cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bayu Saputra
Contact Email
bayudesmonn@gmail.com
Phone
+628992290175
Journal Mail Official
bayudesmonn@gmail.com
Editorial Address
Pendidikan Kimia, FKIP Universitas Lampung
Location
Kota bandar lampung,
Lampung
INDONESIA
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
 54   55   56   57   58 
Efektivitas Model Pembelajaran Guided Discovery pada Materi Kesetimbangan Kimia dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa Elannia Rahma Ningrum; Ila Rosilawati; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 2 (2020): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was aimed to describe the effectiveness of the guided discovery learning model on chemical equilibrium material in improving students problem solving skills. This study used a quasi-experimental method with the matching-only pretest-posttest control group design. The population in this study was all students of class XI MIA SMA Negeri 1 Purbolinggo, East Lampung in 2019/2020 Academic Year. The sample in this study was class XI MIA 1 as experimental class and class XI MIA 5 as control class. Based on the results of the study it can be concluded that the guided discovery learning model is effective in improving students’ problem solving skills in chemical equilibrium material.Keywords: chemical equilibrium, problem solving abilities, learning models guided discoveryPenelitianini bertujuan untuk mendeskripsikan efektivitas model pembelajaran guided discovery pada materi kesetimbangan kimia dalam meningkatkan kemampuan pemecahan masalah. Penelitian ini menggunakan metode quasi eksperimen dengan the matching-only pretes-posttest control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI MIA SMA Negeri 1 Purbolinggo Lampung Timur Tahun Pelajaran 2019/2020. Sampel dalam penelitian ini adalah kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 5 sebagai kelas kontrol. Sampel dipilih menggunakan purposive sampling. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran guided discovery efektif dalam meningkatkan kemampuan pemecahan masalah siswa pada materi kesetimbangan kimia.Kata kunci: kesetimbangan kimia, kemampuan pemecahan masalah, model pembelajaran guided discovery
Peningkatan Keterampilan Interpretasi dan Infereni dengan Menerapkan Model Pembelajaran Kooperatif Group Investigation pada Materi Asam Basa Adila Siwinasti Yudawindantika; Utiya Azizah
Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 2 (2020): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation of the Group Investigation cooperative learning model and the activities of students to practice critical thinking skills of interpretation and inference on acid-base material. The research method used is the One Group Pretest Posttest Design method to determine an increase in interpretation and inference skills. The trial was conducted on 30 students of class XI MIA SMA 14 Surabaya. The data obtained were analyzed descriptively quantitatively. The results showed that: (1) the use of learning models with cooperative type Group Investigation type 1 to successive closures was 91.67%; 91.67%; 92.71%; 91.67%; 89.59%; 95.83%; and 90.27% with a very good category, (2) the results of students' activities on interpretation and inference skills from meetings 1 to 3 amounted to 17.56%; 15%; and 17,89%, and (3) improved interpretation and inference skills get N-Gain results high category of  93.33%; 86.67% while the medium category 6.67%; 13.33%.
Development of an Assessment to Measure Critical Thinking Ability Materials for Interaction of Living Things with the Environment in Bengkulu City Junior High Ahmad Walid; Putri Marfhadella; Irwan Satria
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengembangkan penilaian untuk mengukur kemampuan berpikir kritis dalam interaksi makhluk hidup dengan lingkungan di SMP Negeri di Kota Bengkulu. Metode penelitian menggunakan model pengembangan Borg Gall yang terdiri dari 8 tahapan yang meliputi: potensi dan masalah, perencanaan produk, pengembangan produk awal, validasi ahli, revisi ahli, uji coba produk, revisi produk, dan produk akhir. Berdasarkan hasil analisis soal yang memberdayakan siswa untuk berpikir kritis di SMP Negeri di Kota Bengkulu terdiri dari SMPN A sebesar 14%, SMPN B sebesar 10%, dan SMPN C sebesar 6%. Data hasil validasi ahli penilaian, ahli materi, dan ahli bahasa adalah 78,1%, 83,5%, dan 88,5% berada pada (kategori cukup, sangat layak, dan sangat layak). Tingkat keterbacaan soal penilaian sebesar 91,7% dengan kategori sangat baik. Analisis data penilaian berpikir kritis menggunakan model Rasch dengan software Ministep (Winsteps). Kualitas soal dari aspek validitas diperoleh 1 soal tidak valid di SMPN A, 2 soal tidak valid di SMPN B dan SMPN C. Nilai reliabilitas butir soal adalah 0,84, 0,87, dan 0,82 dikategorikan baik. Rata-rata indeks kesukaran butir soal dalam penilaian berpikir kritis menunjukkan bahwa terdapat empat kategori yaitu 7 soal yang sulit, 2 soal sedang, 3 soal mudah, dan 1 soal sangat mudah. Daya pembeda item diperoleh 4 kelompok item berdasarkan indeks keterpisahan item, yaitu 2,33, 2,58, dan 2,48. Kesimpulan penelitian menunjukkan bahwa berdasarkan validasi ahli, analisis validitas, reliabilitas, tingkat kesukaran, dan daya pembeda, soal esai layak digunakan. 
Teachers' and Students' Perceptions of Learning Atomic Structure Material Using Online Systems Venna Tristya Nafulani; Ratu Betta Rudibyani; Emmawaty Sofya; Tasfiri Efkar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher and Student Perceptions of Learning Atomic Structure Using Online Systems. This study aims to describe the perceptions of teachers and students towards learning the atomic structure material using an online system. The design of this study used descriptive qualitative research. The method used is a survey method with a research location at SMA Negeri 1 Tumijajar which research is conducted online through a questionnaire questionnaire by making statements in Google Forms which are distributed to teachers and students via the web. The subjects of this study consisted of 36 students of class X IPA 3 and 1 chemistry teacher. The results showed that the perceptions of teachers and students towards learning the atomic structure material, aspects of education management tend to be positive, online learning makes students more independent, students are more confident to discuss through online learning and online learning is more efficient because it can be carried out anytime and anywhere. In the aspect of human resources, it tends to be positive, online learning is able to make students and teachers develop skills and knowledge about information and communication technology (ICT) and be able to use various learning applications such as PCs and gadgets. While on the infrastructure aspect, teachers respond positively and students tend to be negative, this is because students still have problems with unstable internet access so that it can hamper the process of online learning activities
Learning Model Problem Solving Problem Solving to ImproveSkills in Electrolyte and Non-Electrolyte Ila Rosilawati; Yesi Aniende; Nina Kadaritna
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract:Problem Solving Model to Improve Problem Solving Skills in Electrolyte and Non Electrolyte Solution. This study aims to describe the effectiveness of problem solving learning models in electrolyte and non-electrolyte solution materials to improve problem solving skills. The research method used was a quasi-experimental method with the matching only pretest-posttest control group design. The population of this study were all students of class X IPA SMA AL-Azhar 3 Bandarlampung in the 2019/2020 academic year. The research sample was determined by purposive sampling technique, so that the students of class X IPA 4 as the experimental class and class X IPA 3 students as the control class were determined. The data analysis technique used is the difference test of the two means. The results showed the n-gain of problem solving skills in the experimental class was 0.57 which was categorized as moderate; There is a significant difference in the average post-test score between the experimental class and the control class. Based on these results, it can be concluded that the problem solving learning model in electrolyte and non-electrolyte solution material is effective for improving problem solving skills.Keywords: Model, Problem Solving Problem Solving Skills, Electrolyte and Solutions Non-Electrolyte
The Effect of Using PjBL in Students’ Conceptual Understanding and Science Process Skills Sukma Wahyu Wijayanti; Anti Kolonial Prodjosantoso; Febrian Solikhin
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The Effect of Using PjBL in Conceptual Understanding and Science Process Skills Students’. Objectives: This study is a quasi-experimental study that aims to understand whether there are differences in the ability to understand the concept and science process skills among learners using a PjBL model with learners using the 5M learning model on Acid-Base material of high school Class XI.  Methods: The research sample was taken by cluster random sampling technique and obtained class XI MIA 1 as the Experimental Class and class XI MIA 3 as the Control Class. Data were collected by the test method to measure the conceptual understanding and non-test methods to measure the science process skills. The analysis of hypothesis testing was carried out by using the manova test. Findings: The results showed that the Hotelling's Trace value on the manova test had a significance of 0.793. Conclusion: there is no difference in the ability to understand concepts and science process skills between students who use PjBL models and students who use 5M learning models.
Response to Video Experiments on Identification of Electrolyte and Non-Electrolyte Solutions with Easy, Cheap, and Environmentally Friendly Methods, Tools, and Materials Through Online Media Yulia Widayanti; Sri Mulyanti; Ella Izzatin
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

