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Effect of POGIL Learning Model toward Students' Critical Thinking Skills on Buffer Solution Material Fariza Anizarini; Endang Budiasih; Dedek Sukarianingsih
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p078

One of the essential skills students should possess in the 2013 Curriculum is critical thinking. However, students' critical thinking skills in buffer solution material are considered low. Therefore, this study aims to identify the different critical thinking skills between students who attend a process-oriented guided oriented learning (POGIL) with and without science, environmental, technology, and society (SETS) approach on buffer solution material. This research uses quasi-experimental with a posttest-only control group design. The research results reveal that: (1) both POGIL learning models with and without the SETS approach are classified to be successfully carried out; (2) different critical thinking skills are found in students who learn using the POGIL learning model with and without the SETS approach on buffer solution material. The POGIL learning model with the SETS approach carries better students' critical skills results than the one with no SETS approach on the buffer solution material.

The Use of Chemsketch To Increase Student Learning Outcomes and Motivation In Learning Hydrocarbons Jesi Jecsen Pongkendek; Dewi Natalia Marpaung; Evi Nurvitasari; John Yoro Parlindungan
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p009

Learning motivation is an encouragement in students to be able to learn well, add skills and provide learning experiences. High learning motivation will improve learning outcomes. This research is quantitative research to determine students' learning motivation, student learning outcomes, and the relationship between learning motivation and learning outcomes in learning chemistry on Hydrocarbon material with the application of Chemsketch media. The research was conducted at SMAN 2 Merauke in Class XI IPA 1 with 28 students. The sampling technique used is simple random sampling. The research data was obtained by using learning outcomes tests and learning motivation questionnaires. The research data were analyzed descriptively and the results obtained were: (1) student learning outcomes with an average score of 81,86 with 25 students passed the test and 3 students not past the test, (2) students' learning motivation with an average score of 80, 86 with 11 people in the very high category and 17 people in the high category. Followed by quantitative data analysis to test the linearity of the data, the normality of the data, and the correlation between learning motivation and learning outcomes with the Pearson bivariate correlation test. After analyzing the results obtained that (1) there is a linear and significant relationship, (2) the data is normally distributed, (3) there is a significant relationship between learning motivation and learning outcomes.ReferencesAbidin, Z., & Ijrah, S. (2018). Hubungan Motivasi Belajar dengan Hasil Belajar Pada Siswa Kelas V SD Negeri Gugus IV Kecamatan Banuhamou Kabupaten Agam. Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar, 2(2), 21–29.Azrai, E. P., Ernawati, E., & Sulistianingrum, G. (2017). Pengaruh Gaya Belajar David Kolb (Diverger, Assimilator, Converger, Accommodator) Terhadap Hasil Belajar Siswa Pada Materi Pencemaran Lingkungan. Biosfer: Jurnal Pendidikan Biologi, 10(1), 9–16. https://doi.org/10.21009/biosferjpb.10-1.2Betaubun, M., Asmaningrum, H. P., & Nasrawati. (2020). Analisis Kebutuhan E-book Interaktif Bilingual Etnokimia dengan Pendekatan Konstruktivisme. Magistra, 7(1), 10–22.Farid, A., & Nurhayati, S. (2014). Pengaruh Penerapan Strategi React Terhadap Hasil Belajar Kimia Siswa Kelas XI. Chemistry in Education, 3(1).Hamalik, O. (2001). Teknik Pengukuran dan Evaluasi Pendidikan. CV. Mandar Maju.Handhika, J. (2012). Efektivitas Media Pembelajaran IM3 Ditinjau dari Motivasi Belajar. Jurnal Pendidikan IPA Indonesia, 1(2), 109–114. https://doi.org/10.15294/jpii.v1i2.2127Harahap, S. N., & Siregar, M. F. (2019). Pengaruh Model Pembelajaran Dengan Mengintegrasikan Strategi Pembelajaran Cooperative Learning Tipe STAD Dengan Media Chemsketch Terhadap Hasil Belajar Siswa. Cyberspace : Jurnal Pendidikan Teknologi Informasi, 3(1), 1–7. https://doi.org/10.1017/CBO9781107415324.004Harta, J., Limbong, S. A., & Waruwu, E. E. (2020). Pengembangan Media Pembelajaran Asam Basa Inovatif Berbasis Green Labyrinth untuk SMA. J-PEK (Jurnal Pembelajaran Kimia), 5(1), 17–31. https://doi.org/10.17977/um026v5i12020p017Indriyanti, N. Y., Widisatuti, A., Suryadi, B. U., & Hasanah, N. (2020). Pemberdayaan Guru Kimia Melalui Produksi Media Pembelajaran Berbasis Aplikasi Chemsketch. Jurnal Bakti Saintek, 4(1), 23–26. https://doi.org/10.14421/jbs.1566Iqbal, M., & Tarigan, I. L. (2019). Pengaruh Model Pembelajaran Siklus Belajar 5E Menggunakan Media Animasi Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa SMA Kelas XI Pada Materi Hidrolisis Garam. