Abstrak -Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar dan hasil belajar kognitif antara siswa yang dibelajarkan menggunakan media audio visual pada pembelajaran materi larutan penyangga dengan strategi Problem Posing dengan siswa yang dibelajarkan dengan strategi Problem Posing tanpa menggunakan media audio visual pada pembelajaran materi larutan penyangga. Rancangan penelitian yang digunakan adalah rancangan penelitian eksperimental semu (quasy experimental design). Populasi penelitian adalah siswa kelas XI MAN 2 Kota Batu. Sampel adalah siswa kelas XI IPA 3 dan XI IPA 4 yang ditentukan secara purposive random sampling dengan nilai signifikansi 0,22. Data motivasi belajar siswa diperoleh dari angket motivasi belajar sedangkan data hasil belajar siswa didapat melalui tes yang dilakukan di akhir proses pembelajaran. Analisis data motivasi belajar dan hasil belajar dilakukan menggunakan uji-U Mann Whitney dengan bantuan program SPSS 21.0 for Windows. Berdasarkan hasil penelitian, diperoleh hasil bahwa (1) terdapat perbedaan motivasi belajar siswa yang dibelajarkan dengan strategi Problem Posing menggunakan media audio visual pada materi larutan penyangga. Siswa yang dibelajarkan dengan strategi Problem Posing menggunakan media audio visual memperoleh rata-rata motivasi belajar sebesar 79,84 (kriteria termotivasi) lebih tinggi dibanding siswa yang dibelajarkan dengan Problem Posing tanpa menggunakan media audio visual dengan rata-rata motivasi belajar sebesar 72,63 (kriteria termotivasi); (2) terdapat perbedaan hasil belajar kognitif antara siswa yang dibelajarkan dengan Problem Posing menggunakan media audio visual dengan rata-rata hasil belajar kognitif sebesar 74,25 (kriteria cukup), lebih tinggi dibandingkan dengan rata-rata hasil belajar siswa yang dibelajarkan dengan Problem Posing tanpa menggunakan media audio visual yaitu 58,60 (kriteria kurang).Abstract -The aim of this research were to know the difference of learning motivation and cognitive learning outcomes between students who has been learned by using audio visual media with Problem Posing strategy and students who has been learned without audio visual media on buffer solution. The design used in this research was quasy experimental. The research population was students of XI grade in MAN 2 Kota Batu. The samples were XI IPA 3 and XI IPA 4. The samples were determined by using purposive random sampling which had 1 Corresponding authors: Ridwan Joharmawan, Program Studi Pendidikan Kimia, Universitas Negeri Malang, Malang 65145, Indonesia.
Abstrak -Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaranProblem Based Learning (PBL)-Study History Sheet (SHS) bahan ajar berbasis Green Chemistry pada materi kelarutan dan hasil kali kelarutan terhadap prestasi belajar belajar siswa kelas XI SMA Negeri 10 Malang. Rancangan penelitian yang digunakan adalah quasy experimental design dengan post test only control group design. Prestasi belajar kognitif siswa kelas dengan perlakuan problem based learning (PBL)-study history sheet (SHS) bahan ajar berbasis green chemistry lebih tinggi ( = 79) dibandingkan dengan prestasi belajar kognitif siswa pada kelas dengan perlakuan model pembelajaran problem based learning ( = 76). Demikian juga prestasi belajar afektif siswa khususnya sikap peduli pada masalah pencemaran air kelas dengan perlakuan problem based learning (PBL)-study history sheet (SHS) bahan ajar berbasis green chemistry lebih tinggi daripada kelas dengan perlakuan model pembelajaran problem based learning. Hal ini dibuktikan dengan data persentase rata-rata sikap kepedulian siswa pada masalah pencemaran air kelas dengan perlakuan model pembelajaran problem based learning sebesar 90 %, sedangkan kelas dengan perlakuan problem based learning (PBL)-study history sheet (SHS) bahan ajar berbasis green chemistry sebesar 92%. Sehingga dapat disimpulkan bahwa ada pengaruh penggunaan model pembelajaran Problem Based Learning (PBL)-Study History Sheet (SHS) bahan ajar berbasis Green Chemistry pada materi kelarutan dan hasil kali kelarutan terhadap prestasi belajar belajar siswa kelas XI SMA Negeri 10 Malang.Abstract -This research goal was understanding the effect of problem based learning (PBL)-study
Alternative conception is students' conception of scientific concepts that are inconsistent with the conception of scientists. Various studies show that alternative conceptions of chemical concepts occur in students, including acid-base concepts. Various identification of alternative conception methods have also been developed, including a simple multiple-choice diagnostic test. Although not too accurate, simple multiple-choice diagnostic test is easy to develop, use, and analyze, but useful enough to identify students' alternative conceptions. The aims of the study are to develop a valid and reliable simple multiple-choice diagnostic test instrument of acid-base concepts and to identify alternative conceptions of 11 th grade students and first year university students of Chemistry Program. This descriptive research design was conducted in two stages 1) development of valid and reliable of simple multiple-choice diagnostic test of acid-base concepts and (2) identification of students' alternative conceptions. Analysis of instrument validity and reliability was performed based on response of 184 students of 11 th grade students and 133 first year university students of Chemistry Program who had studied acid-base concepts before. While the identification of students' alternative conceptions was conducted to 59 students of 11 th grade and 40 first year university students of Chemistry Program. Analysis to response of 11 th grade students indicate that 8 of the 25 test items of the acid-base concepts developed in this research were invalid. Five invalid items that have a negative or very low Pearson correlation coefficient were removed, the rest having better Pearson correlation coefficient refined and used to identify students' alternative conception. The final version of the instrument has a Cronbach's alpha reliability of 0.537 (medium grade) for 11 th grade students and 0.470 (upper low grade) for first year university students. The results of the data analysis show that the alternative conceptions of acid-base concepts occurring in the 11 th grade students are more extent and intense than that occurs in the first year university students of Chemistry Program. These can be caused by the difference of age, concept ecology, learning motivation, learning fidelity, and discipline background between 11th grade students and first year university students of Chemistry Program.
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