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QUANTUM: Jurnal Inovasi Pendidikan Sains
Published by Universitas Lambung Mangkurat
ISSN : 20867328     EISSN : 25500716     DOI : https://dx.doi.org/10.20527
Core Subject : Science, Education,
Chemistry Education Physics
Quantum is the Journal of Innovation Science Education, published by the Department of Chemistry Education, Faculty of Teacher Training and Education, University of Lambung Mangkurat. The journal is published twice a year in April and October, contains articles in the form of a review, the results of complete research or critical analysis study of Science and Education Science (Chemistry, Biology, Physics, and Applied Science)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
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Search results for , issue "Vol 7, No 1 (2016): April 2016" : 10 Documents clear
PENGARUH MODEL PEMBELAJARAN PROBLEM SOLVING BERBANTUAN MULTIMEDIA INTERAKTIF TERHADAP KETERAMPILAN GENERIK SAINS DAN HASIL BELAJAR SISWA PADA MATERI HIDROLISIS GARAM Miftah Farid; Leny Leny
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3536

Abstract

Abstract. This study aims to know the difference of science generic skills, students’ achievement, and student responds between class by applying of problem solving instructional model aided interactive multimedia and class by applying of problem solving instructional in SMA Negeri 1 Banjarmasin. This study applied quasy experiment method with nonequivalent control group design. Samples of this study are students of XI IPA 5 as experiment group and students of XI IPA 6 as control group. There are two variables in this study such as problem solving instructional model aided interactive multimedia as independent variable, science generic skills and students’ achievement as dependent variable. The experiment group applied problem solving instructional model aided interactive multimedia, while the control group applied problem solving instructional model. Data collection used test technique, observation, and questionnaires. Data were analyzed using t-test and descriptive analysis. T-test was used to analyzed differences of science generic skills and student cognitive achievement both experiment group and control group to determine the effect of problem solving instructional model aided interactive model. The results of this study that (1) there are not significantly difference of science generic skills between student of experiment group with control group, (2) there are significantly difference of student cognitive achievement between student of experiment group with control group, and (3) problem solving instructional model aided interactive multimedia received positive responds from student on the hydrolisis of salt material.Keywords: problem solving,interactive multimedia, students’ achievement, science generic skills
MENINGKATKAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN CORE (CONNECTING, ORGANIZING, REFLECTING & EXTENDING) BERBANTUAN MIND MAPPING PADA MATERI HIDROLISIS GARAM Muhammad Fahmi Rijal; Rusmansyah Rusmansyah
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3542

Abstract

Abstract: Has done research on the use of CORE (Connecting, Organizing, Reflecting & Extending) learning model assisted mind mapping on the material salt hydrolysis student of class XI MIA 3 SMAN 6 Banjarmasin which aims to determine (1) the activities of teachers; (2) the activites of students; (3) improving student learning outcomes; and (4) the response of students to learning. The research design was used classroom action research with 2 cycles with completely four meeting. Each cycle consists 4 stages of planning, action, observation and evaluation, as well as analysis and reflection. The subjects were 38 students of class XI MIA 3 SMAN 6 Banjarmasin. Data were collected through observation, and achievement test. Data The results showed that: (1) an increase in activity of the teachers in the first cycle is 3,37 with category good enough to 4,20 with category good in the second cycle; (2) an increase in activity of students from average in the first cycle is 3,38 with category active enough, in the second cycle to 4,20 with category active; (3) an increase in students cognitive aspec from 65,09 with predicate less and The percentage of students that have pas is 63,16% in the first cycle to 79,65 with predicate medium and teh percentage of students that have pass is 81,58% in the second cycle. Outcomes of students affective increase from the average in the first cycle is 2,52 with category good enough to 14,97 in the second cycle with category good. Outcomes of students skill increase from average in the first cycle is 67,95 with predicate less competent to 83,7 with predicate competent in the second cycle and (4) students class XI MIA 3 of SMAN 6 Banjarmasin give the best responsibility to learning by using CORE learning model assisted mind mapping on the material salt hydrolysisKeywords: CORE learning model, mind mapping, learning outcomes
MENINGKATKAN HASIL BELAJAR SISWA DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) BERBANTUAN MODUL DALAM MATERI LARUTAN PENYANGGA Apriyani Puspadewi; Syahmani Syahmani
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3537

