Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Focus and Scope Assessment and evaluation of chemistry learning Chemistry learning technology and innovation Chemistry learning based on Problem Solving, SiMaYang, PJBL, Didactic, Lesson Study, Discovery Learning, etc. HOT-based chemistry learning Inquiry-based learning includes inquiry, structured, controlled and guided strategies. Integrated chemistry learning The Scientific Approach includes the scientific method as an ongoing method; Blended learning
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<![CDATA[PENERAPAN DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR ELABORASI PADA MATERI LARUTAN PENYANGGA ]]>
<![CDATA[Marfuatun Hasanah]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Lisa Tania]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 1 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was aimed to describe the practicality, effectiveness, and effect size of discovery learning model to improve the students elaboration thinking skill on buffer solution topics. This research used poor experimental method with one group pretest-posttest design. The sample of the research was class XI MIPA 2 of SMAN 1 Gedong Tataan which was taken by cluster random sampling. Practicality was measured by implementation of discovery learning model and students response. Effectiveness was measured by basis of teacher ability, students activity, and the students elaboration thinking skill and effect size measurement. The results showed that discovery learning model practice, effective, and has big effect size to improve the students elaboration thinking skill on buffer solution topics.Penelitian ini bertujuan untuk mendeskripsikan kepraktisan, keefektivan dan ukuran pengaruh model discovery learning dalam meningkatkan keterampilan berpikir elaborasi peserta didik pada materi larutan larutan penyangga. Penelitian ini menggunakan metode poor experimental dengan one group pretest-posttest design. Sampel yang digunakan dalam penelitian ini adalah kelas XI MIPA 2 SMAN 1 Gedong Tataan menggunakan teknik cluster random sampling. Kepraktisan ditentukan berdasarkan keterlaksanaan model discovery learning dan respon peserta didik. Keefektivan ditentukan berdasarkan kemampuan guru, aktivitas peserta didik, dan kemampuan berpikir elaborasi peserta didik dan uji ukuran pengaruh. Berdasarkan hasil penelitian menunjukkan bahwa model discovery learning praktis, efektif, dan memiliki pengaruh yang besar dalam meningkatkan keterampilan berpikir elaborasi pada materi larutan penyagga.Kata kunci: discovery learning, keterampilan berpikir elaborasi, larutan penyangga]]>
<![CDATA[Peningkatan Kemampuan Penalaran dan Deskripsi Sikap Ilmiah Siswa dalam Pembelajaran Berbasis Masalah Erosi Email Gigi ]]>
<![CDATA[Regina Rissa Nadia]]>;
<![CDATA[Chansyanah Diawati]]>;
<![CDATA[M Setyarini]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The pre-experimental research with The Static-Group Pretest-Posttest Design design aims to describe the improvement of students' reasoning ability through the erosion-based e-learning problem model and to describe students' scientific attitudes through erosion-based enamel-based learning. The sample in this research is class XI MIA 3 as experiment class and class XI MIA 9 as control class at one of SMA Negeri in Bandar Lampung. The result of the research on improving reasoning ability, shown by the average difference of n-Gain students' reasoning ability of experimental class is significantly higher than control class. Scientific attitudes described, shown by the trained students' scientific attitude during the learning in accordance with the rubric that has been made researchers. The conclusion of this research is learning with Problem Based Learning model can improve students 'reasoning ability and also to train students' scientific attitude.Penelitian pre-eksperimen dengan desain penelitian The Static-Group Pretest-Posttest Design ini bertujuan untuk mendeskripsikan peningkatan kemampuan penalaran siswa melalui model pembelajaran berbasis masalah erosi email gigi dan untuk mendeskripsikan sikap ilmiah siswa melalui pembelajaran