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 31–38. https://doi.org/10.17977/um026v4i12019p031Linda, R., Herdini, & Rahmaputri, Z. (2017). Multimedia interaktif berbasis autoplay media studio 8 untuk mata pelajaran kimia pokok bahasan laju reaksi untuk kelas XI SMA/MA. Jurnal Pendidikan Kimia, 9(3), 347–351.Lumentut, R. S., Said, I., & Mustapa, K. (2017). Pengaruh Model Pembelajaran Guided Inquiry dengan Mind Map terhadap Hasil Belajar dan Motivasi Siswa pada Materi Redoks di Kelas X SMA Negeri 5 Palu. Jurnal Akademika Kimia, 6(2), 113–118. https://doi.org/10.22487/j24775185.2017.v6.i2.9242Marpaung, D. N., Siregar, L. F., & Pongkendek, J. J. (2019). The development of innovative learning material integrated with environmental activities to improve student learning outcomes on electrolyte and nonelectrolyte solution. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012218Marpaung, Dewi Natalia. (2019). Implementation of Active and Creative Learning Through Multimedia on the Teaching of Solubility and Solubility Product. Journal of Basic and Applied Scientific Research, 9(6), 42–46.Mbosisi, S. B., & Mustapa, K. (2018). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament Berbasis Scramble Terhadap Motivasi dan Hasil Belajar Siswa SMA Kristen GPID Palu. Jurnal Akademika Kimia, 7(1), 36–40.Mediawati, E. (2010). Pengaruh Motivasi Belajar Mahasiswa Dan Kompetensi Dosen Terhadap Prestasi Belajar. Dinamika Pendidikan, 5(2), 134–146. https://doi.org/10.15294/dp.v5i2.4922Nazalin, N., & Muhtadi, A. (2016). Pengembangan Multimedia Interaktif Pembelajaran Kimia Pada Materi Hidrokarbon Untuk Siswa Kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 3(2), 221. https://doi.org/10.21831/jitp.v3i2.7359Novita Yanda, S., & Safitri, Y. (2018). The Effect of Using E-learning Material on Hydrocarbon Chapter to Improve Students’ Achievement Motivation in Learning Chemistry. ICESST 2018, 843–847. https://doi.org/10.29210/20181122Palittin, I. D., Wolo, W., & Purwanty, R. (2019). Hubungan Motivasi Belajar dengan Hasil Belajar Siswa. Magistra, 6(2), 110–118.Pongkendek, J. J., Parlindungan, J. Y., & Marpaung, D. N. (2019). Effectiveness of the Application of Team Games Tournament Cooperative Learning Model (TGT) to Improve Learning Outcomes of Students of Class XI Science 1 SMA Frater Makassar in the Principal Material of Salt Hydrolysis. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012228Pongkendek, Jesi Jecsen, Marpaung, D. N., & Siregar, L. F. (2019). Analisis Motivasi Belajar Siswa Dengan Penerapan Model Pembelajaran Kooperatif Tipe Team Games Tournament. Musamus Journal of Science Education, 2(1), 31–38. https://doi.org/10.35724/mjose.v2i1.2243Raiyn, J., & Rayan, A. (2015). How Chemicals ’ Drawing and Modeling Improve Chemistry Teaching in Colleges of Education. World Journal of Chemical Education, 3(1), 1–4. https://doi.org/10.12691/wjce-3-1-1Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. PT. Raja Grafindo.Septryanesti, N., & Lazulva, L. (2019). Desain Dan Uji Coba E-Modul Pembelajaran Kimia Berbasis Blog Pada Materi Hidrokarbon. JTK (Jurnal Tadris Kimiya), 4(2), 202–215. https://doi.org/10.15575/jtk.v4i2.5659Sitepu, C. P. K. (2016). Pengaruh Pemanfaatan Media Chemsketch Dalam Pembelajaran Yang Menggunakan Metode Resitasi Terhadap Motivasi Dan Hasil Belajar Kimia Di SMK Kelas XI. Jurnal Ilmiah “INTEGRITAS,” 2(1).Sitepu, C., & Simanjuntak, R. (2018). Upaya Meningkatkan Hasil Belajar Mahasiswa Pada Materi Bentuk Molekul Dengan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Berbantuan Media Physics Education Technology (PhET) Dan Chemsketch. JURNAL Suluh Pendidikan FKIP-UHN, 5(2), 36–47. https://doi.org/10.1017/CBO9781107415324.004Utami, H. H., Sulfikar, & Anwar, M. (2017). Pengaruh Chemsketch Dalam Penulisan Struktur Kimia Pada Merode Resitasi Terhadap Hasil Belajar Siswa (Materi Pokok Ikatan Kimia). Jurnal Penelitian Pendidikan INSANI, Vol.20(No.2), 96–100.Yuliany, N. (2018). Relationship Between Learning Motivation to Learning Result Mathematics Students. AULADUNA, 5(2), 126–137.