Abstract

Abstract. A research on the use of PBL learning model aided module on material buffer solution which aims to determine (1) the improvement of learning outcomes, (2) adherence to learning activities that teachers do, (3) the student activity and (4) the students' responses to learning. The study design was a classroom action research (PTK) with two cycles. Each cycle consists of planning, action, observation and evaluation, as well as analysis and reflection. The subjects were students of class XI SMA Negeri 1 Banjarmasin MIA with 36 students. Data were collected through observation, achievement test and questionnaire. Data were analyzed by using descriptive analysis of quantitative and qualitative analysis. The results showed that the learning module aided PBL learning model can improve: (1) cognitive learning outcomes of students in the first cycle in the predicate 70.24% 83.50% in quite a good predicate on the second cycle, students in the affective implementation of the actions of 69,03% in the category quite well in the first cycle and 83.21% in both categories at the second cycle and psychomotor students in the implementation of the actions of 67.89% in the category of skilled enough became 79.98% in skilled categories in the second cycle (2) the activities learning by teachers from 76.96% in both categories in the first cycle to 91.85% in the excellent category on the second cycle; (3) the activity of students in the implementation of measures to increase from 71.5% in the active category in the first cycle to 87% in the category of very active in the second cycle; (4) The class XI student of SMAN 1 Banjarmasin MIA responded positively to learning by using a model-assisted PBL modules. Based on research conducted using the model-assisted PBL modules in the buffer solution can increase the activity of the students, the activities of teachers, students affective, psychomotor students and student learning outcomes with the acquisition of a positive response.Keywords: problem based learning, modules, student learning outcomes, buffers
MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA PADA MATERI SISTEM KOLOID DENGAN MENGGUNAKAN MODEL PEMBELAJARAN ARIAS BER-SETTING MODEL KOOPERATIF TIPE JIGSAW Siti Arafah; Abdul Hamid
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3546

Abstract

Abstrak: Has conducted research that aims to determine the increase (1) the activities of teachers, (2) the activity of students, (3) the results of student learning (4) the student's motivation and (5) student response to learning with learning model ARIAS air-setting model of cooperative jigsaw the material colloidal system. The study design was a classroom action research (CAR) with two cycles. Each cycle consists of planning, action, observation and evaluation, as well as analysis and reflection. The subjects were students of class XI SMA Muhammadiyah 1 Banjarmasin with the number of 20 people. File were collected through observation, achievement test and questionnaire. File were analyzed by using descriptive analysis of quantitative and qualitative analysis. The results showed that learning with learning model ARIAS Ber-setting type of jigsaw cooperative model can enhance the activity of teachers in the implementation of the action with a 44.33 score enough category in the first cycle to 63.7 with excellent category on the second cycle. Activities of students in the first cycle increased from a score of 44.5 with enough categories to 62 categories very well in the second cycle. The motivation of students increased by 30% in both categories. Percentage of cognitive learning outcomes of students in the classical style in the first cycle of 40% increase in the second cycle to 100% and affective learning outcomes of students in the first cycle by 76 in the medium category increased to 90 in very high. Students respond positively to the learning model ARIAS Ber-setting model of cooperative jigsaw.Keywords: learning outcome, motivation, ARIAS, Jigsaw, colloid
IDENTIFIKASI DAN ANALISIS MISKONSEPSI SISWA MENGGUNAKAN THREE-TIER MULTIPLE CHOICE DIAGNOSTIC INSTRUMENT PADA KONSEP KESETIMBANGAN KIMIA Friesta Ade Monita; Bambang Suharto
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3538

