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Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Published by Universitas Lampung
ISSN : 23021772     EISSN : 27149595     DOI : http://dx.doi.org/10.23960/jppk
Core Subject : Science, Education,
Computer Science & IT Decision Sciences, Operations Research & Management Education
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
Arjuna Subject : Kimia(semua kategori) - Kimia (Lain-Lain)
Articles 780 Documents
 35   36   37   38   39 
KEMAMPUAN BERTANYA DAN MENJAWAB PERTANYAAN PADA GARAM HIDROLISIS MELALUI MODEL PROBLEM SOLVING Musfiroh Musfiroh; Ratu Betta Rudibyani; Emmawaty Sofya
Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The aim of this research described effective-ness of problem solving model in improving students' ability to ask and answer the questions on hydrolysis salt topic. Samples were students of the 11th grade of IPA4 as an experimental class and 11th grade of IPA6 as a control class. This research used quasy experiment method with Non-Equivalent Control Group Design. The results showed that the average value of n-Gain students in the experimental class is higher than the control class. The hypothesis was tested by using t test on n-Gain data. Based on the results of hypothesis testing, it can be concluded that problem solving model was effective in improving students' ability to asking and answering questions on hydrolysis salt topic.Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas model problem solving dalam meningkatkan ke-mampuan siswa bertanya dan menjawab pertanyaan pada materi garam hidrolisis. Sampel penelitian ini adalah siswa kelas XI IPA4 sebagai kelas eksperimen dan XI IPA6 sebagai kelas kontrol. Penelitian ini menggunakan metode quasi eksperimen dengan Non-Equivalent Control Group Design. Hasil penelitian menunjukkan bahwa rata-rata nilai n-Gain siswa pada kelas eksperimen lebih tinggi daripada kelas kontrol. Hipotesis diuji dengan menganalisis data n-Gain menggunakan uji t. Berdasarkan hasil pengujian hipotesis dapat disimpulkan bahwa model problem solving efektif dalam meningkatkan kemampuan siswa bertanya dan menjawab pertanyaan pada materi garam hidrolisis.Kata Kunci : bertanya dan menjawab pertanyaan, hidrolisis garam, model problem solving
ENHANCING THE SKILLS CLASSIFICATION OF HYDROCARBON BY LEARNING MODEL LC 3E agnes triharwanti; ratu betta rudibyani; nina kadaritna
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

The purpose of this study was to describe the effectiveness of the learning model LC 3E classification in improving the skills of students in the subject matter of hydrocarbon. Population in this research is all the students class X SMA N 7 Bandar Lampung of the academic year 2011-2012 were scattered in nine classes, X1 to X9. The sampling technique used purposive sampling. A method of this research is a quasi of his experiments with non equivalent control group design. The effectiveness of the learning model LC 3E measured by an increase in N-gain significant. Based on the hypothesis testing is done, it is known that the class learning model LC 3E classification skills of students is higher than conventional classroom learning. Where the average N-gain classification skills students  for the experimental class and the control class, respectively 0.504 and 0.382. This suggests that the learning model LC 3E is more effective in improving students skills in the classification of hydrocarbon material.Key words: learning model LC 3E, skill classification
PERBEDAAN PENGUASAAN KONSEP IKATAN KIMIA PEMBELAJARAN KOOPERATIF NHT DENGAN PEMBELAJARAN KOOPERATIF TPS Rina Meri M; Ila Rosilawati; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

The purpose of this study is whether there is any difference between the value of student’s  mastery of the concept of NHT cooperative learning with TPS cooperative learning and determine the average value of student’s concept which is higher between NHT cooperative learning with TPS cooperative learning in the chemical bonds matery. The samples in this research were the student’s of SMA Tri Sukses Natar class X 3 and X5 in academic year 2012/2013. The design of this study is using the Matching -Only Group Posttest -Only Design. The results showed that; there is a difference in the student’s mastery of the chemical bond mastery between the matery given by the NHT cooperative learning with TPS cooperative learning and the average value of student concept mastery of chemical bonds in the matery using TPS cooperative learning TPS higher than with NHT cooperative learning.Tujuan penelitian ini adalah ada tidaknya perbedaan nilai penguasaan konsep siswa antara pembelajaran kooperatif NHT dengan pembelajaran kooperatif TPS dan menentukan nilai rata-rata penguasaan konsep siswa yang lebih tinggi antara pembelajaran kooperatif NHT dengan kooperatif  TPS pada materi ikatan kimia. Sampel dalam penelitian ini adalah siswa SMA Tri Sukses Natar kelas X3 dan X5 tahun pelajaran 2012/2013. Desain penelitian ini menggunakan The Matching-Only Posttest-Only Group Design. Hasil penelitian menunjukkan ada perbedaan penguasaan konsep siswa pada materi ikatan kimia antara yang diberi pembelajaran kooperatif NHT dengan pembelajaran kooperatif TPS; dan nilai rata-ratapenguasaan konsep siswa pada materi ikatan kimia dengan menggunakan pembelajaran kooperatif  TPS lebih tinggi dari pada pembelajaran kooperatif tipe NHT. Kata kunci: NHT, penguasaan konsep, TPS
DEVELOPING ANIMATION MEDIA OF ARRHENIUS ACID-BASE BASED ON MULTIPLE REPRESENTATION siti rodiah; chansyanah diawati; nina kadaritna
Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

