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
 74   75   76   77   78 
Development of a Chemistry E-Module Based on a Problem Based Learning Model on Reaction Rate Material Tambunan, Kasandra Louisa; Damanik, Marini
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 2 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

Abstract: Development of a Chemistry E-Module Based on a Problem Based Learning Model on Reaction Rate Material. This research uses the 4D model Research and Development (R&D) method starting from the definition, design, development and distribution stages. The research was limited to the development stage, namely determining the level of validity and small-scale trials to see responses from teachers and students at SMA Negeri 1 Percut Sei Tuan.  The product that will be produced is a chemistry e-module based on Problem Based Learning which contains a review of reaction rate material. Data collection used validation questionnaires and teacher and student response questionnaires. The validation assessment involved five expert validators including two media expert validators and three material expert validators. The media expert assessment was 87.8% which met very valid criteria and the material expert assessment was 80.5% with very valid criteria. Therefore, the rate e-module using the problem based learning model is suitable for use in the learning process. The teacher practicality test was carried out and a result of 98% was obtained which met the very practical criteria. The results of 32 students' responses to the e-module were 82.9% with strongly agree criteria. It was concluded that the Chemistry E-Module based on the Problem Based Learning Model on Reaction Rate Material could increase students' motivation in learning.Keywords: E-Module; Reaction rate; Problem Based Learning.DOI: 10.23960/jppk.v13i1.30398 
Description of the Implementation of Differentiated Learning in the Driving school SMAN 9 Padang on Thermochemical Material Phase F F, Fina Afrihany; Aini, Faizah Qurrata
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

The purpose of this study was to describe of the implementation of differentiated learning in one of the driving schools in Padang city on thermochemical material. This research includes is descriptive with a quantitative approach. The research data was collected from observation, interviews, and documentation. The sample of this study was one of the XI Phase F chemistry classes consisting of 28 students and the chemistry teacher in the class. The data obtained is processed using the Miles and Huberman interactive model consisting of three stages namely data collection, data reduction and conclusion. The results of the data show that teachers implement differentiated learning on thermochemical material based on student readiness and implemented in the process. The data shows teacher was implemented differentiated learning well on thermochemical material and by the existence of students’ science processes are also good when following differentiated learning. So it can be conclude that the teacher has implemented differentiated learning on thermochemical material well.Keywords: Differentiated Learning, Driving School, ThermochemistryDOI: 10.23960/jppk.v12.i3.2023.15
Differences in Student Activities and Learning Outcomes with the Application of Problem Based Learning assisted by Real Lab and Virtual Lab Media on Salt Hydrolysis Material Hutabarat, Dina Asima
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 2 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

Abstract: Differences in Student Activities and Learning Outcomes with the Application of Problem Based Learning assisted by Real Lab and Virtual Lab Media on Salt Hydrolysis Material. This research aims to determine the differences in student activities and learning outcomes through the application of problem based learning using real and virtual laboratory media laboratory on salt hydrolysis in SMAN 17 Medan. The sample consisted of two classes, namely class XI IPA 2, totaling 32 people as experimental class I and class XI IPA 5, totaling 32 people as experimental class II Random Sampling is specified. Data is collected using test instruments such as achievement tests and non-test instruments, namely student activity observation sheets. Research data uses statistical analysis of the t test (Independent Sample Test). The prerequisite tests are normality and homogeneity tests. The average value of student learning outcomes based on real laboratories is 87.19 and student learning outcomes using virtual laboratories is 81.09. The average value of student learning activities using real lab and virtual lab media is 84.28 and 78.50 respectively. Based on statistical analysis using the t hypothesis test, the calculated t values for learning outcomes and learning activities were 3.43 and 3.63 respectively. This value is located in the H0 rejection area between -2.042 to 2.042. This result shows that there are differences in student activities and learning outcomes through the application of problem based learning with real laboratory media and virtual media salt hydrolysis subject laboratory at SMAN 17 Medan.Keywords: Learning Outcomes, Student Learning Activities, Differences, Problem Based Learning, Real Laboratory, Virtual Laboratory DOI: 10.23960/jppk.v13i2.29976
Cognitive Conflict Strategy Integrated with Scientific Literacy in Reducing Misconceptions in Chemical Materials Mumtazah, Rofidatul; Nada, Ella Izzatin; Alawiyah, Nur
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