berbasis masalah erosi email gigi. Sampel dalam penelitian ini adalah kelas XI MIA 3 sebagai kelas eksperimen dan kelas XI MIA 9 sebagai kelas kontrol di salah satu SMA di Bandar Lampung. Hasil penelitian peningkatan kemampuan penalaran, ditunjukkan oleh perbedaan rata-rata n-Gain kemampuan penalaran siswa kelas eksperimen secara signifikan lebih tinggi daripada kelas kontrol. Sikap ilmiah yang dideskripsikan, ditunjukkan berdasarkan terlatihnya sikap ilmiah siswa selama pembelajaran sesuai dengan rubrik yang telah dibuat peneliti. Kesimpulan penelitian ini adalah pembelajaran dengan model Pembelajaran Berbasis Masalah dapat meningkatkan kemampuan penalaran siswa serta melatih sikap ilmiah siswa.Kata Kunci: kemampuan penalaran, sikap ilmiah siswa, model pembelajaran berbasis masalah, titrasi asam basa]]>
<![CDATA[MODEL PLGI MATERI LARUTAN ELEKTROLIT NON-ELEKTROLIT DALAM MENINGKATKAN KETERAMPILAN MENYIMPULKAN DAN MENGKOMUNIKASIKAN ]]>
<![CDATA[Elia Rahmah]]>;
<![CDATA[Ila Rosilawati]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research is aimed to describe the effectiveness of PLGI learning model on electrolyte non-electrolyte solution in improving conclude skill and comunicating skills. The population in this study was all students of class X in Islamic Senior High School 2 Tanjung Karang in 2013-2014 year. Sampling use purposive sampling technique and obtained class X3 and X8 as sample. This is a quasi-experimental research using Non Eqiuvalent (Pretest-Posttest) Control Group Design. Effectiveness of learning with PLGI was measured based on improvements n-Gain significant. The results of this research showed that average value of n-Gain comunicating of skills in experiment class and control class are 0,40 and 0,57 and the average value of n-Gain of conclude skills in experiment class and control class are 0,70 and 0,79. This research showed that the PLGI learning model of electrolyte non-electrolyte solution material is effective in improving the communicating skills and conclude skills students. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model PLGI dalam meningkatkan keterampilan menyimpulkan dan mengkomunikasikan pada materi larutan elektrolit non-elektrolit. Populasi dalam penelitian ini adalah seluruh siswa kelas X MAN 2 Tanjung Karang Bandar Lampung Tahun Ajaran 2013-2014. Sampel penelitian diambil menggunakan teknik purposive sampling dan diperoleh kelas X3 dan X8. Penelitian ini menggunakan metode kuasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Efektivitas pembelajaran PLGI diukur berdasarkan perbedaan n-Gain yang signifikan. Hasil penelitian menunjukkan nilai rata-rata n-Gain keterampilan mengkomunikasikan untuk kelas kontrol dan eksperimen masing-masing 0,40 dan 0,57 dan rata-rata n-Gain keterampilan menyimpulkan untuk kelas kontrol dan eksperimen masingmasing 0,70 dan 0,79. Hal ini menunjukkan bahwa model PLGI efektif pada materi larutan elektrolit non-elektrolit dalam meningkatkan keterampilan menyimpulkan dan mengkomunikasikan. Kata kunci: elektrolit non-elektrolit, keterampilan mengkomunikasikan, keterampilan menyimpulkan, model PLGI.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN POE MATERI ELEKTROLIT/NON-ELEKTROLIT DALAM MENINGKATKAN KEMAMPUAN BERPIKIR ORISINIL ]]>
<![CDATA[Rezza Armanda Gustimas Putra]]>;
<![CDATA[Ratu Beta Rudibyani]]>;
<![CDATA[Nina Kadaritna]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 3 (2015): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The quasiexperiment research using non equivalence control group design aimed to describe the effectiveness of POE learning model in order to improve the ability of the original thinking of solution electrolyte and non electrolyte materials for the students. The research sample are first year secondary student (X3 X4) at SMA Kosgoro which were sampled by purposive sampling. The result of this research showed that of n-Gain average in the ability of the students original thinking of control class was 0.43 and in the experimental was class was 0,57. Based on t test of n-Gain average were different significantly for both of class. This research concluded that POE learning model is effective