The Effect of LC 5E Learning Model Combined with Make a Match on the Cognitive Learning Outcomes of High School Students on Acid Base Materials Hafiz Radyastuti; Endang Budiasih; Dedek Sukarianingsih
J-PEK (Jurnal Pembelajaran Kimia) Vol 5, No 2 (2020): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v5i22020p084

Chemistry materials required that students must memorize and understand all of the concepts. Acid base is one of chemistry materials which is considered difficult. One solution to overcome the difficulty in learning acid base materials is change the learning method from one way to two ways that more focus on student (student centered) with reference to the constructivist approach LC 5E and cooperative learning Make a Match. Therefore, this research was conducted with the aim to: (1) describe the feasibility of students who learned acid-base materials use the LC 5E-Make a Match learning model,(2)determine differences in students cognitive learning outcomes that learned using the LC 5E-Make a Match learning model and that learned to use the LC 5E learning model in acid-base materials. This research used a quasi-experimental design with design models of two groups. The two classes were given same acid-base materials with different learning model. The average of student cognitive learning outcomes that learned using the LC 5E-Make a Match learning model (=84,06) was higher than students that using the LC 5E (79,89).

Assessing Students’ Chemical Understanding on Classification of Matters Sitna Windia Risqi; Iva Nur Azizah; Ifah Silfianah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 1 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i12021p019

Chemistry subject is often considered difficult by some students, it is one of the features to lead misunderstanding of chemistry concept. Material is a basic concept that needs to figure out especially to make easier the concept of classifying material. The data analyzed using descriptive quantitative approaches with test items. The resets displayed that most of the study got difficulties differentiating elements, compounds, and molecules. They still gained complaints to categorized molecular elements and elements, molecular compounds and compounds, and atoms and ions.ReferencesAdadan, Emine (2014) Investigating the influence of pre-service chemistry teachers’ understanding of the particle nature of matter on their conceptual understanding of solution chemistry, Chemistry Education Research and Practice, 219-238.Andersson, B. (1990). Pupils conceptions of matter and its transformation (age12- 16). Studies in Science Education , 18, 53-85.Anshory, Irfan. 2000. Acuan Pelajaran Kimia Kelas 1 SMU. Jakarta : Erlangga.Adisendjaja, Yusuf Hilmi, Oom romlah (2007) Identifikasi kesalahan dan miskonsepsi buku teks biologi SMU, Seminar Nasional Pendidikan Biologi dan Biologi, 1-13.Avci, Filiz, Burci Acar Sesen, Fatma Gulay Kirbaslar (2014) Determination of seventh grade students’ understanding of certain chemistry concepts, ScienceDirect, 152 ( 602-606).Brady,E James. (1994). Kimia Universitas. Jakarta : Erlangga.Dahar, Ratna Wilis. (1989). Teori – teori Belajar. Jakarta. Erlangga.Alighiri, Dante. Apriliana Drastisianti, dan Endang Susila Ningsih. (2018). Pemahaman Konsep Siswa Materi Larutan Penyangga Dalam Pembelajaran MultipleRepresentasi. Jurnal Inovasi Pendidikan Kimia. Vol 12. No 2. Hal 2192-2200.Duit, R., Gropengiesser, H., Kattmann, U., Komorek, M., & Parchman, I. (2012). The model of educational reconstruction-a framework for improving teaching and learning science. In D. Jorde & J. Dillion (Eds.) Science education research and practice in Europe: Restrospective and prospective. , 13-47.Hanson, R., Sam, A., & Antwi, V. (2012). Misconceptions of understanding chemistry teachers about hybridisation. African Journal of Educational Studies in Mathematics and Science. , 10, 12-14.Jannah, M., Ningsih, P., dan Ratman. (2016). Analisis Miskonsepsi Siswa Kelas XI SMA Negeri 1 Banawa Tengah Pada Pembelajaran Larutan Penyangga Dengan CRI (Certainty Of Response Index). Jurnal Akademika Kimia. Vol 5. No 2. Hal 85-90.Maghfiroh, L., Santosa, dan Suryadharma, I. B., (2016). Identifikasi Tingkat Pemahaman Konsep Stoikiometri Pada pereaksi Pembatas Dalam Jenis-Jenis Reaksi Kimia Siswa Kelas X MIA SMA Negeri 4 Malang. (J-PEK) Jurnal Pembelajaran Kimia. Vol 1. No 2, Hal 32-37.Nakhleh, Mary B (1992) Why some students don't learn chemistry: Chemical misconceptions, Journal of Chemical Education, vol. 69.Nurhafizah, Husna Amalya Melati, Rahmat Rasmawan (2017) Deskripsi pemahaman konsep materi dan perubahannya siswa kelas x smk smti pontianak, 1-11.Sam, arkoful, kai niebert, ruby hanson, ankrah kwarteng twumasi (2015) the model of educational reconstruction: scientists’ and students’ conceptual balances to improve teaching of coordination chemistry in higher education, International Journal of Academic Research and Reflection, Vol. 3 (7), 67-77.Saputro, Agung Nugroho Catur dan Irwan Nugraha. 2007. Kimia : Seandainya Kehidupan tanpa Kimia? Jilid 1. Buku pelajaran kimia untuk siswa SMA/MA kelas X. Jakarta : Direktorat Pendidikan Madrasah, Direktorat Jenderal Pendidikan Islam, Departemen Agama RI.Stavy, R. (2008). Learning Science in the Schools: Research Informing Practice. New Jersey: Lawrence Erlbaum: Hillsdale.Sudijono, Anas. (2013). Pengantar Evaluasi pendidikan. PT. Raja Grafindo Persada. JakartaSukmadinata, N.S (2011). Metode Penelitian Pendidikan. Bandung:Remaja RosadakaryaSyukri. (1999). Kimia Dasar Jilid 1. Bandung: ITB.Taber, K. S. (2002). Chemical misconceptions-Preventions, diagnosis and cure. (Vol. 1). London: Royal Society of Chemistry.Yakubi, Malik, Zulfadli, Latifah Hanum, Menganalisis Tingkat Pemahaman Siswa pada Materi Ikatan Kimia Menggunakan Instrumen Penilaian Four-Tier Multiple Choice (Studi Kasus pada Siswa Kelas X SMA Negeri 4 Banda Aceh), Jurnal Ilmiah Mahasiswa Pendidikan Kimia (JIMPK), Vol 2 . No.1 (19-26).

