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<![CDATA[KEEFEKTIFAN PENDEKATAN KETERAMPILAN PROSES SAINS BERBANTUAN LEMBAR KERJA SISWA PADA PEMBELAJARAN KIMIA ]]>
<![CDATA[Anisa, Tresnoningtias Mutiara]]>;
<![CDATA[Supardi, Kasmadi Imam]]>;
<![CDATA[Sedyawati, Sri Mantini Rahayu]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Science process skills approach needed in effective chemistry learning. This can be done with the help of student learning media such as student worksheets which contribute to the development of students independence, skills, affective, cognitive, and psychomotor and personal abilities of students and further developed in the group, especially on the practical implementation. This study aims to determine the effectiveness of the chemistry teaching science process skills approach with worksheets assisted that is applied to the teaching process of SMA N in Pemalang. The study design was a pretest and posttest control group. Samples were choosen by cluster random sampling technique, so the experimental class using science process skills approach aided student worksheets while the control class without learning science process skills approach. Data analysis used the left-mean difference test and t-test, cognitive learning outcomes were analyzed with statistical parametric, whereas the affective aspect, psychomotor and science process skills, were analyzed descriptively. The effectiveness of treatment is known from the results of gain test that using studentâs pretest and posttest data. The gain results of the analysis of cognitive test is 0.79 for experimental class with a high criterion that indicates the level of understanding students are significantly different (high). The conclusion of this research is science process skills approach aided worksheets effectively to the achievement of student learning outcomes with classical learning completeness 86.09%.Keywords: Learning Effectiveness, Science Process Skills, Student Worksheets]]>
<![CDATA[KEEFEKTIFAN STRATEGI PROJECT BASED LEARNING BERBANTUAN MODUL PADA HASIL BELAJAR KIMIA SISWA ]]>
<![CDATA[Prasetya, Agung Tri]]>;
<![CDATA[Rose, Retha Aliefyan]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to determine the effectiveness of instructional strategies of project based learning module assisted on student learning outcomes on chemical material of solubility and solubility product. The population in this study was class XI PSIA student of a high school in Pemalang academic year 2011/2012. The sample in this study namely class XI PSIA 1 as experimental class with project-based learning modules assisted and class XI PSIA 3 as a control class with lecture learning with module-assisted.This study used a pretest and posttest comparison group design. Analysis results of the average differences in one right hand posttest learning outcomes at the level of 95% indicates that the average learning outcomes of experimental class greater than the control class. This result are evidenced by the estimated average test showed the average range of cognitive learning outcomes between the experimental class and the control class respectively 78.51-82.29 and 74.05-79.15. The results showed that the classical learning mastery of experimental class was 67.50% and control class was 47.50%. Affective and psychomotor learning outcomes indicated that the experimental class are better than control class. The conclusions from this study were that the implementation of project-based learning with module assisted effectively increase the student learning outcomes.Keywords: Learning Outcomes, Module, Project Based Learning]]>
<![CDATA[PEMBELAJARAN PRAKTIKUM BERORIENTASI PROYEK UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN PEMAHAMAN KONSEP ]]>
<![CDATA[Winarti, Tri]]>;
<![CDATA[Nurhayati, Sri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Practicum based learning with project orientation used learning by doing principle  namely process of learning outcome by doing action so could encourage students to actively study and construct their understanding. The aim of this research is to know the increasing of studentâs science process skill and chemistry concept understands. Design of research is posttest only control design and samples were taken with a cluster random sampling technique, obtained the first experimental class XI IPA3, the second experimental 2 class XI IPA4. The means of test result about concept understanding of first experimental class is 85.23 and second experimental class is 78.69. The test results showed t 2.40 bigger than t  2.002 for 57 degrees of freedom and 5% significance level. It has been concluded that the average value of the postest of first experimental class is better than the second experimental class. Studentâs process skill analyzed by one-way variants analysis, resulted F 10,91 bigger than F  4,01 and by scheffe methods resulted F 10,90 bigger than F critic  4,01 for practicum 1 and F 48,04 bigger than Fcritic  4,01 and by scheffe methods resulted F 48,15 bigger than F  4,01 for practicum 2. The average of studentâs science process skill of first experimental class is better than the second one.Keywords: Concept Understanding, Practicum Based Learning With Project Orientation, Science Process Skills. ]]>
<![CDATA[PENERAPAN MEDIA CHEMSCOOL DENGAN METODE GUIDED NOTE TAKING PADA PEMAHAMAN KONSEP SISWA ]]>
<![CDATA[Prabowowati, Kartika]]>;
