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
Articles
780 Documents
<![CDATA[Development of Argumentative Learning Model Procedures Inquiry Blended Learning on Acid-Base Materials ]]>
<![CDATA[Feronica Purba]]>;
<![CDATA[Harizon Harizon]]>;
<![CDATA[Muhammad Haris Effendi]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Argumentation skills play a major role in developing critical thinking skills and understanding problems and ideas. Argumentation ability is one of the most complex thinking skills in the learning process. The purpose of this study was to determine the procedure for developing an argumentative inquiry blended learning model on acid-base material. The research method used the "Research and Development" (R D) method. The research procedure for developing a procedural learning model uses the type of procedure type F2-O2-S4-A3. The Argumentative Learning Model Procedure produced in this study is a combination of the Inquiry Argumentative Learning Model and the blended learning model using one type of research procedure for the development of Lee J.L and Jang with Type F2-O2-S4-A3. The conclusion of the study is that this development design model went through several stages, namely the stage of determining data sources, collecting data, analyzing data, generating ideas, describing models, urgency of procedures, concept validation, providing recommendations for testing procedures, practical validation, describing model II.]]>
<![CDATA[Implementation of Team Assisted Individualization (TAI) Learning Model to Improve Student’s Activeness and Learning Outcomes on Reaction Rate Materials ]]>
<![CDATA[Febrian Solikhin]]>;
<![CDATA[Nurul Nikmah]]>;
<![CDATA[Akmal Chairunisa]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Abstract: Implementation of Team Assisted Individualization (TAI) Learning Model to Improve Student’s Activeness and Learning Outcomes on Reaction Rate Materials. Objectives: The aims of this study to improve student’s activeness in learning process and student’s learning outcomes by applying the Team Assisted Individualized (TAI) type of Cooperative learning model. Methods: This research is classroom action research (CAR). It use 2 learning cycles consisting of planning, implementation, observation, and reflection. The subjects of this study were students of class XI Science 1, MAN 1 Bengkulu City which consisted of 12 male students and 23 female students. The problem in this class is the lack of student participation in the learning process. This causes a decrease in learning outcomes in each material. Findings: Increased student's activeness from 43.80% in the first cycle to 77.14% in the second cycle. While the percentage of mastery learning outcomes increased from 22.85% in the first cycle to 80.0% in the second cycle. Conclusion: These results state that the TAI type of cooperative learning model can increase the percentage of learning activeness and mastery of learning outcomes.]]>
<![CDATA[Integration of Palembang Cultural Products in the Learning of Electrolyte and Nonelectrolyte Solutions: An Ethnopedagogical Approach ]]>
<![CDATA[Mario Aditya Prasetyo]]>;
<![CDATA[Yuli Rahmawati]]>;
<![CDATA[Yussi Pratiwi]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Meaningful chemistry learning can occur if students can connect new knowledge with previously owned knowledge. It is challenging for teachers to carry out a meaningful learning process by linking different students' cultural backgrounds and characters. This study used an ethnopedagogical approach in studying electrolyte and nonelectrolyte solution materials using Palembang cultural products that contain chemical aspects, namely (1) cuko (gravy) pempek contains vinegar which is a weak electrolyte solution, (2) kuah (sauce) pindang contains citric and tartaric acids, which are weak electrolytes, and (3) in the process of making Batik Palembang using caustic soda for coloring which is an example of a strong electrolyte. This research aimed to develop creative and meaningful learning methods to improve the quality of learning. This research was conducted in class X IPA 1 SMA Negeri 5 Palembang in January-March 2021. Qualitative descriptive methods and ethnopedagogical approaches were used in this research. It was carried out through five stages, namely Self Identification by conducting interviews to determine cultural background, Content Integration by providing ethnochemical articles, Collaboration by doing practicum, Dialogue by conducting discussions, and Reflection by filling in reflective journals. Based on this research, it can be seen that students can connect chemical concepts with local wisdom through cultural products. Students do not find it challenging to understand electrolyte and nonelectrolyte solution material because they use cultural products closely related to everyday life.]]>
