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<![CDATA[PENGARUH PENERAPAN MODEL INKUIRI TERBIMBING BERBANTUAN E-MODUL TERHADAP PEMAHAMAN KONSEP HIDROLISIS GARAM ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 14, No 1 (2020): January (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v14i1.21553
<![CDATA[Concept understanding of student in Indonesia shows a relatively low percentage of 42,5%. Guided inquiry combined with e-module becomes an alternative learning that is applied because it is able to student to develop concepts through scientific methods. This study aims to determine the effect of the application of the guided inquiry learning model assisted by e-module towards student’s concept understanding. This experimental research uses quantitative descriptive methods. The population in this study is students of class XI MIPA SMAN 3 Pati in the academic year 2018/2019. The sample in this study was taken by purposive sample technique. The sample in this study is students of class XI MIPA 1 as an experimental class an XI MIPA 2 as a control class. This study uses a pretest-posttest group design. Data collection techniques were carried out using a three tier multiple choice model test, interview sheets and questionnaires. Hypothesis testing is done using the two different test, test the effect of variables and n-gain test. The results showed that the average concept understanding of experimental class was higher than control class. Great increase in concept understanding of experimental class is 0.50, into medium category. The results of questionnaire responses analysis showed that students give positive renponses regarding the learning model applied. The result shows that the application of the guided inquiry learning model assisted by e-module has a positive influence that can improve concept understanding of student.]]>
<![CDATA[PENERAPAN MEDIA PETA KONSEP TERHADAP HASIL BELAJAR SISWA SMA GERADUS ADII MERAUKE ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 12, No 2 (2018): July 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v12i2.12101
<![CDATA[This research is a classroom action research that aims to improve the students' chemistry result of grade XI of SMA YPPGI GERADUS ADII Merauke on the subject of chemical bond through concept map media. The research was conducted at SMA YPPGI GERADUS ADII Merauke in the odd semester of the academic year 2016/2017. The sample in this research is 14 students of class XI. The research procedure consists of 4 stages: planning, implementation, observation, and reflection which is done by 2 cycles. Data analysis techniques are quantitative data (Percentage of Completed Learning) and qualitative data (Percentage of Teacher Skills, Student Activity, and Student Attitude).The results showed that the percentage of learning achievement on prasiklus is 00.00%, on cycle I is 35.71%, and on cycle II is 85.71%. Percentage of teacher skill in cycle I is 77,78% in good category and cycle II is 86,11% in very good category. Percentage of student activity in cycle I is 68,08% and cycle II is 76,56% both are in good category. Percentage of student attitudes in cycle I is 50.89% and in cycle II is 75.00%. In conclusion there is an increase in chemistry learning achievement through the concept map media on the subject matter of chemical bonds in grade XI SMA YPPGI GERADUS ADII MERAUKE.]]>
<![CDATA[EFEKTIVITAS PENERAPAN METODE KASUS MENGGUNAKAN MEDIA AUDIO-VISUAL TERHADAP HASIL BELAJAR KIMIA SISWA SMA ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 3, No 1 (2009): January 2009 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v3i1.1264
<![CDATA[Penelitian ini bertujuan untuk mengetahui keefektifan dari penerapan metodekasus menggunakan media audio-visual terhadap hasil belajar kimia ditinjau berdasarkanaspek kognitif, afektif dan psikomotorik. Populasi dalam penelitian ini adalah siswa kelasXI IPA. Pengambilan sampel dilakukan secara acak menggunakan teknik cluster randomsampling yaitu kelas XI IPA-4 sebagai kelas eksperimen yang mendapat perlakuandengan menerapkan metode kasus menggunakan media audio-visual setelah dilakukanuji homogenitas. Berdasarkan hasil uji estimasi rata-rata diperoleh rata-rata hasil belajarkelompok eksperimen antara 74,24-78,54 dan kelompok kontrol antara 66,08-70,94 danberdasarkan hasil uji estimasi proporsi siswa yang mencapai ketuntasan belajar padakelompok eksperimen berkisar antara 93,7%-100%, sedangkan pada kontrol berkisarantara 63%-89%. Berdasarkan hasil uji ketuntasan belajar diperoleh persentase ketuntasanbelajar klasikal untuk kelompok eksperimen sebesar 98% dan kelompok kontrol sebesar76%. Adapun hasil observasi terhadap ranah afektif dan ranah psikomotorik diperoleh nilairata-rata siswa pada kelompok eksperimen e†65, sedangkan berdasarkan hasil angkettanggapan siswa terhadap pembelajaran, siswa yang menjawab termotivasi untuk belajarsebesar 78,05% dan 17,07% tidak termotivasi. Siswa juga merasa senang untuk belajarsebesar 75,6% dan yang tidak merasa senang sebesar 10,76%. Kata Kunci: metode kasus, media audio-visual]]>