During a pandemic like this, face-to-face learning is being transferred directly to online learning. Experiments with electrolyte and non-electrolyte solutions require student activity to achieve learning objectives, so an innovative and effective method and media are needed. The purpose of this study was to find out how the response of video viewers that had been distributed through youtube media, both in terms of quality, methods, materials, and chemical content discussed. The research method is by surveying the opinions (responses) of the audience who watched the video, then described qualitatively with graphic data from the response results as support. From the results of the video publication, it was obtained how the response was obtained statistically, and then the statistical data was analyzed based on the average response of each question. It was found that most of the audience agreed on the quality, easy application of the method, cheap materials, and the concept of electrolyte solution being discussed. It was concluded that the experimental media with video in this study could be a solution for teachers to keep teaching their students by practising independently at home with the video content in this study as a guide. 
Blended Learning in Increasing Learning Activeness of UNJA Student Rasimin Rasimin; Affan Yusra
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Blended Learning in Increasing Learning  Activeness of UNJA Student . The research aims to: To improve the effectiveness of Blended Learning in improving learning activity in students UNJA. This type of research is quantitative research with Pre Experiment Draft research with model The One Group Pretest-Posttest. In this study drifting will focus on one group and then in the group at the initial stage will be given an initial test (pre-Test), then given the treatment and after the treatment will be carried out last Test (posttest), hereinafter from the comparison of the initial test (pre-Test) with the last Test (posttest). Analysis results proved that there is a blended learning (X) influence on the learning activity of tutoring and counseling (Y) students. These findings are obtained based on a series of data analysis that shows that the effectiveness of blended learning to the activation of students learned from the results of the difference Pree test of post-test amounted to 36.91%. The result of hypothetical test results that showed the effectiveness of blended learning to the activation of students learned the truth. It shows that more and more combinations of methods with props will influence the active student learning.Keywords: Blended Learning, learning activity.
Implementation of Project Based Learning Model for Enhancing Students’ Practical Skill and Scientific Literacy Gamila Nuri Utami; Senam Senam
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Implementation of Project Based Learning Model for Enhancing Students’ Practical Skill and Scientific Literacy. Objectives: This study is aimed to determine the difference of implementation between project based learning and direct instruction model in chemistry teaching of acid and base matter to enhancing students’ practical skill and scientific literacy. Methods: The sampling technique was purposive sampling that obtained class XI MIPA 1 as an experimental class was taught using project based learning model, while XI MIPA 2 as a control class was taught using direct instruction model. The instruments of data collecting are test and non test. The test by using the form of a description was used to measure students' scientific literacy, while non test by using the observation sheet was used to measure students' practical skill. The data analysis used manova test at significance level of 5%. Findings: The results showed that the Hotelling's Trace value on the manova test had a significance of 0.000. Conclusion: there is a significant difference between implementation of project based learning and direct instruction model in chemistry teaching of acid and base matter for enhancing students’ practical skill and scientific literacy wholly and partially. Keywords: Project based learning, practical skill, scientific literacy
The Impact of the PBL Model on Senior High School Student Learning Outcomes Using Google Classroom RIZKI Harahap; Albinus Silalahi; Zainuddin Muchtar
Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The Impact of the PBL Model on Senior High School Student Learning Outcomes Using Google Classroom. This study aims to determine the effect of the problem based learning model with the help of google classroom media on the learning outcomes of high school students on the subject of oxidation-reduction reactions at SMAN 1 Siantar. This type of research is an experimental study with a pretest-posttest control design. The data collection of student learning outcomes was obtained from the pretest and posttest scores. This study resulted in the average data of student learning outcomes from the posttest in the experimental class that was greater than the control class, namely 62 and 50. Data analysis used the T-Test test which resulted in a significance value of learning outcomes less than 0.05, namely 0.003. Based on this analysis, it can be concluded that learning using the PBL model with the help of google classroom media has a significant effect on senior high school student learning outcomes on oxidation-reduction material at SMAN 1 Siantar.