<![CDATA[Implementation of Value Education in Chemistry as an Effort to Develop Character ]]>
<![CDATA[Ifah Silfianah]]>;
<![CDATA[Mike Rahayu]]>;
<![CDATA[Bayu Saputra]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Implementation of Value Education in Chemistry as an Effort to Develop Character. It has been indicated that there are moral setbacks for the nation's next generation. Therefore, it is necessary to instill values to shape character through education in schools and colleges. This study aims to analyze the values of learning chemistry, find out how educators embed values in learning chemistry and determine the obstacles faced in adding values in chemistry learning. The method in this research was descriptive qualitative using interviews as data collection techniques. The subjects interviewed were six lecturers who taught chemistry at five different colleges and two chemistry teachers who taught at High Schools and Vocational High Schools. The results showed that the character values in learning chemistry can be grouped into religious values, social values, and scientific values. Chemistry teachers or lecturers instill character values by getting them used to reading scriptures before learning, presenting phenomena in daily life related to the chemistry concept, giving independent or group assignments in learning and practicum, and be a good role models. Both teachers and lecturers faced some obstacles in instilling character values in chemistry learning. ]]>
<![CDATA[The Effectiveness of Learning Models Problem Solving on Electrolyte and Nonelectrolyte Solutions to Improve Science Process Skills ]]>
<![CDATA[Ila Rosilawati]]>;
<![CDATA[Rima Damayanti]]>;
<![CDATA[Nina Kadaritna]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 2 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this research was to describe the effectiveness of a problem solving learning model on electrolyte and non electrolyte solution material. The method used was a quasi-experiment with the matching only pretest-posttest control group design. The population on this research was all of the students from Senior High School Al-Azhar 3 Bandar Lampung in grade X IPA. The research sample was determined by purposive sampling technique, in order to obtain class X IPA 4 as the experimental class and X IPA 3 as the control class. The data analysis technique used is the difference test of two means using the t-test. The results showed that the n-gain mean of science process skills in the experimental class (0.67) was in the medium category; There is a significant difference in the average posttest score of science process skills between the experimental class and the control class. Thus, it can be concluded that the problem solving learning model on electrolyte and non-electrolyte solution material is effective for increasing students' science process skills. Keywords: electrolyte and non-electrolyte solutions, science process skills, problem solving learning models.]]>
<![CDATA[Development of Experimental LKPD Using Virtual PhET Lab Simulation Media to Improve Learning Outcomes and Students Enthuasiasim in Acid-Base Materials for Class XI In SMA ]]>
<![CDATA[Ima Purnamasari]]>;
<![CDATA[Achmad Lutfi]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Media learning can stimulate the enthusiasm of participants raised in learning activities. This study is aimed at determining whether the LKPD learning media experiments with PhET virtual laboratory simulation media on developed acid and base learning eyes have met validity, practicality, and efficiency. The subjects of this study were 25 students of class 12 SMA Muhammadiyah 10 GKB Gresik using the 3D(define,design, dan develop) development model developed by Thiagarajan. The results obtained are, 1) Validity of the LKPD experiment declared valid on the validity of the contents and validity of the consecutive structure obtained a percentage of 87.5% and 84.3% with very worthy criteria. 2) The practicality of the LKPD developed is said to be practical by increasing the comfort response of participants when using the LKPD with an average percentage of 98.1% with very practical criteria. 3) Assessed from the increased enthusiasm of the participants against the experimental LKPD which obtained an average percentage of 99% with one effective criterion, and the student's learning value increased on basic acid which shows an increase, and specified in the effective category with an average percentage of N-Gain of 80%. And stated to have learned from its classic sequence.Keywords: LKPD eksperimen,simulasi PhET, asam basaDOI: 10.23960/jppk.v10.i3.2021.20]]>