<![CDATA[Hadisaputro, Subiyanto]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[The study aims to determine the ability of studentsâ conceptual understanding after learning with Chemscool media and Guided Note Taking worksheet, and also to know students and teachers response to Chemscool media and Guided Note Taking worksheet used in the redox concept. The population in this study is X3-X5 grade in Senior High School in Magelang at academic year 2013/2014. By using cluster random sampling technique, it gained X3 as control class, X4 as a test class, and X5 as experiment class. Control variables in this study are studentsâconceptual understanding which the design of control-group pretest-posttest experimental. Aa preliminary analysis, the two groups have equal variance, normal distribution  and the same of average value. Final analysis showed an increase in students conseptual understanding and a positive response from teachers and students. Based on the N-Gain test and mastery learning test of experimental class got 75.25 % and 90.63 % and control class got 67.86 % and 78.13 %. The conclusions in this study: prove that learning with media Chemscool and Guided Note Taking worksheet can improve students conceptual understanding and Teachers and students gave positive responses to the media and worksheets.  Keywords: Chemscool, Guided Note Taking, Conceptual Understanding ]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER BERVISI SETS TERHADAP PENINGKATAN PENGUASAAN KONSEP KIMIA ]]>
<![CDATA[Pratitis, Ilam]]>;
<![CDATA[Binadja, Achmad]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to determine the effect of the application of learning model with advance organizer envisions SETS to increase mastery of chemistry concepts in the high school in Semarang on buffer solution material. The design used in this research is the design of the control group non equivalent. Sampling was conducted with a purposive sampling technique, and obtained a XI 6 science grade as experimental class and class XI 5 science grade as control class. Data collection method used is the method of documentation, testing, observation, and questionnaires. The results showed that the average cognitive achievement of experimental class was 84, while the control class was 82. The result of data analysis showed that the effect of the application of learning model with advance organizer envisions SETS was able to increase the mastery of chemical concepts of 4%, with a correlation rate of 0.2. Based on the results, it can be concluded that the learning model with advance organizer envisions SETS had positive effect of increasing mastery of the concept of chemistry on buffer solution material. The advice given is learning model with organizer envisions SETS should also be applied to other chemistry materials. This is of course accompanied by a change in order to suit the needs of its effect on learning outcomes in the form of concept mastery of chemistry to be more increased.Keywords: Advance Organizer, Buffer Solution, Concept Mastery, SETS]]>
<![CDATA[UJI KRITERIA INSTRUMEN PENILAIAN HASIL BELAJAR KIMIA ]]>
<![CDATA[Yustika, Ana]]>;
<![CDATA[Susatyo, Eko Budi]]>;
<![CDATA[Nuswowati, Murbangun]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[This research was conducted with descriptive method to determine the results of assessment criteria for learning outcomes instrument in chemistry subject of class XI. The test include the analysis of the validity, difficulty index, level of matter, distractor effectiveness and reliability of the odd semester final examination in the academic year 2013/2014 chemistry subjects at a Public Senior High School of Ambarawa and a Public Islamic Senior High School of Suruh. Form of matter that is analyzed is multiple choice, with total 40 items. Based on the test results in Public Senior High School of Ambarawa, it is known that 27 items valid, by about C1/know up to C3/apply level. There are 3 tems was difficult, 12 items medium, and 25 items easy. Of the total 160 existing distractor items, 89 items classified distractor effective. Instruments classified as reliable because it has a reliability coefficient of 0.70. While the test results in Public Islamic Senior High School of Suruh, 28 items were classified as valid items by about C1/know up to C4/analyze level. There are 10 items was medium and 30 items easy. Effective distractor was 91 items. Instruments classified as reliable because it has a reliability coefficient of 0.81.Keywords: Assessment, Criteria, Instrument]]>
<![CDATA[PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA PADA MATERI ASAM BASA ]]>
<![CDATA[Amalia, Nunung Fika]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[In order to achieve the national education goals, students are required to have critical thinking skills, especially on abstract lesson such as chemistry. Preliminary research conducted at one of high school in Ambarawa found that the assessment instruments used have not been oriented toward critical thinking skills. The purpose of this study is to investigate the process of developing critical thinking skills assessment instruments, to obtain the innovation critical thinking skills assessment instruments that can measure students critical thinking skills, and acquire critical thinking skills assessment instruments that meet criteria for valid and reliable. The research is a Research and Development. The procedures are the preliminary stages of research and development stages. Preliminary stages are divided into two, namely the field studies and literature studies. The development stages are divided into several parts, namely 1) develop the type of instrument, 2) validation by expert, 3) a limited scale trial, 4) large-scale trials and 5) implementation of the product. The results of this study indicate that the type of instrument used in schools have cognitive taxonomic level C1 to C2 and sometimes C3. Assessment instruments developed was essay test analysis, student activity sheets, and testoriented problem solving students critical thinking skills. Assessment instruments that have been developed in this study is valid and reliable and positive effect on students cognitive learning outcomes. Keywords: Assessment Instruments, Critical Thinking Skills, Acid-Base Materials]]>
