Pengaruh Penggunaan Schoology Dalam Model Belajar Learning Cycle 6 Fase-Problem Solving (Lc 6f-Ps) Terhadap Pemahaman Konseptual Dan Grafik Pada Materi Laju Reaksi

Susanti, Reny Eka Evi; Iskandar, Srini M.

doi:10.23887/jpk.v3i2.20982

Cited by 5 publications

(4 citation statements)

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“…The development of science and technology impacts the world of education (Ciffolilli & Muscio, 2018;Grover, 2019;Wijayati, Kusuma, & Sumarti, 2019), this resulted in competition between students globally (Ayu, Susanti, & Wiyono, 2019;Suprapto, 2018). To face this challenge, an effective learning media is required (Bintang, Danial, & Ramlawati, 2019;Khaldun, Hanum, & Utami, 2019;Rahim, Suherman, & Murtiani, 2019), as well as constructive learning processes so students can compete in the era of globalization (Jatmiko et al, 2018;Susanti & Iskandar, 2019).…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Irwansyah

Asyiah

Farida

2019

Tadris

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Students' problems in understanding of the hybridization process need to be overcome by using interactive media. Therefore, this study aimed to analyze the results of the validation test and the feasibility test of learning media based on Augmented Reality (AR) on the concept of hybridization. The research method used was the Design-based Research (DBR) method based on technology that supports the learning process within two stages, namely the analysis stage and the design and development stage. Data collecting instruments used were a validation test questionnaire and a limited trial sheet. The media was validated by 3 expert lecturers and 10 respondents of Chemical Education Department students at UIN Sunan Gunung Djati Bandung, Indonesia. Overall validation test results obtained an average value of robserved of 0.88. The validation test obtained a value above 0.30, which showed that the learning media was valid and can be used for the limited trial. The limited trial obtained an average value of 88.59 % within a feasible category. This research concluded that AR learning media on the concept of hybridization is appropriate to be used as teaching material in the learning.

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Section: Introductionmentioning

confidence: 99%

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Irwansyah

Asyiah

Farida

2019

Tadris

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“…However, students consider chemistry is difficult because of its abstract concepts [2], as well as difficulties in understanding the meaning of representations in microscopic and macroscopic terms [3]. As a result, students who study chemistry only as a compulsory subject that must be taken not because chemistry is important to explain phenomena that occur in everyday life [4].…”

Section: Introductionmentioning

confidence: 99%

Learning Activities Based on Learning Cycle 7E Model: Chemistry Teachers’ Perspective

Santi¹,

Atun²

2021

Advances in Social Science, Education and Humanities Research

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This research used descriptive qualitative approach. Research is conducted to show effectiveness of learning activities based on learning cycle 7E model by chemistry teachers' perspective. Data collected through an openended questionnaire which consist of 8 item that is 7 phases learning cycle 7E model and 1 effectiveness of learning cycle 7E model activities on acid-base concept. Purposive sampling was used in this research and there were 12 chemistry teachers that teach class XI in Yogyakarta city. Activities of learning cycle 7E model consists of 7 phases, namely elicitation, engagement, exploration, explanation, elaboration, evaluation, and extension. The result of research showed that the prospective chemistry teachers' that learning activities based on learning cycle 7E model is effective to be applied which each phase attention to careful time management on the acid-base concept. However, this research did not explore implementation effect size this model in the learning process of acid-base concept.

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“…Persentase kesulitan siswa dalam memahami konsep konsep laju reaksi, yaitu definisi laju reaksi sebesar 39,4%, teori tumbukan sebesar 59,2%, faktor-faktor yang memengaruhi laju reaksi sebesar 58,8%, orde reaksi dan persamaan laju reaksi sebesar 52,5 (Pajaindo, 2013). Selain itu, Susanti (2016) menyatakan bahwa tingkat pemahaman algoritmik (perhitungan) siswa lebih tinggi dibandingkan dengan tingkat pemahaman konseptual siswa.…”

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Pengaruh Model Pembelajaran Learning Cycle 5E berbantuan E-scaffolding pada Materi Laju Reaksi terhadap Pemahaman Konsep Siswa dengan Motivasi Berprestasi Berbeda

Cylindrica

Dasna

Sumari

2021

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439">Abstract: The aims of this study to examine effect of the learning cycle 5E model assisted by e-scaffolding on the conceptual in learning the reaction rate of students with different achievement motivations. The application of the learning model learning cycle 5E assisted by e-scaffolding is used to teach students to be able to obtain, construct and develop information from the engagement phase to the phase elaboration with the help of articles and learning videos featuring macroscopic, sigmoidoscopic, and symbolic visualizations. The study used a quasi-experimental pretest post-test control group design. The research sample was taken by using cluster random sampling technique. Data analysis using method Two Way Anova and t-test gain score. The results showed there are differences in understanding of the concepts significant and there are differences in the level of understanding of the concepts students with different achievement motivation that learned using the model Learning Cycle 5E-assisted e-scaffolding and learning model Learning Cycle 5E at the material's reaction rate. However, in this study, there was no interaction between student achievement motivation with the learning model toward students' concept understanding indicate that the learning model can be applied to various conditions of achievement motivation.Abstrak: Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran learning cycle 5E berbantuan e-scaffolding pada materi laju reaksi terhadap pemahaman konsep siswa dengan motivasi berprestasi berbeda. Penerapan model pembelajaran learning cycle 5E berbantuan e-scaffolding digunakan untuk membelajarkan siswa agar dapat memperoleh, mengonstruk dan mengembangkan informasi dari fase engagement hingga fase elaboration dengan bantuan artikel dan video pembelajaran yang menampilkan visualisasi makroskopik, submikorskopik, dan simbolik. Penelitian ini menggunakan rancangan quasi experimental pretest posttest control group design. Pengambilan sampel penelitian dilakukan dengan teknik cluster random sampling. Analisis data menggunakan metode Two Way Anova dan t-test gain score. Hasil penelitian menunjukkan terdapat perbedaan pemahaman konsep yang signifikan serta ada perbedaan tingkat pemahaman konsep dengan berbagai tingkat motivasi berprestasi yang dibelajarkan menggunakan model pembelajaran Learning Cycle 5E berbantuan e-scaffolding dan model pembelajaran Learning Cycle 5E pada materi laju reaksi. Pada penelitian ini tidak ditemukan adanya interaksi antara motivasi berprestasi siswa dengan model pembelajaran terhadap pemahaman konsep siswa pada materi laju reaksi yang mengindikasikan bahwa model pembelajaran tersebut dapat diterapkan pada berbagai kondisi motivasi berprestasi.</td></tr></tbody></table></div>

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Pengaruh Penggunaan Schoology Dalam Model Belajar Learning Cycle 6 Fase-Problem Solving (Lc 6f-Ps) Terhadap Pemahaman Konseptual Dan Grafik Pada Materi Laju Reaksi

Cited by 5 publications

References 0 publications

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Augmented Reality-based Media on Molecular Hybridization Concepts Learning

Learning Activities Based on Learning Cycle 7E Model: Chemistry Teachers’ Perspective

Pengaruh Model Pembelajaran Learning Cycle 5E berbantuan E-scaffolding pada Materi Laju Reaksi terhadap Pemahaman Konsep Siswa dengan Motivasi Berprestasi Berbeda

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