Students' Learning Interest Using Computer and Android in Acid Base Teaching Milanda Putri; Yenni Kurniawati
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p063

This research is motivated by the influence of high technology on education; hence educators need to choose the right technology device to use and compare student learning interests with and without the support of computer and android multimedia. It was quasi-experiment research with posttest only and non-equivalent control group designs. The subjects of this research were the eleventh-grade students of Natural Science. There were 2 sample classes—the eleventh-grade students of Natural Science 3 (experiment I) taught using computer multimedia, and the students of Natural Science 1 (experiment II) taught using android multimedia. Interview with teachers, preliminary data test that was homogeneity test, final data test, learning interest questionnaire, interview, observation, and documentation were used to collect the data. The analysis result showed that the learning interest percentage of experiment I was 73.88% with the high category, and experiment II was 81.19% with the very high category. An independent t-test was used to see whether there was a significant difference between experiments I and II. It showed a significant difference in chemistry learning interest between students taught by using computer-based multimedia and those taught by using android-based multimedia on the acid-based lesson of chemistry subject at the eleventh grade of Natural Science. Therefore, Android-based learning could be developed in the learning process to support student chemistry learning interests.REFERENCESAnugraheni, P. (2017). Pengaruh Pembelajaran 5E Learning Cycle Berbantuan Multimedia terhadap Minat Belajar IPA. Jurnal EDUSAINS, 9(1), 1–9.Fatma, A. D., & Partana, C. F. (2019). Pembelajaran Berbantu Aplikasi Android untuk Meningkatkan Kemampuan Pemecahan Masalah Kimia. 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Effect of Learning Toward Learning Achievement on Economic Learning Eye Students Class XI IPS MAN 1 Pekanbaru. Jurnal Online Mahasiswa FKIP, 5, 1–15.Kurniawati, Y. (2017). Analisis Kesulitan Penguasaan Konsep Teoritis dan Praktikum Kimia Mahasiswa Calon Guru Kimia. Konfigurasi : Jurnal Pendidikan Kimia Dan Terapan, 1(2), 146–153. https://doi.org/10.24014/konfigurasi.v1i2.4537Kurniawati, Y., Wigati, M. R., & Hasri, S. (2021). Information And Communications Technology (ICT) Based Of Chemistry Instructional Learning Design For Students With Multiple Intelligence. Journal of Physics: Conference Series, 1–8. https://doi.org/10.1088/1742-6596/1779/1/012062Lina, F., & Artina, D. (2017). Studi Pendahuluan: Penerapan Praktikum Kimia Organik Berorientasi Aplikasi (Application-Oriented). Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang, 05(01), 41–46.Linda, R., Herdini, & Rahmaputri, Z. (2017). Multimedia Interaktif Berbasis Autoplay Media Studio 8 Untuk Mata Pelajaran Kimia Pokok Bahasan Laju Reaksi Untuk Kelas XI SMA/MA. Jurnal Pendidikan Kimia, 9(3), 341–346. https://doi.org/10.24114/jpkim.v9i3.8382Lubis, I. R., & Ikhsan, J. (2015). Pengembangan Media Pembelajaran Kimia Berbasis Android Untuk Meningkatkan Motivasi Belajar dan Prestasi Kognitif Peserta Didik SMA. Jurnal Inovasi Pendidikan IPA, 1(2), 191–201. https://doi.org/10.21831/jipi.v1i2.7504Lutfiani, W., Lukum, A., & Rumampe, O. (2016). Identifikasi Minat Belajar Kimia Pada Siswa Kelas X SMA Negeri Sekota Gorontalo. Jurnal Entropi.Pasaribu, D. S. (2017). Upaya Meningkatkan Minat dan Hasil Belajar Fisika Siswa Dengan Menggunakan Model Pembelajaran Talking Stick Pada Materi Listrik Dinamis di Kelas X SMAN 10 Muaro Jambi. Jurnal EduFisika, 2(1), 61–69. https://doi.org/https://doi.org/10.22437/edufisika.v2i01.4043Rajagukguk, W. (2011). 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Multimedia vs concrete model: Review of studies employing the tools in chemistry teaching Rooserina Kusumaningdyah; Habiddin Habiddin; Yudhi Utomo
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p072