Abstract

Abstract. This study aims to find out the misconception of students in learning the concept of chemical equilibrium and its causes in terms of students and teachers. The method used is quantitative and qualitative method with research design in the form of descriptive survey study. The subject of research is determined by purposive sampling technique. Technique of collecting data by written test using Three-Tier Multiple Choice Diagnostic Instrument and non-test by conducting interview. Data analysis techniques use descriptive statistics with percentage and criticize their misconceptions. The result of the research shows that there are students' misconception of the concept of low-grade dynamic equilibrium, the concept of homogeneous equilibrium and heterogeneous medium criterion, the concept of medium-weighted equilibrium constant, the concept of quantitative relationships among components in medium-balance equilibrium reactions, the concept of moderate-weighted equilibrium, the concept of chemical equilibrium in industrial processes Medium criteria. The causes of student misconceptions originating from students themselves are preconception, associative thinking, abstract concept comprehension, student ability and wrong student reasoning. The causes of student misconceptions that come from the teaching teacher are the excessive use of verbal language and the small vowel, the teacher does not provide a profound explanation and emphasis on the concept and error of the teacher's explanation.Keywords: misconceptions, Three-tier, chemical equilibrium
IMPLEMENTASI MODEL BLENDED LEARNING TERHADAP KETERAMPILAN GENERIK PEMODELAN DAN HASIL BELAJAR SISWA PADA MATERI KELARUTAN DAN HASIL KALI KELARUTAN Rahmansyah Rahmansyah; Yudha Irhasyuarna
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3545

Abstract

Abstract. This study aimed to determine the effect of the learning model of blended learning generic skills learning outcomes in the modeling and chemical materials. This study used a quasi-experimental methods (quasi experiment) with the draft nonequivalent control group design. The independent variables in this study is a learning model of blended learning and conventional learning models, while the dependent variable is the generic skills learning outcomes modeling and chemistry. Subjects were students of SMA Negeri 5 Banjarmasin grade XI totaling 149 students. Sampling was done by cluster random sampling, a class XI IPA 4 as the control class and XI IPA 2 as the experimental class. The data collection technique using the test results of study, observation and student questionnaire responses. Data were analyzed using normality test, homogeneity test, t-test and N-gain. The results showed that the influence of blended learning models to modeling generic skills and student learning outcomes. Results obtained t t-test of 4.41 is greater than the price Ftable is at 2.00, it indicates that there are differences in generic skills modeling dabn significant student learning outcomes after learning blended learning models. Based on the results of data analysis can be concluded that the application of blended learning models in chemical material effect on modeling generic skills and student learning outcomes SMA Negeri 5 Banjarmasin.Keywords: Blended Learning Model, the conventional model, modeling and generic skills learning outcomes
MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA MENGGUNAKAN STRATEGI PEMBELAJARAN PREDICT-OBSERVE-EXPLAIN (POE) PADA MATERI LARUTAN ELEKTROLIT-NONELEKTROLIT DAN REAKSI REDUKSI OKSIDASI Siti Rahmah; Muhammad Kusasi
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3539

Abstract

Abstract. This study aims to determine the increase in critical thinking skills, learning outcomes and student activity using strategies Predict-Observe-Explain (POE) on the material electrolyte-non electrolyte solution and oxidation reduction reaction. This research was a classroom action research (CAR) conducted in two cycles. Each cycle consists of four phases: planning, implementation, observation, and reflection. The subjects were 36 students. The data collection includes pieces of observation and tests. The results showed an increase in critical thinking skills, 73.84% with a critical category from first cycle to 93.29% categorized as very critical in the second cycle. Cognitive learning outcomes increase, 79.94 with a good category in the first cycle to 90.50 with the very well category in the second cycle. Affective learning outcomes increased from 10.29 in both categories in the first cycle to 12.12 with both categories at the second cycle. Psychomotor learning outcomes increased from 60.42 at the first cycle to 83.28 at the second cycle. Activities of students increased from 27.17 with quite active category in the first cycle to 33.5 with the active category in the second cycle. Based on these results it can be concluded that the use of the POE strategy can improve critical thinking skills and student learning outcomes in the material electrolyte-non electrolyte solution and oxidation reduction reaction.Keywords: POE strategy, critical thinking skills, learning outcomes
PENGGUNAAN MODEL PEMBELAJARAN PROBLEM SOLVING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI KONSEP MOL Meida Rahmi Rayantini
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3535