 Chemistry’s phenomena can explained by multiple representation, they are macroscopis, symbolis, and submicroscopis dimention. Based on the fact, submicroscopis dimention is often diserted, especially when teach acid-base material because it is difficult to learn.  According to this case, teachers need the media for delivering material of chemistry. The research aim is resulting animation media of Arrhenius acid-base material based on multiple representation.This research used research and development (R D) method by Gall, Gall and Borg in Putra (2012). But on this research, step only arrive to step of main product revision. Research and development on this research have three steps. They are needs analysis step, consist of literature study and field study, planning and developing product step, consist of planning product, developing product,validation, and revision product, and the last is field test step, whose test of the product then revision the product based on result of test.Result of this research was animation media of Arrhenius acid-base material based on multiple representation which have characteristics: 1) displaying science material of Arrhenius acid-base which be explained by multiple representation, 2) it has parts consist of opening, instructional, competence standard, basic competence, indicators of product cognitive, subject of acid-base solution, subject of indicators acid-base, subject of Arrhenius acid-base, subject of pH, and profile button, 3) the contents suitability aspect has high score that is 80% according to validator judgement and 80% according to teacher judgement, and also have the highest level in isteresting aspect that is 83.45% according students judgement.Key words :  animation media, multiple representation, Arrhenius acid-base 
PENINGKATAN KETERAMPILAN PREDIKSI DAN MERUMUSKAN HIPOTESIS MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING Andri Andri; Chansyanah Diawati; Nina Kadaritna
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

The aim of this research is to describe the effectiveness of the learning model of guided inquiry to improve prediction and to formulate hypotheses skills in acid-base concept. This research uses a pre-experimental method with One Group Pretest Posttest Design.  Subjects in this study were students of class XI IPA1 SMA Muhammadiyah 2 Bandar which amounts to 29 students. The data of this study is the prediction and to formulate hypotheses skills. The results showed the average value of n-Gain of prediction skills and formulate hypotheses 0,49 and 0.56 (medium category).  Based on the results of the data analysis, showed that the guided inquiry learning model is effective in improving the prediction skills and to formulate hypotheses of class XI IPA1 SMA Muhammadiyah 2 Bandar LampungPenelitian ini bertujuan mendeskripsikan efektivitas model pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan prediksi dan merumuskan hipotesis pada materi asam-basa. Penelitian ini menggunakan metode pre-eksperimen dengan One Group Pretest Postest Design. Subjek dalam penelitian ini adalah siswa kelas XI IPA1 SMA Muhammadiyah 2 Bandarlampung yang berjumlah 29 siswa. Data penelitian ini adalah keterampilan prediksi dan merumuskan hipotesis.  Hasil penelitian menunjukkan rerata nilai n-Gain keterampilan prediksi dan keterampilan merumuskan hipotesis yaitu 0,49 dan 0,56 (kategori sedang).  Berdasarkan hasil analisis data tersebut, menunjukkan bahwa pembelajaran dengan model inkuiri terbimbing efektif dalam meningkatkan keterampilan prediksi dan merumuskan hipotesis siswa kelas XI IPA1 SMA Muhammadiyah 2 Bandar LampungKata kunci:  keterampilan prediksi, merumuskan hipotesis, pembelajaran inkuiri terbimbing.
Efektivitas Model PBL Untuk Meningkatkan Kemampuan Berfikir Lancar Pada Materi Larutan Penyangga Anita Amelia; Ratu Betta Rudibyani; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