This paper describes previous studies regarding the use of multimedia or virtual model and concrete model to improve students’ understanding of chemistry. Thirty-three relevant papers in various topics, including stereochemistry, symmetry, chemical bonding, law conservation of matter, and others, were found and discussed. In particular, relevant studies in stereochemistry teaching is also discussed. REFERENCESAnggriawan, B. (2017). Pengaruh Pembelajaran Penemuan Terbimbing Berbantuan Multimedia terhadap Pemahaman Materi Simetri Mahasiswa dengan Kemampuan Spasial yang Berbeda. Universitas Negeri Malang.Beauchamp, P. S. (1984). “Absolutely” Simple Stereochemistry. Journal of Chemical Education, 61(8), 666. https://doi.org/10.1021/ed061p666Boukhechem, M.-S., Dumon, A., & Zouikri, M. (2011). The Acquisition of Stereochemical Knowledge by Algerian Students Intending to Teach Physical Sciences. 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The Effects of Manipulative and Visual Models in Conceptualizing Fractions. International Journal of Advanced Research and Publications, 3(8), 80–85.Dori, Y. J., & Barak, M. (2001). Virtual and Physical Molecular Modeling: Fostering Model Perception and Spatial Understanding. Educational Technology & Society, 4(1), 61–74.Hakim, M. F., Maksum, A. H., Saragih, Y., & Hasanah, C. S. (2020). Analysis on the implementation of virtual versus reality laboratory. J-PEK (Jurnal Pembelajaran Kimia), 5(2), 59–65. https://doi.org/10.17977/UM026V5I22020P059Harrold, M. W. (1995). Computer-Based Exercises to Supplement the Teaching of Stereochemical Aspects of Drug Action1,2. American Journal of Pharmaceutical Education, 59, 20–26.Kirk, J. (2015). Using Manipulatives in The Chemisty Classroom as a Tool to Increase The Understanding and Knowledge of The Law of Conversation of Matter. St. John Fisher College: Fisher Digital Publications:Knowles, T. H. (2017). Using Eye-Tracking and Molecular Modelling to Explore Students’ Strategies for Solving Organic Stereochemical Problems. University of Northern Colorado.Koutalas, V. G., Antonoglou, L. D., Charistos, N. D., & Sigalas, M. P. (2014). Investigation of Students’ Ability to Transform and Translate 2D Molecular Diagrammatic Representations and its Relationship to Spatial Ability and Prior Chemistry Knowledge. Procedia - Social and Behavioral Sciences, 152, 698–703. https://doi.org/10.1016/j.sbspro.2014.09.265Lou, S.-J., & Lin, H.-C. (2012). Improving the Effectiveness of Organic Chemistry Experiments through Multimedia Teaching Materials for Junior High School Students. The Turkish Online Journal of Educational Technology, 11(2), 135–141.Muchson, M., Munzil, M., Winarni, B. E., & Agusningtyas, D. (2019). Pengembangan virtual lab berbasis android pada materi asam basa untuk siswa SMA. J-PEK (Jurnal Pembelajaran Kimia), 4(1), 51–65. https://doi.org/10.17977/UM026V4I12019P051O’Brien, M. (2016). Creating 3-Dimensional Molecular Models to Help Students Visualize Stereoselective Reaction Pathways. Journal of Chemical Education, 93(9), 1663–1666. https://doi.org/10.1021/acs.jchemed.6b00250Olimpo, J. T., Kumi, B. C., Wroblewski, R., & Dixon, B. L. (2015). Examining The Relationship Between 2D Diagrammatic Conventions and Students’ Success on Representational Translation Tasks in Organic Chemistry. Chemistry Education Research and Practice, 16(1), 143–153. https://doi.org/10.1039/C4RP00169AOlkun, S. (2003). Comparing Computer versus Concrete Manipulatives in Learning 2D Geometry. Journal of Computers in Mathematics and Science Teaching, 22(1), 43–56. https://doi.org/10.1501/0000984Sentongo, J., Kyakulaga, R., & Kibirige, I. (2013). The Effect of Using Computer Simulations in Teaching Chemical Bonding: Experiences with Ugandan Learners. International Journal of Education Science, 5(4), 433–441.Sevi̇Nç, B. (2010). The Effect Of Computer Based Instruction Enhanced With Concept Maps On Students’ Understanding Of Stereochemistry. International Conference on New Trends in Education and Their Implications, 301–306.Stieff, M., Bateman, R. C., & Uttal, D. H. (2005). Teaching and Learning with Three-dimensional Representations. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 93–120). Springer Netherlands. https://doi.org/10.1007/1-4020-3613-2_7Stieff, M., Scopelitis, S., Lira, M. E., & Desutter, D. (2016). Improving Representational Competence with Concrete Models. Science Education, 100(2), 344–363. https://doi.org/10.1002/sce.21203Stull, A. T., Barrett, T., & Hegarty, M. (2013). Usability of Concrete and Virtual Models in Chemistry Instruction. Computers in Human Behavior, 29(6), 2546–2556. https://doi.org/10.1016/j.chb.2013.06.012Stull, A. T., Hegarty, M., Dixon, B., & Stieff, M. (2012). Representational Translation With Concrete Models in Organic Chemistry. Cognition and Instruction, 30(4), 404–434. https://doi.org/10.1080/07370008.2012.719956Thayban, T., Habiddin, H., & Utomo, Y. (2020). Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning. J-PEK (Jurnal Pembelajaran Kimia), 5(2), 90–107. https://doi.org/10.17977/UM026V5I22020P090Thayban, T., Habiddin, H., Utomo, Y., & Muarifin, M. (2021). Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities. Acta Chimica Slovenica, 68(3). https://doi.org/10.17344/acsi.2021.6836