<![CDATA[PENGGUNAAN STRATEGI PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN METAKOGNISI SISWA SMA ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 10, No 1 (2016): January 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v10i1.6016
<![CDATA[Penelitian ini bertujuan untuk mengetahui (1) peningkatkan metakognisi siswa melalui strategi pembelajaran inkuiri materi kelarutan dan hasil kali kelarutan di suatu SMA di Donorojo, (2) perbedaan antara penggunaan strategi pembelajaran inkuiri dan pembelajaran langsung terhadap peningkatan metakognisi siswa. Metode eksperimen dengan desain pretest-posttest group design digunakan dalam penelitian ini. Objek penelitian ini adalah siswa kelas XI IPA. Teknik pengambilan sampel adalah cluster random sampling karena populasi berdistribusi normal dan homogen. Hasil penelitian menunjukkan bahwa rata-rata nilai posttes kelas eksperimen 75,15 dan kelas kontrol 72,42. Berdasarkan hasil analisis N-gain pada kelas eksperimen menunjukkan peningkatan metakognisi sebesar 0,68 antara sebelum dan sesudah penggunaan strategi pembelajaran inkuiri. Sedangkan hasil analisis N-gain pada kelas kontrol menunjukkan peningkatan metakognisi sebesar 0,62 antara sebelum dan sesudah penggunaan strategi pembelajaran langsung. Pada uji hipotesis diperoleh t hitung sebesar 1,65 kurang dari t 1,66 yang berarti rata-rata hasil belajar kognitif kelas eksperimen tidak berbeda dari kelas kontrol. Kesimpulan dari penelitian ini adalah (1) strategi pembelajaran inkuiri dapat meningkatkan metakognisi siswa, (2) tidak ada perbedaan yang signifikan antara penggunaan strategi pembelajaran inkuiri dan pembelajaran langsung terhadap peningkatan metakognisi siswa.The objective of this study is to find out (1) the improvement of the students’ metacognition by using the inquiry learning method on the water-soluble substance and the result of its product in a high school in Donorojo, (2) the significant difference between the use of inquiry learning method and the direct instruction method to the improvement of students' metacognition. This study is an experimental research and the design was pretest-posttest group design. Object of this study is eleventh grade students of science program. The selection of the sample was by using cluster random sampling because the populations of this study were normal and homogenous. The result of this study showed that the mean score of post-test in the experiment group (75.15) was higher than that of the control group (72.42). The results of the analysis of N-gain in experiment group showed an increase of students’ metacognition 0.68 between before and after the use of inquiry learning method. While the results of the analysis of N-gain in the control group shows an improvement of students’ metacognition 0.62 between before and after the use of direct instruction method. In the hypothesis result, t (1.65) was lower than that of the t (1.66). The result indicated that the mean score of cognitive aspect of the experiment group was the same as the control one. Based on the result of this study, it can be concluded that (1) the inquiry learning can improve the students’ metacognition, (2) there was no significant difference between the use of inquiry learning method and direct instruction method to the improvement of students' metacognition.]]>
<![CDATA[PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA PADA MATERI ASAM BASA ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 8, No 2 (2014): July 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v8i2.4443
<![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[PENERAPAN MULTIMEDIA BASED LEARNING (MBL) PADA MATA PELAJARAN KIMIA UNTUK MENINGKATKAN SELF-REGULATED LEARNING (SRL) SISWA SMA N 1 SLEMAN ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 14, No 1 (2020): January (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v14i1.18393
<![CDATA[In the chemistry teaching and learning, Self-Regulated Learning (SRL) plays an important role in students’ academic motivation and also academic achievement. An innovation in chemistry teaching and learning, such as applying of Multimedia Based Learning (MBL), could increase the students’ SRL. The aims of this research were (1) to determine whether there is a difference SRL of high school students who applying MBL in chemistry teaching learning and students does not apply to the MBL, and (2) to determine whether there is an increased SRL high school students before and after applying MBL in chemistry teaching learning. The experiment was conducted in class XI SMA 1 Sleman to take Thermochemical matter. Researchers create a medium for these materials and continued with expert judgment of the media. Data SRL students were measured using validated questionnaires. Data analysis was performed using SPSS. The results showed that (1) there was no significant difference in SRL of students who participating in chemistry teaching learning by applying MBL and student who does not, which showed that the probability value of 0.711 or probability value 0.05; (2) there are significant differences in SRL of students before and after participating in chemistry teaching learning which applying MBL, which is seen from the results of paired samples t-test, the price of p (0,000) 0.05.]]>