in improving the ability of the students original thinking of solution electrolyte and non electrolyte topics.Penelitian kuasi eksperimen dengan Non Equivalence Control Group Design ini bertujuan mendeskripsikan efektivitas model pembelajaran POE dalam meningkatkan kemampuan berpikir orisinil siswa pada materi larutan elektrolit dan non elektrolit. Sampel yang digunakan dalam penelitian ini adalah kelas X3 dan X4 di SMA Kosgoro Bandar Sribawono yang diperoleh dengan menggunakan purposive sampling. Hasil penelitian ini menunjukkan bahwa nilai rata-rata n-Gain kemampuan berpikir orisinil siswa pada kelas kontrol sebesar 0,43 dan eksperimen sebesar 0,57. Bedasarkan uji t nilai rata-rata n-Gain kedua kelas penelitian berbeda secara signifikan. Kesimpulan penelitian ini adalah pembelajaran dengan menggunakan model pembelajaran POE efektif dalam meningkatkan kemampuan berpikir orisinil siswa pada materi larutan elektrolit dan non-elektrolit.Kata Kunci: elektrolit non-elektrolit, kemampuan berpikir orisinil, POE.]]>
<![CDATA[EFEKTIVITAS MODEL LEARNING CYCLE 3E PADA MATERI TERMOKIMIA DALAM MENINGKATKAN KETERAMPILAN MENGKOMUNIKASIKAN DAN INFERENSI ]]>
<![CDATA[Anton Harmoko]]>;
<![CDATA[Nina Kadaritna]]>;
<![CDATA[Lisa Tania]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aimed to describe the effectiveness of Learning Cycle 3E model on Thermochemical materials in improving the skills of communicating and inference. Pre-experimental research applied the method of Static Group Comparison or Post-test Only With Nonequivalent Control Groups. The populations in this study were all students of Science class XI YP Unila High School Bandar Lampung. The selection of the sample used purposive sampling techniques. The samples in this study were students of class XI IPA3 and XI IPA4. Effectiveness of Learning Cycle Model 3E is measured by the post-test mean difference value and a significant t-test. Post-test mean value of communicate skills both experimental class and control class are 69.90 and 64.27, meanwhile t post-test mean of inference skills class both experimental and control class are 64.00 and 59.62 . t-test results showed that Learning Cycle 3E model is effectively improving both communicating skills and inference.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model Learning Cycle 3E pada materi termokimia dalam meningkatkan keterampilan mengkomunikasi-kan dan inferensi. Penelitian menggunakan metode preexperimental dengan Static Group Comparison or Posstest Only With Nonequivalent Control Groups. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA YP Unila Bandar Lampung. Pemilihan sampel menggunakan teknik purposive sampling dan sampel dalam penelitian ini adalah siswa kelas XI IPA3 dan XI IPA4. Efektivitas model Learning Cycle 3E diukur berdasarkan perbedaan rerata nilai posttest dan uji-t yang signifikan. Nilai rerata posttest keterampilan mengkomunikasikan kelas eksperimen dan kelas kontrol yaitu 69,90 dan 64,27; dan nilai rerata posttest keterampilan inferensi kelas eksperimen dan kelas kontrol yaitu 64,00 dan 59,62. Hasil uji-t menunjukkan bahwa model Learning Cycle 3E efektif dalam meningkatkan keterampilan mengkomunikasikan dan inferensi.Kata kunci: keterampilan inferensi, keterampilan mengkomunikasikan, model learning cycle 3E]]>
<![CDATA[Penerapan Model Problem Solving dalam Meningkatkan Penguasaan Konsep Materi Asam Basa Arrhenius ]]>
<![CDATA[Muhammad Iqbal Zulkifli]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Tasviri Efkar]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 1 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was aimed to describe the practicality, effectiveness, and effect size of problem solving model to improve the ability of the students concept mastery of Arrhenius acid-base topics. This research used poor experimental method with one group pretest-posttest design. Students of SMAN 12 Bandarlampung for 2016/2017 academic years at XI IPA 1 class was used as sample which it was obtained by using cluster random sampling. Practicality was determined by implementation of problem solving model and student response. Effectivity was determined by teachers