The students problem in understanding the electron configurations was caused by the ineffective learning media which is used by the teacher didn't fit the student's characteristic. Therefore, it is important to develop media of Lego Chemistry games for electron configurations class. The validation of the media is validated in three aspects. They were validity from the results of the game, practicality from the results of the questionnaire, and the effectiveness from the results of the pre and post tests. This study used a Research and Development (R & D) model of Borg and Gall conducted in seven stages. The study showed that media of Lego Chemistry games was suitable for teaching learning process. It can be seen from the results of the material and media aspects by 0,83 and 0,94 which was valid. The results of the practicality of the questionnaires on the small and main tryouts were 92,50% and 90,66% and were considered practical. The results of the effectiveness of the N Gain on the small and main tryouts were 0.74 and 0.92 (high). Therefore, media of Lego Chemistry games was valid and effective. It is suitable to be used as the learning media in Chemistry class. PENDAHULUANIlmu kimia merupakan salah satu mata pelajaran yang diajarkan di Sekolah Menengah Atas (SMA) dan dianggap cukup sulit bagi kebanyakan siswa (Yumna, 2017). Materi pelajaran kimia terdiri atas materi yang dapat disajikan secara kongkrit dan abstrak. Struktur atom, partikel atom, partikel materi, ikatan kimia, mekanisme reaksi merupakan materi pelajaran yang bersifat abstrak dan sangat teoritis. Materi ini sebagai dasar dari materi-materi lain. Jika materi struktur atom tidak dikuasai, maka siswa akan sulit memahami tentang karakter suatu unsur atau molekulnya serta keteraturannya dalam sistem periodik. Konsep-konsep dalam struktur atom, seperti penentuan konfigurasi elektron, bilangan kuantum dan sistem periodik unsur merupakan konsep yang abstrak, sehingga perlu ditemukan cara mudah untuk memahaminya (Magdalena, 2017). Pemahaman materi yang bersifat abstrak membutuhkan penggunaan media yang sesuai (Sardiman, 2005).Hasil studi literatur yang telah dilakukan di SMA Muhammadiyah 1 Pontianak memperlihatkan 66,67% siswa menganggap kimia itu sulit salah satunya sub materi konfigurasi elektron.Siswa tertarik jika pembelajaran disajikan dengan permainan.
Biocathode for biofuel cell was prepared by covalently immobilized Laccase on CNT (CNT-Laccase) using glutaraldehyde as conjugates. Successful Laccase immobilization was confirmed by Fourier Transform Infrared (FTIR) Spectrophotometry, Surface Electron Microscopy (SEM) and Thermogravimetric Analysis (TGA). Immobilization affected Laccase enzymatic activity where it boosts the stability at high temperature and neutral pH. At temperature 65ºC, free Laccase completely loss its activity, while CNT-Laccase still retaining 57.12% of its activity at 45ºC. The activity of CNT-Laccase at pH 7 was 7.04% of activity at pH 5 which was higher than that of free Laccase. CNT-Laccase was able to perform oxygen electroreduction with addition ABTS (2,2'-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) as mediator. Performance of oxygen electroreduction activity was also determined by type and composition of binding polymer. Nafion was able to provide better environment for oxygen electroreduction activity compare to polyvinyl alcohol (PVA). Current density resulted in using Nafion in ratio 1:10 to buffer volume was 1.31 mA/cm 2 , which was higher than that of PVA (1.01 mA/cm 2). Increasing of binding polymer ratio into 1:2 and 1:1 undermined oxygen electroreduction activity.
This research aims to investigate the effects of Teams Games
This study was based on the observation results of students at Universitas Muhammadiyah Pontianak which showed that there was still lack of students’ metacognitive awareness. As a result, this study was intended to investigate the metacognitive awareness of students and its correlation to students’ learning outcomes on metabolism subject especially to chemical education students at Universitas Muhammadiyah Pontianak. The research method of this study was correlational descriptive method. Techniques of data collecting were direct communication and documentation. The subject of this study consisted of 15 students of chemistry students at Universitas Muhammadiyah Pontianak. The researcher modified metacognitive questionnaire developed by Schraw & Dennison (1994) as research instrument with observational sheet. This research was initiated by administering interview, distributing questionnaire and analyzing data. The research findings revealed students’ metacognitive awareness based on the observed indicators namely declarative knowledge 83,33%, conditional knowledge 72%, planning 50,67%, information management strategy 73.33%, understanding monitoring 72,38%, debugging strategy 81,33%, and learning evaluation 73,33%. The correlation between metacognitive awareness and students’ learning outcomes on metabolism subject at Chemical education Study Program Universitas Muhammadiyah Pontianak was interpreted as low as its correlation score was 0,128 due to lack of metacognitive awareness influenced students’ learning outcomes.
Sikap ilmiah merupakan salah satu faktor yang mempengaruhi hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui ada tidaknya perbedaan dan besarnya pengaruh metode praktikum berbasis inkuiri terbimbing terhadap sikap ilmiah dan hasil belajar siswa. Metode penelitian yang digunakan adalah quasi-eksperimental dengan rancangan nonequivalent control group design untuk mengetahui hasil belajar siswa dan one-shot case study untuk observasi sikap ilmiah siswa. Teknik sampling yang digunakan adalah cluster random sampling, diperoleh kelas XI IPA 1 sebagai kelas eksperimen dan kelas XI IPA 3 sebagai kelas kontrol. Teknik pengumpulan data yang digunakan adalah observasi, teknik pengukuran, dan teknik komunikasi langsung. Alat pengumpul data yang digunakan adalah lembar observasi, catatan lapangan, tes hasil belajar, dan pedoman wawancara. Berdasarkan analisis data menggunakan uji non-parametrik U-Mann Whitney menunjukan terdapat perbedaan sikap ilmiah yaitu 0,00 < 0,05 dan hasil belajar yaitu 0,00 < 0,05. Hal ini menunjukan sikap ilmiah dan hasil belajar siswa pada kelas eksperimen berbeda dengan kelas kontrol. Effect size yang diperoleh untuk sikap ilmiah dan hasil belajar siswa adalah 2,47 dan 1,99 yang termasuk dalam kriteria tinggi. Pembelajaran menggunakan metode praktikum berbasis inkuiri terbimbing berpengaruh terhadap sikap ilmiah siswa sebesar 99,32% dan hasil belajar siswa sebesar 97,67%.
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