MODEL TEAM GAMES TOURNAMENT MEDIA TOURNAMENTQUESTION CARDS TERHADAP HASIL BELAJAR SISWA PADA MATERI HIDROKARBON ]]>
<![CDATA[Sari, Armynda Dewi Cita]]>;
<![CDATA[Supardi, Kasmadi Imam]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study was conducted to find out the effect of Team Games Tournament teaching model using Tournament-Question Cards, toward the learning outcomes of a Senior High School (SHS) in Semarang on hydrocarbon and crude oil subjects. The initial observation result showed that their learning outcomes was still low as 55,78%. The population was X grader of a SHS in Semarang for the academic years 2011/2012. The sample was X-3 grader students as the control and X-4 grader as the experimental, which were selected using cluster random sampling method. Team Games Tournament teaching model using Tournament-Question Cards were applied in the  experimental class, while the conventional teaching model were used in the control class. Based on the facts, the average of post test result from the experiment class was 83,96 and the control class was 75,56. The experiment class and the control class post test grades were distributed normally and had the same variants, whereas on the one-sample t-test result was t count (3,61) > t table (2,02)  which mean the average grade of experiment was better than the control class. Hypothesis testing used were biserial correlation coefficient and coefficient of determination obtained rb =0,618 and the influence 38,15%. It can be concluded that there is a significant correlation between Team Games Tournament teaching model using Tournament-Question Cards toward the learning outcomes of X grader of SHS in Semarang on hydrocarbon and crude oil subjects, with influence 38,15%.Key Words: Tournament-Question Cards media ]]>
<![CDATA[PENINGKATAN HASIL BELAJAR KIMIA MATERI SENYAWA HIDROKARBON SISWA SMAN 1 KALIWUNGU DENGAN METODE âTUBA ASYIKâ ]]>
<![CDATA[Wiqoyati, Siti Nur]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[The background of this study was the reality that the understanding of students in class X of SMAN 1 Kaliwungu about Hydrocarbon compounds is still very low. Learning method that has been done was the discussion of information and exercises. Studentsâ attention was initially 100%, but weakened after a such period and just when students did exercises, they seemed to lose of desire to learn. The change of teaching methods used was attempted by using the method  of Tuba Asyik, the method of peer tutor combined with the fun games. This action research consisted of two cycles, each of which had a step of plan-action-observation-reflection. The analysis used was a qualitative and quantitative analysis, while the validation of the data used was triangulation. The percentage of attendance of students in Cycle I and Cycle II was 100%. The number of students who are enthusiastic about taking on the learning process was 65% PreCycle, Cycle I was 90%, in Cycle II was 92.5%. Classical Thoroughness of Learning in Cycle I was 78% and that in Cycle II was 85%. These figures showed that Tuba Asyik method was an appropriate and effective mthod to improve student learning outcomes in hydrocarbon compound topic.Keywords: TUBA Asyik Method ]]>
<![CDATA[PENGARUH PENDEKATAN BRAIN-BASED TEACHING TERHADAP HASIL BELAJAR KIMIA ]]>
<![CDATA[Prasetya, Hermawan Agung]]>;
<![CDATA[Hadisaputro, Subiyanto]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 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 method assisted e-module on the student learning outcomes of chemistry. Population in this study is XI grader in Senior High School (SHS) in Kudus, school year 2011/2012. Student learning activity is less varied, so it need to improve the variety methods to help students to be more interested in studying chemistry. The determination of the sample with cluster random sampling system obtained two classes, one class as a experiment class that are treated using the approach of Brain-Based and one as a control class who received treatment using conventional method. The data in this research obtained by documentation, tests, questionnaires, observation method. The result showed that the experimental class had an average of 85,06 and a control class had an average of 79.03. The data analysis, showed that the experimental class is better than the control class, it is shown by t count (3.159)> t table (1.999). The conclusions of this research is the approach of Brain-Based Teaching gave the significant effect on student learning outcomes on colloid chemistry subject, which is indicated by the coefficient of correlation (rb ) of 0.47 and the influence of 22,50%.Keyword: Brain-Based Teaching Approach]]>
<![CDATA[BAHAN AJAR MULTI-INTELEGENSIA BERBASIS ANIMASI SEBAGAI MEDIA UNTUK MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MAHASISWA TADRIS KIMIA IAIN WALISONGO SEMARANG ]]>
<![CDATA[Udaibah, Wirda]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[A study concerning the application of multi-intelligence teaching materials based animation to improve student achievement and student motivation in Chemistry Tadris IAIN Walisongo Semarang on the material structure of the metal packing have been observed. Research using cluster random sampling technique. The samples were divided into experimental class (a class that uses animation-based learning media) and control classes (classes that do not use animation-based learning media). Data analysis showed that there were significant differences between the experimental class and the control class. On the one hand the test calculations obtained t count less than t table with dk = 20 with ï¡ = 5%, then we can conclude that Ha is accepted, which means that the average student learning outcomes using media-based learning animation (the experimental group) was better than average of chemistry student learning outcomes that do not use the animation (the control group). As well as in the assessment of the affective aspects. Students who get the lesson with animated media proved to have the learning motivation better than students who do not use animation media. Therefore it can be concluded that the animationbased learning media is effective to improve student achievement and student learning motivation.Keywords: Multi-intelligence Animation-based ]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION DENGAN PENDEKATAN PREDICT-OBSERVE-EXPLAIN ]]>
<![CDATA[Listiowati, Ayu Dwi]]>;
<![CDATA[Widodo, Antonius Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 2 (2013): July 2013 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This research aimed to determine the effect of Problem Based Instruction learning model with Predict-Observe-Explain approach on chemistry learning outcomes. The population is XI grader Sciences of Senior High School in Brebes for academic year 2011/2012. Initial data analysis showed that the population are normally distributed and homogeneous, so the sampling technique which used is cluster random sampling. From this sampling, XI Science-5 used as a control class (Problem Based Instruction learning model without Predict-Observe-Explain approach) and XI Science-1 as an experiment class (Problem Based Instruction with Predict Observe Explain approach). Final data analysis showed that learning outcomes for both classes are normally distributed and have equal variances. In the correlation test, obtained 0.433 of r b value, which showed a middle correlation, so Problem Based Instruction with Predict-ObserveExplain approach has middle effect on chemistry learning outcomes in solubility and solubility product. This learning contributes to student learning outcomes is 19%. The average value of affective and psychomotor in experimental class is better than the control class. Based on this  research, we can conclude that Problem Based Instruction with Predict-Observe-Explain approach has a positive effect on chemistry learning product in Senior High School students.Key Words: Problem Based Instruction Learning ]]>