Page 56 of 78 | Total Record : 780

 54   55   56   57   58 

Filter by Year

2012 2024


Reset
Filter By Issues
All Issue Vol 13, No 3 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 2 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 1 (2024): Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia Vol 11, No 3 (2022): Jurnal Pendidikan dan Pembelajaran Kimia In Progress ... Vol 11, No 2 (2022): Jurnal Pendidikan dan Pembelajaran Kimia Vol 11, No 1 (2022): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 1 (2021): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 3 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 2 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 9, No 1 (2020): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 3 (2019): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 2 (2019): Jurnal Pendidikan dan Pembelajaran Kimia Vol 8, No 1 (2019): Jurnal Pendidikan Kimia Vol 7, No 3 (2018): Jurnal Pendidikan & Pembelajaran Kimia Vol 7, No 2 (2018): Jurnal Pendidikan dan Pembelajaran Kimia Vol 7, No 1 (2018): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 3 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 2 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 6, No 1 (2017): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 3 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 2 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 5, No 1 (2016): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 3 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 1 (2015): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 3 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 2 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 3, No 1 (2014): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 2 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 2 (2012): Jurnal Pendidikan dan Pembelajaran Kimia Vol 1, No 1 (2012): Jurnal Pendidikan dan Pembelajaran Kimia More Issue