HOTS & Problem-Based Learning (PBL) with blended learning Laili Mei Sulistiyani; Habiddin Habiddin; Yahmin Yahmin
J-PEK (Jurnal Pembelajaran Kimia) Vol 7, No 1 (2022): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v7i12022p001

In the world of education, attainment of competence does not only involve increasing knowledge but must be equipped with creative abilities, high-level thinking, strong character, and supported by the ability to utilize information and communication. One way to achieve these competencies is by using blended learning-based problem-based learning methods. This study seeks to review articles on improving students' higher-order thinking skills using blended learning based on problem-based learning methods to investigate the combination of these two methods in increasing students' HOTS.

The Effect of Edmodo-Based Blended Learning on Students’ Achievement Jesi Jecsen Pongkendek; Evy Nurvitasari; Ardi Firmansyah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p079

Blended learning is a mixed learning model that combines online and face-to-face learning that utilizes a website or application that can be accessed with a smartphone, laptop, or computer connected to the internet network. Blended learning is an alternative learning model applied during the Covid-19 pandemic. This study aims to determine the effect of the Edmodo-based blended learning model on student learning outcomes. This type of research is pre-experimental with one group pretest-posttest design. The research was conducted at SMAN 1 Kurik with Class XI MIPA 1, which consisted of 26 students as the research sample. Research data was obtained in learning outcomes data conducted at the beginning and end of learning. Student learning outcomes data were analyzed parametrically with paired sample t-test. Based on the results of the study, it was obtained that students' learning completeness was 85%, N-Gain was 0.56 (medium category), and t-count was 20.79 (t-count > t-table). Through this research, it can be concluded that there is an influence of the Edmodo-based blended learning model on the chemistry learning outcomes of students in class XI MIPA 1 SMAN 1 Kurik.REFERENCESAlbiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning : A Review of the Current Literature. 10(2), 232–238. https://doi.org/http://dx.doi.org/10.17507/jltr.1002.03Angraini, M. R., Muharini, R., & Lestari, I. (2018). Penerapan Blended Learning Berbasis Edmodo Terhadap Minat Dan Hasil Belajar Siswa SMAN 9 Pontianak. 1–12.Ariyatun, A., & Octavianelis, D. F. (2020). Pengaruh Model Problem Based Learning Terintegrasi Stem Terhadap Kemampuan Berpikir Kritis Siswa. JEC: Journal of Educational Chemistry, 2(1), 33. https://doi.org/10.21580/jec.2020.2.1.5434Basuki, A. R. R. ismet. (2018). Pengaruh Model Pembelajaran Blended Learning Didukung E-Learning ( Edmodo , Schoology ) Dan Motivasi Berprestasi Terhadap Kompetensi Siswa Pada Mata Pelajaran Instalasi Motor Listrik Di SMK PGRI 1 Surabaya. 3, 193–200.Chaeruman, U. A. (2013). Merancang Model Blended Learning. 399–409.Daulay, U. A., & Manurung, B. (2016). Pengaruh Blended Learning Berbasis Edmodo dan Motivasi Belajar Terhadap Hasil Belajar IPA Biologi dan Retensi Siswa pada Sistem Peredaran Darah Manusia di Kelas VIII SMP Negeri 5 Medan. 6(1), 260–266.Ekayati, R. (2018). Implementasi Metode Blended Learning Berbasis. 4(2), 50–56.Fitriana, N. (2017). Mata Kuliah Pemisahan Kimia Materi Kromatografi Untuk Meningkatkan Kualitas Belajar. 4, 46–54.Fitriani, R. S. (2019). Model Pembelajaran Berbasis Saintifik Menggunakan Alat Peraga E Pen Interaktif dengan Muatan Kearifan Lokal pada Era Industri 4 . 0 untuk Pengajaran BIPA di Uninus. 6(2), 40–46. https://doi.org/10.33603/dj.v6i2.2187Harjono, H. S. (2013). Literasi Digital: Prospek dan Implikasinya dalam Pembelajaran Bahasa. 