This study aims to describe the effectiveness of learning model Problem Based Learning to improve the ability to think smoothly on the material buffer solution. Population in this research is all student of SMA class XI IPA that exist Bandar Lampung on even semester of academic year 2017/2018. The sampling technique used is clauster random sampling and obtained sample class XI IPA 3 as experimental class and XI IPA 4 as control class. This research method is quasi experiment with pretest-posttest control group design. The effect of problem based learning model is measured based on the average n-Gain score of students' current thinking skill. The results showed that in the experimental class the average value of n-Gain students' thinking skill of 0.78 (high criterion). Based on the results of this study can be concluded that the model of learning-based problems can improve students' thinking ability on the material of buffer solution. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model Problem based learning untuk meningkatkan kemampuan berfikir lancar pada materi larutan penyangga. Populasi dalam penelitian ini adalah seluruh siswa SMA kelas XI IPA yang ada di Bandar Lampung pada semester genap tahun ajaran 2017/2018. Teknik pengambilan sampel yang digunakan adalah clauster random sampling dan diperoleh sampel kelas XI IPA 3 sebagai kelas eksperimen dan XI IPA 4 sebagai kelas kontrol. Metode penelitian ini adalah kuasi eksperimen dengan Pretest Posttest Control Group Design.  Pengaruh model  problem based learning diukur berdasarkan rata-rata nilai n-Gain keterampilan berpikir lancar siswa. Hasil penelitian menunjukkan bahwa pada kelas eksperimen rata-rata nilai n-Gain keterampilan berpikir lancar siswa sebesar 0,78 (kriteria tinggi). Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model  problem based learning mampu meningkatkan kemampuan berfikir lancar siswa pada materi larutan penyangga.Kata Kunci: larutan penyangga, berfikir lancar, problem based learning.
Efektivitas LKS Problem Solving dalam Meningkatkan Keterampilan Mengklasifikasi pada Materi Asam Basa Neny Sherliani; Nina Kadaritna; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 2 (2017): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

This research aims to describe the effectiveness of problem solving students worksheet to improve students classifying skill on acid-base topic. The research samples were students of class 11thscience 1 and 11thscience 4 in public senior high school 13 Bandarlampung on academic year 2016/2017 which were sampled by purposive sampling technique. The research used quasi experimental method with non equivalent pretest-postest control group design. The effectiveness of problem solving students worksheet was indicated by the significant difference of n-gain between control and experimental class. The result showed that of n-gain average in classifying skill was 0,55 for control class and 0,83 for experimental class. Based on the t-test result, it found that the average score of n-gain for experimental class was significantly different in the control class. This research concluded that problem solving students worksheet was effective to improve classifiying skill on acid-base topic.Penelitian ini bertujuan mendeskripsikan efektivitas LKSproblem solving dalam meningkatkan keterampilan mengklasifikasi pada materi asam-basa. Sampel yang digunakan dalam penelitian ini adalah siswa kelas XI IPA 1 dan XI IPA 4 di SMAN 13 Bandarlampung Tahun Pelajaran 2016/2017 yang diperoleh dengan menggunakan teknik purposive sampling. Penelitian ini menggunakan metode kuasi eksperimen dengan non equivalent pretest-postest control group design. Efektivitas LKS problem solving ditunjukkan oleh perbedaan n-gain yang signifikan antara kelas kontrol dan eksperimen. Hasil penelitian menunjukkan bahwa nilai rata-rata n-gain keterampilan mengklasifikasi pada kelas kontrol sebesar 0,55 dan kelas eksperimen sebesar 0,83. Berdasarkan uji-t nilai rata-rata n-gain kedua kelas penelitian berbeda secara signifikan. Kesimpulan penelitian ini adalah LKS problem solving efektif dalam meningkatkan keterampilan mengklasifikasi pada materi asam basa.Kata kunci: asam-basa, keterampilan mengklasifikasi, problem solving
Efektivitas Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Penguasaan Konsep Asam Basa Arrhenius Alfiatun Nikmah; Ratu Betta Rudibyani; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

The purpose of this research was to describe the effectiveness of discovery learning to improve critical thinking ability and concept mastery to Arrhenius’ acid base. This research used quasi eksperiment method with pretest – posttest non equivalent control group design. Populatian in this study was all students of SMA N 13 Bandar Lampung. Sample was collected through cluster random sampling, it was obtained XI IPA 1 as eksperiment and XI IPA 6 as control. Effectiveness was evidenced by n-Gain value used t-test, supported by teacher's ability and effect size. The results showed that critical thinking ability and concept mastery of students (n-Gain) had medium criteria, teacher's ability had very high criteria and effect size had large criteria. Based on this result, discovery learning is effective to improve critical thinking ability and concept mastery to Arrhenius’ acid base.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model discovery learning untuk meningkatkan kemampuan berpikir kritis dan penguasaan konsep siswa pada materi asam basa Arrhenius. Penelitian ini menggunakan metode quasi eksperiment dengan desain pretest – posttest non equivalent control group. Populasi penelitian ini adalah siswa kelas XI IPA SMA N 13 Bandar Lampung. Pengambilan sampel menggunakan cluster random sampling, diperoleh kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 6 sebagai kelas kontrol. Keefektivan dibuktikan melalui nilai n-Gain menggunakan uji t serta didukung oleh kemampuan guru dan uji ukuran pengaruh. Hasil penelitian diperoleh bahwa keterampilan berpikir kritis dan penguasaan konsep siswa (n-Gain) dengan kriteria sedang, kemampuan guru yang sangat tinggi, dan ukuran pengaruh yang besar. Berdasarkan hasil tersebut, model discovery learning efektif untuk meningkatkan kemampuan berpikir kritis dan penguasaan konsep siswa pada materi asam basa Arrhenius.Kata kunci: discovery learning, kemampuan berpikir kritis, penguasaan konsep, asam basa Arrhenius
Pengaruh Isu Sosio-Saintifik dalam Meningkatkan Keterampilan Proses Sains pada Materi Larutan Elektrolit dan Non-Elektrolit Bella Nur Farida; Sunyono Sunyono; Tasviri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

