This study aims to analyze the effect of using an E-module with a wetland environment-based PBL model on students' critical thinking skills and environmental care attitudes. This study was a quasi-experimental study with a non-equivalent posttest only control group design. The study population was 150 students, while the sample was selected by random sampling. The number of samples in this study was 64 students who were divided into two classes. The instrument used was a test, namely a question of critical thinking skills in the form of an essay and a non-test in the form of a questionnaire for environmental care attitudes. The collected data were analyzed by using Multivariate Analysis of Variance. The results showed that the significance of the three hypotheses was 0.000, which means less than 0.05 (0,000 <0.05). So, it can be concluded that there is a positive effect of using the E-module with the PBL model on critical thinking skills and environmental care attitudes. The novelty of this study integrates the wetland environment in the learning process using teaching materials in the form of E-modules in the learning process of the topic of acid-base solutions on critical thinking skills and environmental care attitudes of students
Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers.
Telah dilakukan penelitian tentang meningkatkan kemampuan berpikir kritis dan hasil belajar siswa menggunakan model pembelajaran Problem Based Learning (PBL) pada materi Hidrokarbon kelas X-3 SMA Negeri 10 Banjarmasin tahun pelajaran 2016/2017. Penelitian ini bertujuan untuk mengetahui (1) peningkatan aktivitas guru, (2) peningkatan aktivitas siswa, (3) peningkatan kemampuan berpikir kritis siswa, (4) peningkatan hasil belajar siswa, dan (5) respon siswa. Penelitian menggunakan rancangan penelitian tindakan kelas (PTK) dengan 2 siklus yang terdiri dari tahap perencanaan, pelaksanaan tindakan, pengamatan dan refleksi. Sampel penelitian adalah kelas X-3 dengan jumlah siswa 35 orang. Data dianalisis dengan teknik analisis deskriptif kuantitatif, dan analisis kualitatif. Hasil penelitian menunjukkan bahwa (1) terjadi peningkatan aktivitas guru dari 38,62 (cukup) pada siklus I menjadi 54,75 (sangat baik) pada siklus II, (2) terjadi peningkatan aktivitas siswa dari 35,9 (cukup) pada siklus I menjadi 49,3 (aktif) pada siklus II, (3) terjadi peningkatan kemampuan berpikir kritis siswa dari 55,64% (cukup kritis) pada siklus I menjadi 71,74% (kritis) pada siklus II, (4) terjadi peningkatan ketuntasan hasil belajar kognitif 37,14% pada siklus I menjadi 74,28% pada siklus II, dan pada ranah afektif cukup pada siklus I menjadi baik pada siklus II, (5) siswa memberikan respon positif dengan kategori baik pada pembelajaran.
Abstract. This study aims to improve teacher and students activities, creative thinking ability, self efficacy, and student learning outcomes in Colloid system material using creative problem solving model. The subjects were 36 students of grade XI IPA SMA PGRI 4 Banjarmasin. This classroom action research was conducted in 2 cycles through the stages of planning, action, evaluation and observation, and reflection. The data were collected using observation instruments, creative thinking skills tests, student achievement test, and questionnaires. Analysis of the data used qualitative and quantitative analysis techniques. The results of the cycle I and cycle 2 showed: (1) there was an increase in teacher and student activities from good to very good, (2) students' creative thinking ability increased from moderate to high, (3) self efficacy of students increased from moderate to high, (4) students' learning outcomes on the attitude aspects improved from good (score 71,53) to be very good (score 86.34), the skill aspects improved from good enough to good, and the percentage of students' mastery increased from 52.78% in the first cycle to 83.33% in te second cycle. Keywords: Creative problem solving, creative thinking ability, self efficacy, colloid system. Abstrak. Penelitian ini bertujuan untuk meningkatkan aktivitas guru dan aktivitas siswa, kemampuan berpikir kreatif, self efficacy, dan hasil belajar siswa pada materi sistem Koloid menggunakan model pembelajaran creative problem solving. Subjek penelitian adalah 36 orang siswa kelas XI IPA SMA PGRI 4 Banjarmasin. Penelitian tindakan kelas ini dilakukan dalam 2 siklus melalui tahap-tahap perencanaan, tindakan, evaluasi dan observasi, dan refleksi. Data dikumpulkan menggunakan instrumen observasi, tes kemampuan berpikir kreatif, tes hasil belajar, dan angket. Analisis data menggunakan teknik analisis kualitatif dan kuantitatif. Hasil penelitian siklus I dan siklus 2 menunjukkan: (1) terjadi peningkatan aktivitas guru dan aktivitas siswa dari baik menjadi sangat baik, (2) kemampuan berpikir kreatif siswa meningkat dari sedang menjadi tinggi, (3) self efficacy siswa menigkat dari sedang menjadi tinggi, (4) hasil belajar siswa pada aspek sikap meningkat dari baik (skor 71,53) menjadi sangat baik (skor 86,34), aspek keterampilan meningkat dari cukup baik menjadi baik, dan persentase ketuntasan pengetahuan siswa meningkat dari 52,78% pada siklus I menjadi 83,33% di siklus II.Kata kunci: creative problem solving, kemampuan berpikir kreatif, self efikasi, sistem koloid.