53(9), 1689–1699. https://doi.org/10.1017/CBO9781107415324.004Harta, J., Limbong, S. A., & Waruwu, E. E. (2020). Pengembangan Media Pembelajaran Asam Basa Inovatif Berbasis Green Labyrinth untuk SMA. J-PEK (Jurnal Pembelajaran Kimia), 5(1), 17–31. https://doi.org/10.17977/um026v5i12020p017Husna, Ikhsan, M., & Fatimah, S. (2013). Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematis Siswa Sekolah Menengah Pertama Melalui Model Pembelajaran Kooperatif Tipe Think-Pair-Share (Tps). 1(2), 81–92.Istiqomah. (2019). Pembelajaran Menulis Karangan Deskripsi Dengan Model Kooperatif Tipe STAD Terhadap Siswa Kelas X Man 3 Aceh Utara. 19(2), 216–235.Khoiroh, N., Munot, & Lilik, A. (2017). Pengaruh Model Pembelajaran Blended Learning Dan Motivasi Belajar Terhadap Hasil Belajar Siswa. 10, 97–110.Lazem, S. (2019). On Designing Blended Learning Environments for Resource-Challenged Communities. 14(12), 183–193. https://doi.org/https://doi.org/10.3991/ijet.v14i12.10320 ShaimaaSurat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Corona Virus Disease(COVID-19), (2020).Murti, H. W. (2019). Kajian Industri 4.0 Untuk Penerapannya Di Indonesia. Jurnal Manajemen Industri Dan Logistik, 01, 1–13. https://doi.org/10.30988/jmil.v3i1.59Nasrullah, R., Aditya, W., Satya, T. I., Nento, M. N., Hanif, N., Miftahussururi, & Akbari, Q. S. (2017). Literasi Digital. Kementerian Pendidikan dan Kebudayaan.Pongkendek, J. J., Parlindungan, J. Y., & Marpaung, D. N. (2019). Effectiveness of the Application of Team Games Tournament Cooperative Learning Model (TGT) to Improve Learning Outcomes of Students of Class XI Science 1 SMA Frater Makassar in the Principal Material of Salt Hydrolysis. IOP Conference Series: Earth and Environmental Science, 343(1). https://doi.org/10.1088/1755-1315/343/1/012228Pongkendek, Jesi Jecsen, Marpaung, D. N., Nurvitasari, E., & Parlindungan, J. Y. (2021). The Use Of Chemsketch to Increase Student Learning Outcomes and Motivation in Learning Hydrocarbons. J-PEK (Jurnal Pembelajaran Kimia), 6(1), 9–18. https://doi.org/http://dx.doi.org/10.17977/um026v6i12021p009Subagiyo, S. (2019). Penerapan Model Blended Learning untuk meningkatkan Pemahaman Konsep Termokimia Siswa. Journal of Educational Chemistry (JEC), 1(1), 1. https://doi.org/10.21580/jec.2019.1.1.3830Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta.Surjaman, T. (2017). Penilaian Hasil Proses Belajar Mengajar. Remaja Rosdakarya.Werang, B. R. (2012). Belajar dan Pembelajaran. Elang Mas.Werang, B. R. (2015). Pendekatan Kuantitatif dalam penelitian sosial. Calpulis.

Implementation of Online Learning to Prepare the Youth Generation in the Disruptive Era Sri Wardani; Sri Haryani; Rosika Harmiasri; Nindy Novita Sari
J-PEK (Jurnal Pembelajaran Kimia) Vol 7, No 1 (2022): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v7i12022p009

Education is one of the sectors affected by the covid-19 virus. The teaching implementation that was originally face-to-face has been transferred to online learning or distance learning. This study aims to analyze the implementation of online chemistry lectures by both students and lecturers in the 2020/2021 academic year. The subjects of this study consisted of 65 chemistry education students for the academic year 2020/2021. This quantitative descriptive study uses a survey method through a questionnaire conducted online with the help of Google Forms. The results showed that: 1) the implementation of online chemistry lectures was going well, 2) the interaction between lecturers and students and between students was going well, 3) the platforms used were varied and according to their benefits, 4) teaching materials were presented with quality, understanding the material is quite good and the majority of student learning outcomes are in a constant range until it increases, 5) technical constraints of lectures such as signal, cellular data, other activities outside of lectures, and 6) practicum courses cannot be carried out properly because the video provided is not suitable practicum guide.