Abstract: Cognitive Conflict Strategies are Integrated with Scientific Literacy in Reducing Chemical Misconseptions.Problems with students' misconceptions about hydrolysis material still occur frequently, including at Nurul Hayyah High School. Based on the pre-test data, the percentage of misconceptions was 38.42% in the moderate category. If the misconception is not reduced immediately, it will be fatal. As a result, students have difficulty accepting the next material. One learning strategy that can reduce misconceptions is a cognitive conflict strategy combined with scientific literacy. The advantage of the cognitive conflict strategy is being able to reconstruct the understanding that has been attached to students with the new knowledge they receive so that it can reduce the occurrence of misconceptions. The application of learning with cognitive conflict strategies integrated with scientific literacy took place in two meetings. This research is a quantitative research type of pre-experiment model one group pre test-post test design. This study aims to determine the effectiveness of scientific literacy-oriented cognitive conflict strategies in reducing misconceptions about hydrolysis material. The research was conducted at Nurul Hayyah Brebes High School with a research sample of class XI MIPA 2. The sampling technique used was purposive sampling. The data analysis technique used was an analysis of students' misconceptions and interpretation of the results of the questionnaire. The results showed that scientific literacy-oriented cognitive conflict strategies were effective in reducing students' misconceptions about hydrolysis material. This was marked by a decrease in the percentage of students' misconceptions to 13.68% in the low category. In addition, the effectiveness of scientific literacy-oriented cognitive conflict strategies is also marked by positive responses from students with an average percentage of 78% in the good category. Keywords: Misconceptions, Cognitive Conflict, HydrolysisDOI: 10.23960/jppk.v12.i3.2023.06 
Implementation of Cooperative Learning Model STAD (Student Teams Achievement Division) Type to Improve Student Motivation and Learning Outcames in Stoichiometry Material Tarigan, Pasion; Herlinawati, Herlinawati; Panjaitan, Angel Shilvya; Rahmawaty, El Kamty Yamareta; Marbun, Intan Monika; Sitorus, Westy Natasya; Simanjuntak, Suryani
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 3 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

Stoichiometry is often considered challenging by students, as reflected in their low learning outcomes. This study aims to examine the impact of the Cooperative Learning model, specifically the STAD type, on students' motivation and learning outcomes in stoichiometry. The research utilized a quantitative method with a one group pretest-posttest design. Research instruments included a learning outcomes test and a motivation questionnaire. The findings revealed that this learning model significantly enhanced students' motivation and learning outcomes compared to conventional methods. Students in the experimental class demonstrated active participation in group activities and higher motivation, resulting in better academic performance. In conclusion, the implementation of the Cooperative Learning STAD type model effectively improves students' motivation and learning outcomes in stoichiometry.Keywords: Cooperative Learning, Implementation, Learning Motivation, Learning Outcames, StoichiometryDOI: 10.23960/jppk.v13.i3.32399
APPLICATION OF KVISOFT MAKER-BASED FLIPBOOK PROBLEM BASED LEARNING (PBL) MODEL BASED ON KINEMASTER TO IMPROVE CAPABILITIES HOTS LITERACY FOR GRADE XI STUDENTS OF SMA NEGERI 1 PERCUT SEI MASTER MATTER REACTION RATE Pasaribu, Putri Cantika; Suyanti, Retno Dwi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 1 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

There several problems in efforts to improve students' literacy host skills caused by the inaccuracy of learning models and media used for abstract chemical material, so it is necessary to use appropriate learning models and media. This study aims to determine the significant differences between students host literacy skills after using the problem based learning (PBL) model with kinemaster flipbook media and to find out which aspects of mastery develop throught the problem based learning PBL model with kinemaster based media. Research design using one group pretest posttest sample selection is done by random sampling technique. The sample stuied was high svhool students in class 12 Sains 4 as many as 32 students. The instruments used were multiple choice test and interviews. The relust this study showed that there were 26 valid question with a reliability 0,734. The normality test found that the data were normally distributed. Data analysis showed that the N-Gain value met the high criteria, namely 0,7186 (71,86%). Hypothesis testing obtained tvalue = 2,232 with ttabel = 1,697 thus t count > than t table so that the research hypothesis is accepted. This means that there a significant difference between the ability of students to host literacy after using the problem based learning (PBL) model with kvisoft flipbook media kinemaster based maker. The host literacy of student literacy that developed the most in this study through the problem based learning (PBL) model with kvisoft maker based flipbook media was C4 reasoning with a presentation of 71,96%.Keywords: Media Flipbook Kvisoft Maker, Kinemaster, PBL, HOTs LiteracyDOI: 10.23960/jppk.v13.i1.2024.13
Differences in Learning Outcomes and Critical Thinking Ability of Students Taught Using Learning Video Media and PowerPoint with Problem Based Learning Model on Reaction Rate Material Harahap, Syntia Wulandari; Simorangkir, Murniaty
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 1 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

Differences in Learning Outcomes and Critical Thinking Ability of Students Taught Using Learning Video Media and PowerPoint with Problem Based Learning Model on Reaction Rate Material. This study aims to determine the differences in learning outcomes and critical thinking Ability of students as well as the correlation between critical thinking Ability and learning outcomes of students taught using learning video media and powerpoint with problem-based learning models on reaction rate material. This research method is true experiment. The population of this study were all students of class XI IPA SMA Negeri 1 Lubuk Pakam and the sample was class XI J as the first experimental class taught with learning video media and class XI K as the second experimental class taught with powerpoint media taken using random sampling technique. The results showed that there were differences in learning outcomes and critical thinking Ability of students taught using learning video media and PowerPoint with problem-based learning models on reaction rate material. The average learning outcome of experimental class I was 89.67 and experimental class II was 85.33. The critical thinking ability of experimental class I was 77.67 and experimental class II was 69.87. There is a correlation between critical thinking Ability and student learning outcomes taught using learning videos of 0.837 with a very high category and using powerpoint of 0.796 with a high category. Keywords: Problem based Learning, Learning Video, Powepoint, Learning Outcomes, Critical Thinking AbilityDOI: 10.23960/jppk.v13.i1.2024.04
The Influence of Problem Based Learning and Discovery Learning Models Assisted by Learning Video Media on Student Learning Results and Activities on Redox Reaction Harahap, Aisyah Sari Dewi; Jasmidi, Jasmidi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 3 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