<![CDATA[Analysis of Chemical Teaching Materials for Class X SMA/MA on The Discussion of The Role of Chemistry in Daily Life ]]>
<![CDATA[Sandy Yudha]]>;
<![CDATA[Oddy Azis Saputra]]>;
<![CDATA[Rudi Purwanto]]>;
<![CDATA[Asep Wahyu Nugraha]]>;
<![CDATA[Saranom Silaban]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Abstract: Analysis of chemical teaching materials for class X SMA/ MA on the discussion of the role of chemistry in daily life. The purpose of this study was to analyze the concept labels and the suitability of teaching materials to the K13 curriculum on the role of chemistry in everyday life and identify those that would cause misconceptions in chemistry books. The method used in this research is descriptive qualitative method. The instrument used to obtain the data is the Concept Analysis Table which is adapted to the KD in the K13 curriculum syllabus and reviews that will lead to conceptual errors. The results showed that the number of concept labels analyzed was 20 concept labels in total, the concept labels in book A and book B which corresponded to the 2013 curriculum syllabus were 14 and 18 respectively. The same concept labels between book A and book B amounted to 12, and the concept labels that are only found in book B are 5 and all are in accordance with the K13 curriculum syllabus. Reviews that give rise to conceptual errors in book A contained in the concept label The Nature of Chemistry. While in book B, there are no errors that have the potential to cause misconceptions. This also affects students who will cause misconceptions if the teaching materials used are incomplete in explaining the concepts even though the teacher can explain in detail.Keywords: analysis, textbook, the role of chemistry in lifeAbstrak: Analisis bahan ajar kimia kelas X SMA/MA pada pembahasan peran kimia dalam kehidupan sehari-hari. Tujuan Penelitian ini untuk menganalisa label konsep dan kesesuaian materi ajar terhadap kurikulum K13 pada materi peran kimia dalam kehidupan sehari-hari dan mengidentifikasi yang akan menimbukan kesalahan konsep pada buku kimia. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Instrumen yang digunakan untuk memperoleh data adalah Tabel Analisis Konsep yang disesuaikan dengan KD pada Silabus kurikulum k13 dan ulasan yang akan menimbulkan kesalahan konsep. Hasil penelitian menunjukkan Jumlah label konsep yang dianalisis berjumlah 20 label konsep secara keseluruhan, label konsep pada buku A dan buku B yang sesuai terhadap silabus kurikulum 2013 masing-masing berjumlah 14 dan 18. Label konsep yang sama antara buku A dan buku B berjumlah 12, dan label konsep yang hanya terdapat pada buku B berjumlah 5 dan semua sesuai terhadap silabus kurikulum K13. Ulasan yang menimbulkan kesalahan konsep pada buku A yang terdapat pada label konsep Hakikat Ilmu kimia. Sedangkan pada buku B tidak ditemukan adanya kesalahan yang berpotensi mengakibatkaan miskonsepsi. Hal ini juga berpengaruh pada siswa yang akan menimbukan miskonsepsi jika bahan ajar yang digunakan kurang lengkap dalam menjelaskan konsep-konsepnya walaupun guru bisa saja menjelaskan secara detail.Kata Kunci: analisis, buku teks, peran kimia dalam kehidupanDOI:10.23960/jppk.v10.i3.2021.11]]>
<![CDATA[The Effectiveness of Using Problem Based Learning through Audio Visual Media to Improve Students’ Critical Thinking in Colloidal Material ]]>
<![CDATA[Rizka Leonita Wibowo]]>;
<![CDATA[Ratu Betta Rudibyani]]>;