Profile of Polya's Problem-Solving Abilities Model Among Senior High School Students: Lesson From Stoichiometric Class Herunata Herunata; Nur Kholilah
J-PEK (Jurnal Pembelajaran Kimia) Vol 6, No 2 (2021): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v6i22021p087

Based on several studies, it is known that there are students' difficulties in applying problem-solving as a problem-solving method, especially in stoichiometric material. Because solving stoichiometric' problems requires not only algorithmic skills but also a good understanding of chemical concepts. This study uses subjective test questions to determine the steps or methods students use to solve problem-solving test questions. The results showed that the students' problem-solving ability in the upper group was very high, the middle group was quite high. In contrast, the lower group was classified as low with mastery of Polya steps, respectively 85%, 68%, and 36%. There is a significant correlation between students' mastery of problem-solving steps. The correlation of mastery of problem-solving steps for students in the upper group was 0.786 (high), the middle group was 0.883 (very high), and the lower group had a correlation score of 0.803 (very high).REFERENCESAmalia, F.R. 2015. Identifikasi Kesulitan Siswa Kelas XI MIA SMA Negeri 1 Kauman Tulungagung dalam Menyelesaikan Soal-soal Stoikiometri Menggunakan Analisis Langkah Penyelesaian Soal. Skripsi tidak diterbitkan. Malang: FMIPA Universitas Negeri Malang.Bodner, George M. & Herron, J. Dudley. 2002. Problem Solving in Chemistry. Chemical Education: Towards Research-based Practice Kluwer, 235–266Bodner, George M. & Domin, Daniels. 2000. Mental Models: The Role of Representations in Problem Solving in Chemistry. University Chemistry Education. 4: 24-30.Chang, Raymond. 2005. Kimia Dasar: Konsep-Konsep Inti Jilid 1/ Edisi ketiga. Bandung: ErlanggaChiu, M.H. 2001. Algorithmic Problem Solving and Conceptual Understanding of Chemistry by Student at a Local High School in Taiwan. Journal of Chemical Education International, 11(1): 20-38.Chiu, M.H. 2005. A National Survey of Students' Conceptions in Chemistry in Taiwan. Chemical Education International, 6 (1): 1-8.Effendy. 2006. A-Level Chemistry for Senior High Students Volume 2A. Malang: Bayumedia Publishing.Gabel, Dorothy L., Sherwood, Robert D., & Enochs, Larry. 1984. Problem-Solving Skills of High School Chemistry Students. Journal of Research in Science Teaching. 21 (2): 221-233Hiebert, J. 1985. Conceptual and Procedural Knowledge: The Case of Mathematics. London: Lawrence Enibaum Associates.Nurjannah, Fitria. 2014. Analisis Langkah-Langkah Dalam Menyelesaikan Masalah Perhitungsn Pada Materi Stokiometri Siswa Kelas X SMA Negeri 1 Situbondo. Skripsi tidak diterbitkan. Malang: FMIPA Universitas Negeri Malang.Polya, G. 1957. How to solve it: a New Aspect of mathematical method. Princeton, USA: Princeton University PressSilberberg, Martin S. 2009. Chemistry The Molecular Nature of Matter Fifth Edition. New York: Mcgraw-hillSugiyono, 2015. Memahami Penelitian Kualitatif. Bandung: Alfabeta.Zidny, Robby, Sopandi, Wahyu, Kusrijadi, Ali. 2013. Analisis Pemahaman Konsep Siswa SMA Kelas X pada Materi Persamaan Kimia dan Stoikiometri melalui Penggunaan Diagram Submikroskopik serta Hubungannya dengan Kemampuan Pemecaham Masalah. Jurnal Riset dan Praktik Pendidikan Kimia. 1(1)

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Home Page

OAI Link

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Contact

Reviewer

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Contact Name Habiddin

Contact Email Habiddin_wuni@um.ac.id

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Journal Mail Official jpek.journal@um.ac.id

Editorial Address O2 building, Chemistry Department, Fakultas MIPA Universitas Negeri Malang Jl. Semarang 5 Malang, East Java - Indonesia 65145

Location Kota malang, Jawa timur INDONESIA

Abstract

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Contact Name
Habiddin

Contact Email
Habiddin_wuni@um.ac.id

Phone
-

Journal Mail Official
jpek.journal@um.ac.id

Editorial Address
O2 building, Chemistry Department, Fakultas MIPA Universitas Negeri Malang Jl. Semarang 5 Malang, East Java - Indonesia 65145

Location
Kota malang,

Jawa timur

INDONESIA