This research was aimed to describe the effect of socio-scientific issues on improving science process skills.  The method used was quasi-experiment with pretest-postest control group design.  The samples were X MIA 4 as experiment class and X MIA 3 as control class, cluster random sampling technique was used in determining the samples.  The effect of socioscientific issues was analyzed using the difference between two average tests and the effect size test.  The results of the research show that the science process skills of students in the experiment class were higher than in the control class.  The effect size of socio-scientific issues as a "large" category.  In conclusion, socioscientific issues had large and positive effects on improving students’ science process skills on electrolyte and non-electrolyte solutions. Keywords: science process skill, socio-scientific issues, electrolyte, and non-electrolyte solutions.Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran berbasis isu sosiosaintifik dalam meningkatkan keterampilan proses sains siswa.  Penelitian ini menggunakan metode quasi eksperiment dengan desain penelitian pretest-posttest control group.  Pengambilan sampel dilakukan dengan cluster random sampling didapatkan kelas X MIA 4 sebagai kelas eksperimen dan X MIA 3 sebagai kelas kontrol.  Pengaruh pembelajaran berbasis isu sosiosaintifik dianalisis menggunakan uji perbedaan dua rata-rata dan uji effect size.  Hasil penelitian menunjukkan keterampilan proses sains siswa pada kelas eksperimen lebih tinggi daripada kelas kontrol.  Ukuran pengaruh pembelajaran berbasis isu sosiosaintifik berkategori “besar”.  Kesimpulannya, pembelajaran berbasis isu sosiosaintifik berpengaruh besar dan positif dalam meningkatkan keterampilan proses sains siswa pada materi larutan elektrolit dan non elektrolit.Kata Kunci: keterampilan proses sains, isu sosiosaintifik, larutan elektrolit dan non-elektrolit.http://dx.doi.org/10.23960/jppk.v8.i2.201910
PENGEMBANGAN INTRUMEN ASESMEN KOGNITIF BERBASIS KPS PADA MATERI SIFAT KOLIGATIF LARUTAN NON-ELEKTROLIT Devi Rahmayani; Ila Rosilawati; Noor Fadiawati
Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 2 (2016): Jurnal Pendidikan dan Pembelajaran Kimia
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Abstract

The main goal of this research to develop the cognitive assessment instrument based on science process skills in colligative properties of non-electrolyte solution and describe teachers responses about it. There were 5 essay questions to measure the basic KPS (observe, predict, communicate, and inference) in the cognitive assessment which has developed by the student. Based on result of expert validation to content suitability, construction and ability aspects, the developed cognitive assessment instrument that developed have high validity. Teachers also gave their responses that cognitive assessment instrument have high validity.Penelitian ini bertujuan untuk mengembangkan instrumen asesmen kognitif berbasis KPS pada materi sifat koligatif larutan non-elektrolit, mendeskripsikan tanggapan guru dan mendeskripsikan karakteristik instrumen asesmen kognitif yang dikembangkan. Penelitian ini menggunakan desain RD. Instrumen asesmen kognitif yang dikembangkan terdiri dari 5 soal uraian yang menilai KPS dasar yaitu keterampilan mengamati, memprediksi, menginferensi, dan mengomunikasikan. Berdasarkan hasil validasi ahli terhadap aspek kesesuaian isi, konstruksi, dan keterbacaan, instrumen asesmen kognitif ini dikategorikan sangat tinggi. Hasil tanggapan guru terhadap instrumen asesmen kognitif dikategorikan sangat tinggi.Kata kunci: asesmen, keterampilan proses sains, sifat koligatif larutan non-elektrolit

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