<![CDATA[Emmawaty Sofya]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aims to the effectiveness of using audio-visual media based on problem-based learning to improve students' critical thinking ability on colloidal material course. The population of this research is XI MIPA students at SMAN 14 Bandar Lampung. The sample of this research is XI MIPA 6 as the experimental class and XI MIPA 4 as the control class. In this research, the method used is quasi experiment with the pretest-posttest control group design. The effectiveness of using problem based learning through audio visual media to improve students' critical thinking ability on colloidal materials is measured by the significant average of the n-Gain score between experiment and control class. The result shows that the n-Gain score of students’ critical thinking in the experimental class is 0.81 that is categorized “high”, and for the control class is 0.63 that is categorized “medium”. The effect size test results show that problem based learning through audio visual media has a "big" impact in improving students' critical thinking ability on colloidal materials. Based on these results, it can be concluded that problem based learning through audio visual media has a positive impact and effective in improving students' critical thinking ability on colloidal materials.Keywords: effectiveness, audio visual media, problem based learning, critical thinking, colloid. DOI : 10.23960/jppk.v10.i3.2021.02 ]]>
<![CDATA[Critical Thinking Skills Analysis Students Studying Chemistry Using Problem Based Learning and Guided Inquiry Model ]]>
<![CDATA[Muhammad Eka Putra Ramandha]]>;
<![CDATA[Nurul Indriani]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Abstract: Critical Thinking Skills Analysis Students Studying Chemistry Using Problem Based Learning and Guided Inquiry Model. The purpose of this study is to analyze the critical thinking skills of students. The independent variable is the guided inquiry learning model and the Problem Based Learning (PBL) model and the variable is critical thinking skills. The type of research used is a quasi-experimental design with a Non-equivalent Posttest Only Control Group design. 146 Students are subject in this study. Data collection was carried out with a description of 14 questions. The results showed that the Critical Thinking Skills of students who were taught using the Problem Based Learning model was better than the guided inquiry learning model. Keywords: Guided Inquiry, Problem Based Learning (PBL), Higher Other Thinking Skills. Abstrak: Analisis Keterampilan Berpikir Kritis Peserta Didik yang Belajar Kimia Menggunakan Model Pembelajaran Inquiry Terbimbing dan Model Pembelajaran Berbasis Masalah. Tujuan dalam penelitian ini yaitu untuk menganalisis keterampilan berpikir kritis peserta didik. Variabel bebasnya adalah Model Pembelajaran Inquiry terbimbing dan model pembelajaran PBL dan variabel terikatnya adalah keterampilan berpikir kritis. Jenis penelitian yang digunakan yaitu quasi eksperimen dengan desain Non-equivalen Posttest Only Control Group. Sampel dalam penelitian ini yaitu 146 peserta didik yang di tentukan dengan teknik Purposive sampling. Pengumpulan data dilakukan dengan soal tes uraian yang berjumlah 14 soal. Hasil Penelitian menunjukkan Keterampilan Berpikir Kritis (KtBK) peserta didik yang dibelajarkan dengan model PBL lebih baik dibandingkan dengan model pembelajaran inquiry terbimbing.Kata kunci: Inquiry Terbimbing, PBL, Keterampilan Berpikir KritisDOI: 10.23960/jppk. v10.i3.2021.16 ]]>
<![CDATA[Implementation of Distance Learning Using Articulate Storylines to Improve Students' Self-Efficacy and Mental Model ]]>
<![CDATA[Annisa Meristin]]>;
<![CDATA[Sunyono Sunyono]]>;
<![CDATA[Galuh Catur Wisnu Prabowo]]>
<![CDATA[ Jurnal Pendidikan dan Pembelajaran Kimia Vol 10, No 3 (2021): Jurnal Pendidikan dan Pembelajaran Kimia ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The importance of this research is to improve students' self-efficacy and mental models in distance learning. This research also has an achievement target in the form of interactive articulate storyline learning media. Objectives: the subjects were students of Chemistry Education University of Lampung 1st Semester. Students were divided into 2 classes, namely 1 (one) class with learning using articulate storylines and 1 (one) class with conventional online learning. Methods: This research was conducted with a quasi-experimental design with a Pretest-posttest Static-Group Design. Several stages in this research are: the research preparation stage (literature review and device making), the classroom research stage, the data analysis stage and the final stage of drawing conclusions. The data obtained were analyzed through statistical methods. Findings: The results showed that distance learning using articulate storylines was able to increase students' self-efficacy and mental models. Conclusion: In addition, the student's mental model increases along with the increase in student self-efficacy.Keywords: Articulate Storyline; Distance Learning; Self-Efficacy; Mental Models.DOI: 23960/jppk.v10.i3.2021.07 ]]>