<![CDATA[EFEKTIVITAS MODEL INKUIRI BERBANTUAN MODUL DALAM MENINGKATKAN PEMAHAMAN KONSEP DAN KETERAMPILAN GENERIK SAINS ]]>
<![CDATA[Septiani, Dwi]]>;
<![CDATA[Sumarni, Woro]]>;
<![CDATA[-, Saptorini]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Student-centered learning paradigm requires teachers to reduce the dominance of the teacher in the learning activities so students can optimally develop their potentials, such as generic science skills. This study aims to determine the effectiveness of the application of the Inquiry Based Learning (IBL) assisted module to an improved concepts understanding and generic skills of students of senior high school in Ngawen in the buffer material and salt hydrolysis. The population was all students in class XI IPA of that senior high school in 2012/2013 academic year. The research design is a pretest and posttest group design. Sampling technique used is cluster random sampling, derived class XI IPA 1 as experimental class and class XI IPA 2 as the control class. The results showed that the average posttestâs score of concept understanding of experimental class 84,00 and control class 77.52. In the experimental class obtained the clasical completeness 97% and control class 83%. The result of first and second lab observation obtained the average score of generic science skill at the experimantal class were 83,43 and 93,51 while the control class were 81.41 and 91.59. Based on the results of this study, it can be concluded that implementation of the IBL model through module was effective in improving the understanding of science concepts and generic skills of students.Keywords: Generic Science Skills, Inquiry Guided Module]]>
<![CDATA[PENERAPAN PRAKTIKUM BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS SISWA ]]>
<![CDATA[Rahmawati, Ria]]>;
<![CDATA[Haryani, Sri]]>;
<![CDATA[-, Kasmui]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[Practicum taken place in schools is still verification, just to prove a concept or principle  that has been previously studied, resulting in not developing science process skills. Therefore, learning strategy is required to improve the students science process skills by inquiry-based lab methods. This study aimed to obtain information science process skills improvement class X after applying the inquiry-based lab hydrocarbon material. The study used a quasi-experimental method with a pretest-posttest control group design. Science process skills were measured using written tests and observation. The results show the value of KPS experimental class better than the control class. Measurements obtained by testing the highest increase in the experimental class and control class in predicting indicators, while the lowest increase in the experimental class and control class hypotheses indicator on the indicator hypothesis. Through observation of KPS, obtained the highest increase in the experimental class and control class observing indicators on communication indicator, while the lowest increase in the experimental class on asking questions and the control class on classification indicator. The results of KPS showed the increase of experimental class higher than the control class. Students give positive response to the inquiry-based learning lab at the hydrocarbon material because it gives students the chance to participate actively, and increase student motivation. Based on studies, it concluded that lab-based inquiry can improve the students KPS. Keywords: Inquiry, Science Process Skills, Practicum]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAAN KONTEKSTUAL DENGAN STRATEGI PERCOBAAN SEDERHANA BERBASIS ALAM LINGKUNGAN SISWA KELAS X ]]>
<![CDATA[Lilia, Lita]]>;
<![CDATA[Widodo, Antonius Tri]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang ]]>
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<![CDATA[The limitations of the tools and materials made practicum in school is not performing well, so it requires a simple experimental strategy. This study aims to determine the differences of outcomes in using contextual learning with a simple experimental strategy and the magnitude of mastery learning subject matter of redox reactions in a high school in Tegal. The population of this study was all class X at the high school. The sampling technique used was cluster random sampling, obtained X-2 as an experimental class using the strategy of implementation of contextual learning environments on simple experiments and X-3 as a control class using the expository method. The study design was a posttest only control group design. After learning by using the contextual method, a posttest were performed in the experimental and control class. Statistical test used are the test for normality, equality of two variances, the difference between two average and mastery learning. The average grade of experimental class posttest 80.86 and control class 73.70. In the hypothesis test, obtained t  3.501 greater than 1.993, with 5% significance level and 74 degrees of freedom. It means that the average grade of cognitive achievement is better than the control experiment, so it can be concluded thah the implementation of contextual learning with a simple experimental strategy based environments in class X gives a positive difference to the learning outcomes of the subject matter of the redox chemistry in class X.Keywords:A Simple Experiment Based Environments, Contextual Learning]]>