This study aims to analyze the differences in learning outcomes and student engagement between the Problem Based Learning (PBL) model and the Discovery Learning (DL) model supported by learning videos, as well as to identify the relationship between these factors in the context of redox reactions at MAS Muallimin Univa Medan. The sample consists of two classes randomly selected from the Class X MIA population: the PBL class (X MIA 2) and the DL class (X MIA 3). The research instruments included a multiple-choice test with 20 valid and reliable questions to assess learning outcomes and an observation sheet to evaluate student engagement. Data were analyzed using independent sample t-tests. Results indicated that the PBL class had lower scores in both engagement and learning outcomes compared to the DL class. Statistical analysis revealed significant differences in engagement and learning outcomes (α < 0.05), with a positive correlation between student engagement and learning outcomes. The conclusion of this study is that there are differences in learning outcomes and engagement between the two models, as well as a significant relationship between student activity and learning success, with contribution rates for engagement reaching 64.3% and 24.9%.Keywords: Learning Outcomes, Learning Activities, Problem Based Learning, Discovery Learning, Learning Videos¸ Redox Reactions.DOI: 10.23960/jppk.v13.i3.30701
The Effect of Learning Model and Math Ability on Student Learning Outcomes on the Subject of Chemical Equilibrium Simorangkir, Ledy Paulina; Silitonga, Pasar Maulim
Jurnal Pendidikan dan Pembelajaran Kimia Vol 13, No 2 (2024): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

The Influence of Learning Models and Mathematical Abilities on Student Learning Outcomes on the Subject of Chemical Equilibrium. This research aims to determine the influence of learning models, mathematical abilities and the interaction between learning models and mathematical abilities on student learning outcomes on the subject of chemical equilibrium.  The research population was all 10 class XI students of SMA Negeri 1 Percut Sei Tuan. Samples were taken in two stages, namely: first, 2 class samples were taken randomly. In the second stage, each class was divided into 2 groups, namely a high mathematics ability group consisting of 10 people and a low mathematics ability group of 10 people so that the total sample of students used was 40 people. This research used a 2 x 2 complete random factorial design. There were two factors tested, namely factor A: Learning Model which consisted of 2 levels, namely A1 = Problem Based Learning and A2 = Discovery Learning, factor B: Students' mathematical abilities which consisted of 2 levels namely B1 = high mathematical ability and B2 = low mathematical ability. Based on hypothesis testing at a significance level of α = 0.05, it was found that Fhit (A) = 26.61 and Fhit (B) = 10.53 while Ftable = 4.11. Thus, Fhit (A) > Ftable, which means that there is an influence of the learning model on student learning outcomes on the subject of chemical equilibrium. Likewise, Fhit (B) > Ftable means that there is an influence of mathematical ability on student learning outcomes. Furthermore, we obtained Fhit (AB) > Ftable or 7.15 > 4.11, meaning that there is an interaction between the learning model and mathematical abilities on student learning outcomes on the subject of chemical equilibrium.Keywords: Problem-Based Learning, Discovery Learning, Mathematics Ability, Learning Outcomes, Chemical Equilibrium DOI: 10.23960/jppk.v13i2.30259
Application of cooperative learning type Quick on the Draw on buffer solution material to improve learning outcomes of Class XI students Rudi, La; Widiyanto, Brian Tri; Saefuddin, Saefuddin; Esnawi, Esnawi
Jurnal Pendidikan dan Pembelajaran Kimia Vol 12, No 3 (2023): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

This research aims to determine student learning outcomes, determine effectiveness and determine student responses to the quick on the draw type cooperative learning model on buffer solution material. The sample of this research was class XI MIPA 3 students using simple random sampling. The method used is quasi-experimental with a Randomized Control Group Pretest-Posttest Design. From the research results, it was found that the learning outcomes of students who were taught using the quick on the draw type cooperative learning model on buffer solution material were obtained on average 79.68 while the control class was 77.42 with completeness of learning outcomes based on the KKM score of 83.9% for the experimental and 61.74% for the control class. Based on the analysis of the N-gain value, it was found that the quick on the draw learning model was effective for use in buffer solution material, this was because the N-gain value for the experimental class reached the high category of 35% while the control class was 19%. The results of the analysis of student response questionnaires showed that 68% of students said they were very interested in the quick on the draw learning model because learning was more fun, and 87% of students were very motivated in learning. DOI: 10.23960/jppk.v12.i3.23.11 

Page 78 of 78 | Total Record : 780

 74   75   76   77   78 

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