ability, student activity, and improvement of studentsconcept mastery using t test and effect size test. The result showed that the problem solving model was practical, effective, and big effect size to improve the ability of the students concept mastery of Arrhenius acid-base topics.Penelitian ini bertujuan untuk mendeskripsikan kepraktisan, keefektivan dan ukuran pengaruh model problem solving dalam meningkatkan penguasaan konsep siswa pada materi asam basa Arrhenius. Penelitian ini menggunakan metode poor experimental dengan one group pretest-posttest design. Siswa SMAN 12 Bandarlampung tahun pelajaran 2016/2017 di kelas XI IPA 1 digunakan sebagai sampel yang diperoleh dengan menggunakan cluster random sampling. Kepraktisan ditentukan dari keterlaksanaan model problem solving dan respon siswa. Keefektivan ditentukan dari kemampuan guru, aktivitas siswa, dan peningkatan penguasaan konsep siswa menggunakan uji t dan uji ukuran pengaruh. Hasil penelitian menunjukkan bahwa model problem solving praktis, efektif dan memiliki ukuran pengaruh yang besar dalam meningkatkan penguasaan konsep siswa pada materi asam basa Arrhenius.Kata kunci: asam basa Arrhenius, penguasaan konsep, problem solving]]>
<![CDATA[THE ENHANCEMENT OF CLASSIFICATION AND PREDICTION SKILLS IN BUFFER AND HYDROLYSIS LESSON BY PROBLEM SOLVING LEARNING MODEL ]]>
<![CDATA[tri aulia mutia]]>;
<![CDATA[ratu betta rudibyani]]>;
<![CDATA[chansyanah diawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research was conducted to describe the effectiveness of the learning model of problem solving in improving classification and prediction skills. This research used a quasi experimental method with One Group Pretest-Posttest Design. Subjects in this research were students of SMAN 1 Bandar Sribhawono Even semester of classes XI IPA1 and classes XI IPA2 School Year 2011-2012. The effectiveness of the learning model of problem solving was measured by differences in understanding of the beginning and end of the students understanding shown by the mean N-gain between control and experimental classes. Statistic analysis is used of this research is average two differences test with uji-t. Based on the results of this research, average value of N-gain for classification skills of control and experimental classes is 0.53 and 0.70; and the average value of N-gain for prediction skills of control and experimental classes is 0.53 and0.63. Based on the results of this hypothesis test, known that classes with problem solving learning had classification and prediction skills more higher than classes with convensional learning. This shows that a model of problem solving is effective in improving the classification and prediction skills students of SMAN 1 Bandar Sribhawono.Keywords: Problem Solving, classification skill and prediction skill]]>
<![CDATA[PENINGKATAN PENGUASAAN KONSEP MELALUI MODEL LEARNING CYCLE 3E ]]>
<![CDATA[Eka Fitriana]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Ila Rosilawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The objective of this research was to describe the effectiveness of LC 3E model in improving the concept mastery in the subject of non electrolyte and electrolyte solution. The subject in this study were all students of the class X3 and X4SMA Negeri 1 Bukit Kemuning. Method is a quasi-experimental study with non Equivalent (pretest and posttest) the Control Group Design. The results showed that the percentage of mastery learning and mastery of the concept of n-Gain achieve KKM is 85.71% and n-Gain of 0.54 (medium category). The average n-Gain of the concept mastery 0.54. Conclusion This study shows that the model 3E LC on material non electrolyte solutions and electrolyte effective in improving students' mastery of the concept.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model LC 3E dalam meningkatkan penguasaan konsep pada materi larutan non elektrolit dan elektrolit. Subyek dalam penelitian ini adalah seluruh siswa kelas X3 dan X4 SMA Negeri 1 Bukit Kemuning. Metode penelitian adalah kuasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar dan n-Gain penguasaan konsep mencapai KKM yaitu 85,71% dan n-Gain sebesar 0,54 (kategori sedang). Nilai rerata n-Gain penguasaan konsep 0,54. N-Gain kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Kesimpulan penelitian ini menunjukkan bahwa model LC 3E pada materi larutan non elektrolit dan elektrolit efektif dalam meningkatkan penguasaan konsep.Kata kunci: model LC 3E, larutan non elektrolit dan elektrolit, penguasaan konsep.]]>