Kegiatan pengabdian pada masyarakat ini bertujuan untuk meningkatkan pemahaman guru tentang implementasi model pembelajaran inovatif abad 21 berbasis keterampilan metakognisi pada pembelajaran kimia. Sasaran kegiatan ini adalah guru-guru MGMP Kimia yang berada pada wilayah Kalimantan Selatan, yang berjumlah 132 orang. Kegiatan ini dilakukan dengan metode ceramah, presentasi, dan diskusi/tanya jawab. Data diperoleh melalui kuesioner dan angket. Materi sosialisasi terdiri dari: (1) pembelajaran abad 21, (2) model pembelajaran yang berorientasi keterampilan metakognisi, (3) desain perangkat pembelajaran meliputi silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), dan alat evaluasi, dan (4) contoh video implementasi pembelajaran yang berorientasi keterampilan metakognisi. Berdasarkan hasil sosialisasi yang dilaksanakan menunjukkan peningkatan pemahaman peserta tentang model pembelajaran inovatif abad 21 berorientasi keterampilan metakognisi, dan implementasinya. Selain itu kegiatan berjalan lancar dan besarnya antusias peserta terhadap kegiatan ini. Melalui kegiatan sosialisasi ini peserta dapat menggunakan model pembelajaran inovatif berorientasi metakognisi sebagai alternatif pembelajaran kimia di kelas. This community service activity aims to increase teachers' understanding of the application of innovative 21st-century learning models based on metacognition skills in chemistry learning. The target of this activity is 132 MGMP Chemistry teachers throughout South Kalimantan. This activity is carried out through lectures, presentations, discussions, and questions and answers. The socialization material consists of: (1) 21st-century learning, (2) learning models oriented towards metacognition skills, (3) design of learning tools which include syllabus, lesson plans, student worksheets, and evaluation tools, (4) video examples of learning applications metacognition skills. Based on the socialization results, it showed an increase in students' knowledge and understanding of the learning model, the design of chemistry learning tools oriented to metacognition skills, and examples of its application. Besides that, the activity went well, and the participants were very enthusiastic about participating in this activity. Through this socialization activity, participants can use an innovative learning model oriented towards metacognition as an alternative to learning chemistry in the classroom.
Tujuan penelitian ini adalah untuk mereduksi miskonsepsi siswa dengan menggunakan media PhET pada konsep asam basa. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilakukan secara bersiklus. Subjek penelitian adalah siswa kelas XI MIPA SMAN 8 Banjarmasin yang berjumlah 25 siswa. Hasil penelitian menunjukkan bahwa miskonsepsi yang dialami siswa adalah penggunakan konsep Bronsted-Lowry untuk menjelaskan konsep Arrhenius, serah terima elektron adalah pernyataan dari teori Bronsted-Lowry, zat yang berperan sebagai asam akan menjadi asam konjugasi pada teori Bronnsted-Lowry, siswa menganggap kertas lakmus ikut bereaksi dengan larutan dan mempengaruhi nilai pH, siswa melihat kekuatan suatu asam berdasarkan atom hidrogen, larutan asam kuat atau basa kuat menghasilkan hanya sedikit ion H+ atau OH- yang menyebabkan nyala lampu terang, dan perubahan nilai pH larutan asam lemah menjadi basa lemah dapat meningkatkan kualitas air. Pada siklus II aktivitas guru meningkat sangat baik, aktivitas siswa meningkat sangat aktif, aspek sikap pada siklus II menjadi sangat aktif, miskonsepsi berkurang setelah pembelajaran di siklus II, dan angket respon tergolong baik terhadap pembelajaran dengan media simulasi PhET.
Telah dilaksanakan penelitian tentang meningkatkan self-efficacy dan kemampuan berpikir kreatif siswa melalui model PjBL pada materi koloid di kelas XI MIPA 3 SMA Negeri 6 Banjarmasin dengan 35 orang siswa. Penelitian ini bertujuan untuk meningkatkan (1) keterlaksanaan aktivitas guru, (2) aktivitas siswa, (3) self-efficacy siswa, dan (4) kemampuan berpikir kreatif siswa. Metode yang digunakan adalah penelitian tindakan kelas (PTK) model John Elliot 2 siklus dengan 2 pertemuan disetiap siklusnya. Setiap siklus terdiri dari perencanaan, pelaksanaan tindakan, observasi dan evaluasi serta refleksi. Hasil penelitian menunjukkan terjadi peningkatan (1) keterlaksanaan aktivitas guru dari kategori cukup baik menjadi baik, (2) aktivitas siswa dari kategori cukup aktif menjadi aktif, (3) self-efficacy siswa dari kategori sedang menjadi tinggi, dan (4) kemampuan berpikir kreatif siswa dari kategori cukup kreatif menjadi kreatif.
The rapid IT development has brought us to the different level of an era; information openness. The information is now easily accessed through the internet. It is believed that the internet comes with many things that benefited human life. Despite its advantages, the internet also will bring problems if it is improperly used. To cope with the problems, it is important to create a safe, clean, and positive internet environment. A positive internet program, initiated by Kemkominfo Indonesia, is actively distributed to achieve this goal. We observed whether this program is feasible to be applied in a university. Our experiment object is students in UIN Ar-Raniry Banda Aceh. We found that most of the students, about more than 90%, believe that a positive internet environment is important to be implemented. Moreover, a positive internet environment also will give positive impact to their personality and behavior. To realize the implementation, we have compared DNS filtering products which are able to block negative-content websites. Form our experiments, we recommend that the university apply DNS Nawala because it performs better by blocking more than 40% tested negative websites, compared to the other tested DNS products. So regarding the opinion of the students, DNS Nawala is feasible to be implemented to realize a clean, safe, and positive internet environment.
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