Abstract

Abstract. Classroom action research aims to know: (1) the activity of teacher, (2) increasing the students’ activity, (3) improve the learning results of students both in cognitive and affective, (4) the students’ response. This research carried out in two cycles with total six times meeting. Each cycle consists of four stages, they are planning, implementation of action, observation and evaluation and reflection. The subject of this research is all the students of X-5 SMA Negeri 1 Bati-Bati which have 38 students, consists of 18 male students and 20 female students. In collecting data, the researcher used observation, questionnaires and test technique. The results showed that (1) the activities of teacher is very good category with 92%, (2) students’ activity increased from 80% to 93% and included in the excellent category, (3) improved students’ learning outcomes, affective learning outcomes increased from 92% to 100% and the cognitive learning results increased from 71% to 79%, (4) students’ responses to use this model are very positive.Keywords: problem solving, learning outcomes, and classroom action research
PEMANFAATAN SUMBER BELAJAR BERBASIS LINGKUNGAN PADA PEMBELAJARA LARUTAN ELEKTROLIT DAN NON ELEKTROLIT MENGGUNAKAN MODEL INKUIRI TERBIMBING UNTUK MENINGKATKAN MOTIVASI, PEMAHAMAN KONSEP, DAN KETERAMPILAN PROSES SAINS SISWA Ummi Mahmudah; Arif Sholahuddin
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3540

Abstract

Abstract. This study was classroom action research (CAR), which consists of two cycles. Research conducted in the Class X SMA Negeri 8 Banjarmasin, while the observed factors include teacher activities, student activities, psychomotor, affective, motivation, understanding of concepts, and science process skills. The results showed an increase from the first cycle to the second cycle which includes students 'learning motivation of the worth category to good category, understanding students' concept, 64.60% to 84.57%, science process skills of students from less skilled category to skilled category, as well as the students gave a positive response, 94.28% to this learning.Keywords: learning resource-based environment, guided inquiry learning model, electrolyte and non electrolyte solution, motivation, understanding of concepts, and science process skills.
MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN DIAGRAM VEE PADA MATERI LARUTAN PENYANGGA Normita Elprianti; Iriani Bakti
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 7, No 1 (2016): April 2016
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v7i1.3541

Abstract

Abstract. Has done research on the use of models guided inquiry in the learning material buffer solution. This study was aimed to (1) determine the activities of teachers, (2) determine the activities of students, (3) improve science process skills, (4) improve student learning outcomes and (5) evaluate the response of the students. The study design was a classroom action research (PTK) with two cycles. The subjects were students of class XI IPA 2 SMA Negeri 5 Banjarmasin with the number 38. The research instrument is a test and non test. The results showed that (1) the activities of teachers showed good category in the first cycle and excellent category in the second cycle, (2) the activity of students show category is active in the first cycle and the category of very active in the second cycle, (3) an increase in science process skills based on the results of the evaluation in the classical style of 65,78% in the first cycle to 89,47% in the second cycle and observations from the category of being the first cycle to the high category in the second cycle, (4) an increase in the thoroughness of the cognitive learning classical of 73,68% in the first cycle to 92,10% in the second cycle, an increase in affective learning outcomes of the category enough the first cycle to both categories at the second cycle, and increased psychomotor learning outcomes of the category enough the first cycle to both categories at the second cycle, (5) students responded positively to learning with guided inquiry model aided Vee diagram.Keywords: guided inquiry, Vee diagrams, buffers, science process skills, learning outcomes

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