<![CDATA[PENELUSURAN PROFIL LULUSAN TAHUN 2015-2017 JURUSAN KIMIA FMIPA UNNES ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 12, No 1 (2018): January 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v12i1.13456
<![CDATA[Dua Program Studi di Jurusan Kimia FMIPA UNNES memperoleh status akreditasi A pada tahun 2016. Dalam rangka mempertahankan status akreditasi unggul tersebut, maka Jurusan Kimia memandang perlu melakukan upaya berkelanjutan untuk mengumpulkan informasi sebanyak-banyaknya dan mengetahui sejauh mana profil lulusan melalui program penelitian penelusuran profil lulusan. Metode yang digunakan adalah melalui tahap survey pendahuluan terhadap database alumni, pembuatan web tracer study, melaksanakan penelusuran dan menyebar kuisioner terhadap alumni dan wawancara terhadap alumni yang terpilih secara acak. Sebagai populasi sampel penelitian adalah alumni yang lulus tahun 2015-2017, sedangkan sampelnya adalah alumni yang memberikan respon (responden) yang mengisi data di web. Hasil penelitian menunjukkan bahwa Status Pekerjaan alumni 2015-2017 Jurusan Kimia telah sesuai dengan Profil Alumni yan diharapkan yakni untuk Program Studi Kimia sebagai QC (Quality Control) 22%, analis kimia 16%, Research and Development (RnD) 16%, Tentor Kimia 16%, lain-lain (pegawai bank, admin, dsb) sebesar 20%. Untuk Program Studi Pendidikan Kimia, 35% alumni berprofesi sebagai guru di sekolah, 30% sebagai tentor kimia, 7% sebagai guru les privat. Rata-rata waktu tunggu memperoleh pekerjaan untuk Program Studi Kimia adalah 3,85 bulan sedangkan Program Studi Pendidikan Kimia adalah 2,75 bulan. Alumni Program Studi Kimia yang lulus tahun 2015-2017 yang bekerja sesuai bidang adalah 74%, sedangkan alumni Program Studi Pendidikan Kimia yang bekerja sesuai bidang adalah 86%. ]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS ETNOSAINS PADA KONSEP LARUTAN ELEKTROLIT DAN NONELEKTROLIT ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 15, No 1 (2021): January 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v15i1.23228
<![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[PENDEKATAN CHEMO-ENTREPRENEURSHIP MENGGUNAKAN FLASH SEBAGAI MEDIA CHEMO-EDUTAINMENT UNTUK MENINGKATKAN HASIL BELAJAR ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 10, No 2 (2016): July 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v10i2.9531
<![CDATA[Penelitian ini bertujuan mengetahui apakah penerapan pendekatan Chemo-Entrepreneurship menggunakan Flash sebagai media Chemo-Edutainment berpengaruh terhadap meningkatkan hasil belajar materi pokok sistem koloid di suatu SMAN di Temanggung. Pengambilan sampel menggunakan teknik cluster random sampling, diperoleh kelas XI IPA 1 sebagai kelas eksperimen dan kelas XI IPA 2 sebagai kelas kontol. Pengambilan data menggunakan teknik tes, observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan rerata hasil belajar kelas eksperimen lebih tinggi daripada kelas kontrol berdasarkan pada uji satu pihak kanan kedua nilai posttest yaitu dengan thitung sebesar 7,0716 lebih dari tkritis2,00 pada alfa sebesar 5%, df sebesar 58. Hasil analisis pengaruh antar variabel diperoleh besarnya koefisien determinasi adalah 71,53%, berarti bahwa pendekatan Chemo-Entrepreneurship menggunakan Flash sebagai media Chemo-Edutainment berkontribusi meningkatkan hasil belajar kognitif siswa sebesar 71,53%. Penilaian afektif dan psikomotor, rata-rata nilai hasil belajar kelas eksperimen lebih baik dari kelas kontrol. Hasil penelitian menyimpulkan bahwa penerapan pendekatan Chemo-Entrepreneurship menggunakan Flash sebagai media Chemo-Edutainment berpengaruh dalam meningkatkan hasil belajar materi pokok sistem koloid]]>
<![CDATA[LABORATORIUM KIMIA VIRTUAL: ALTERNATIF PEMBELAJARAN KIMIA UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA TADRIS KIMIA IAIN WALISONGO SEMARANG ]]>
<![CDATA[ Jurnal Inovasi Pendidikan Kimia Vol 7, No 1 (2013): January 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jipk.v7i1.4403
<![CDATA[The objectives of this study were to describe the efectiveness of using virtual chemistry laboratory to improve the chemistry students’ 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 (4,3322,02). It can be concluded that there is a significant difference in student’s 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 students’ learning.]]>
