Tujuan dari penelitian ini adalah untuk mengetahui pengaruh adversity quotient dan hasil belajar kognitif siswa pada mata pelajaran kimia secara rank spearmen. Penelitian ini merupakan penelitian kuantitatif, dengan populasi sekolah di Kota Lhokseumawe meliputi SMAN 1 Lhokseumawe, SMAN 5 Lhokseumawe, SMAN 6 Lhokseumawe, SMAN 7 Lhokseumawe dengan sampel sebanyak 413 siswa, teknik pengambilan sampel dalam penelitian ini menggunakan cluster sampling. Metode pengumpulan data yang digunakan adalah wawancara, angket dan dokumentasi. Metode analisis data menggunakan analisis deskriptif, uji normalitas, uji linieritas, uji multikolinieritas, uji heteroskedastisitas dan analisis rank spearmen. Analisis rank spearmen menunjukkan pengaruh adversity quotient sebesar 0,000<0,05 yang artinya terdapat pengaruh adversity quotient terhadap hasil belajar kognitif siswa pada mata pelajaran kimia dengan koefisien determinasi sebesar 3,5%.
One of the successes in the learning process can be seen from the learning outcomes of students. One of the factors that support this is external factors. External factors are factors that come from outside the learner, such as model variations. The purpose of this study was to determine whether there is an influence of model variations in chemistry learning on chemistry learning outcomes in Lhokseumawe City. This research used a quantitative approach, the type of research was ex post facto, and the research design was regression. The population in this study was all students who were in Grade XI Science Senior High School, while the sampling technique in this study was cluster sampling, the sample taken was several students at Senior high schoolsenior high school. Questionnaire was used for data collection instruments. The questionnaire was created based on a Likert scale with 4 answers already available. Data testing using a non-parametric hypothesis test, namely an SPSS-assisted spearman rank correlation test. Based on the hypothesis test, a significant value model variation is obtained from 0.028 < 0.05. It can be concluded that there was a significant influence between the variations of model in chemistry learning on the results of learning chemistry.
As the spearhead of successful learning in the classroom, a prospective teacher must have qualified abilities and skills, teacher competence and teaching quality need to be ensured. One of the ways to measure the competence of prospective chemistry teachers is by using authentic assessments. This assessment can be done digitally through an authentic digital-based assessment with a project-based learning model. The model, research design and instrument development carried out in this study is an adaptation of the test preparation procedure with the following instrument preparation steps: (1) planning the test, (2) trying out the test, (3) establishing test validity, (4) establishing test reliability, (5) interpreting the score. In this study, there were three parameters studied, namely (1) Analysis of the needs of prospective teachers at school. (2) Preparation of authentic assessment instruments that have been developed based on validators, (3) Analysis of observing, inferring and predicting skills. Analysis of school needs is the basis for the preparation of authentic assessment instruments and models that are compiled. The results of the learning instruments that have been compiled and have been developed have excellent quality criteria with an average per aspect of 0.875 and are declared valid based on the assessment of material experts, media experts and peer reviewers. The validated instrument is then implemented where the Implementation Analysis on prospective teachers in the observing aspect gets a score of 3,374 including in the excellent category, as for inferring, it gets a score of 3,217 including in the good category, in the predicting aspect it gets a score of 3,553 including the excellent category, so that the average teacher candidate gets a score of 3,392 including the excellent category. Meanwhile, the affective instrument of students got a score of 3.22 on the persistence aspect and 3.16 on the attention aspect, both of which were in the good category. So that the average affective aspect of the participants got a score of 3.19 and was included in the good category
Penyelenggaraan Olimpide Sains Nasional (OSN) pada setiap tahun harus berlangsung dengan sebaik-baiknya mulai dari tingkat sekolah, kabupaten, provinsi hingga nasional membutuhkan persiapan yang terencana dengan baik agar siswa di SMAN 1 Muara Batu dapat berprestasi pada ajang olimpiade bidang kebumian. Berbeda dengan bidang-bidang olimpiade lain seperti matematika, kimia, fisika, dan lainnya yang ada diajarkan oleh guru mata pelajaran disekolah, sedangkan kebumian tidak ada mata pelajarannya sehingga tidak ada guru atau pengajar professional dari sekolah. Atas dasar permasalahan tersebut dilaksanakan pendampingan persiapan OSN bidang ilmu kebumian untuk meningkatkan kompetensi siswa di SMAN 1 Muara Batu sehingga siswa dapat berprestasi pada OSN tingkat Kabupaten. Pendampingan dilakukan dengan memberikan penguatan materi mengenai ilmu kebumian dan bimbingan soal-soal olimpiade kebumian secara umum. Sedangkan peningkatan keterampilan dilakukan dengan praktikum lapangan serta melakukan evaluasi untuk mengetahui kemampuan siswa menyelesaikan soal-soal OSN. Pemahaman konsep awal dan akhir yang dimiliki oleh siswa dilakukan dengan memberikan pretest dan posttest berupa soal-soal OSN secara umum. Siswa dapat menjawab pretest dengan benar hanya 30-40, sedangkan postest siswa dapat menjawab soal 80-90 dari 100 soal. Hasil tersebut menunjukkan adanya peningkatan pemahaman dan kompetensi siswa. Bukti peningkatan kompetensi lainnya dari pendampingan persiapan OSN Kebumian di SMAN 1 Muara Batu yaitu 2 dari 4 siswa telah lulus seleksi OSN tingkat Kabupaten ke tingkat Provinsi tahun 2023
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