<![CDATA[Efektivitas Discovery Learning dalam Meningkatkan KPS Materi Elektrolit dan Non Elektrolit Ditinjau Jenis Kelamin ]]>
<![CDATA[Indah Rahmawati]]>;
<![CDATA[Ila Rosilawati]]>;
<![CDATA[Noor Fadiawati]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
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<![CDATA[This research was aimed to describe the effectiveness of discovery learning model to improve science process skills (SPS) on electrolyte and non electrolyte topic related to gender. The method of the research was quasi experimental with 2x2 factorial design. Population was all students of class X IPA senior high school in Bandarlampung on academic year 2017/2018. Samples in this study were students of X IPA 3 as experimental class and students of X IPA 1 as control class which obtained by using purposive sampling technique. The statistical analysis used two ways ANOVA and descriptive analysis. The result of the research showed that no interaction between the use of discovery learning model with gender on student’s SPS, discovery learning model was effective to improve the SPS, the percentage of male students with high n-gain categories is higher than the percentage of female students. Penelitian ini bertujuan mendeskripsikan efektivitas model discovery learning dalam meningkatkan keterampilan proses sains (KPS) pada materi larutan elektrolit dan non elektrolit ditinjau dari jenis kelamin. Metode dalam penelitian ini menggunakan metode kuasi eksperimen dengan desain faktorial 2x2. Populasi dalam penelitian ini adalah seluruh siswa kelas X IPA SMA Negeri Bandarlampung Tahun Pelajaran 2017/2018. Sampel dalam penelitian ini adalah siswa kelas X IPA 3 sebagai kelas eksperimen dan siswa kelas X IPA 1 sebagai kelas kontrol yang diperoleh dengan menggunakan teknik purposive sampling. Analisis statistik menggunakan ANOVA dua jalur dan analisis deskriptif. Hasil penelitian menunjukkan bahwa tidak ada interaksi antara penggunaan model discovery learning dengan jenis kelamin terhadap KPS siswa, model discovery learning efektif untuk meningkatkan KPS, persentase siswa laki-laki yang memiliki kategori n-gain tinggi lebih tinggi daripada persentase siswa perempuan.Kata kunci: jenis kelamin, elektrolit dan non elektrolit, KPS, model discovery learning]]>
<![CDATA[Development of Learning Devices Two Stay Two Stray Cooperative Model to Increase Social Skills and Learning Outcomes ]]>
<![CDATA[Fajriyatul Mukhlishina]]>;
<![CDATA[Wahono Widodo]]>;
<![CDATA[Nadi Suprapto]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 1 (2020): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
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<![CDATA[The purpose of this research is to develop and produce a valid, practical and effective two stay two stray cooperative learning model on the subject of ecosystem the fifth grade elementary school and to describe the results of the implementation of lesson plans, student learning outcomes, social skills, student responses, and the obstacles encountered in implementing learning. This research is conducted in two steps, first is development of cooperative learning models Type Two Stay Two Stray which refers to the four-D development model but until development stage. Second is try learning model that have been developed, in students. The subjects of this study were VA and VB grade students at Ngagelrejo I / 396SDN Surabaya. Testing was conducted using One Group Pretest-Posttest Design. Data collection is done by validation, observation, tests, and student questionnaire responses. The data analysis technique uses descriptive technical analysis. The results of this study indicate that the Two Stay Two Stray cooperative learning model is very valid, practical, and effective for ecosystem material.]]>
