Pengembangan Modul Problem Based Learning (Pbl) Berorientasi Green Chemistry Untuk Peningkatan Literasi Sains Siswa

Abstract

The aim of this study was to determine the characteristics, the feasibility practice and the effectiveness of developed module. This study used a model of development Nieveen began preliminary stages of research, prototyping stage, summative evaluation and systematic reflection and documentation. Validation of products was conducted by expert lecturers of chemistry and expert lecturers of media with the percentage of feasibility an average of 93.6% to the category of very feasible. The practice of module testing by the chemistry teachers and students of XII MIA grade and testing of learning plan. Trial by teachers got the average percentage of the feasibility is 94.75% categorized as very practice, testing students gained average percentage of the feasibility was 95% categorized as very practice. The precentage of learning plan was 95% categorized as very practice. The effectiveness of developed module obtained an average score of N-Gain students namely 0.4 categorized as moderate. Based on the percentage of feasibility and the effectiveness level, so it can be concluded that the Problem Based Learning (PBL) module oriented green chemistry in salt hydrolysis concept to improve the scientific literacy of students were feasible, practice, and effectively used to improve the scientific literacy of students.

Application of Problem-Based Learning (PBL) on Hydrocarbon Compound Lesson to Increase Student Learning Outcomes

“…Based on previous research that the PBL learning model can improve student learning outcomes (Fauziah et al, 2016;Herlina, 2020;Listari, 2013). This was proven in research that the application of the PBL learning model contributed 28.34% to student learning outcomes from the preliminary study, amounting to 10.32% since the pretest was carried out (Lusiyana et al, 2019).…”

“…These results were obtained from the sum of each student's positive affective value which was assessed in terms of responsibility, teamwork, discipline, respect for friends, and honesty. The application of problem-based learning is able to make students have better attitude on science learning (Fauziah et al, 2016;Khery et al, 2013;Khoiriyah & Husamah, 2018;Purwanto & Siregar, 2016)…”

Adaptation of Basic Chemistry Learning with Green Chemistry Oriented

“…Laboratory activity method (College) (Hadi, 2019); Listyarini, 2019); (Arif. K., 2020); (Rizkiana, 2020); (Erdawati, 2021); (Ulandari, 2021) Laboratory activity method (high school) 2 (Rao, 2016); (Chen, 2020) PBL Model (College) (Rosita, 2014); (Fauziah, 2016); (Saptorini, 2017) PBL Model (high school) 3 (Mitarlis, 2016); ; PjBL Model (College) Najih, 2019); (Setiyaningsih, 2020) PjBL Model (high school) 4 (Fardani, 2017); (Summerton, 2018) Inquiry Learning Model (College) Afiyanti, 2014); (Risna, 2019) Inquiry Learning Model (high school) 5…”

Development of an Electronic Supplementary Book on Water Pollution

“…Education and understanding provided regarding the importance of caring for the environment will create awareness and shape environmental care behavior and need to be based on correct knowledge of science (Safrina Junita, 2018). In addition, education also plays a role in producing a generation that has a skilled attitude in solving problems in everyday life, especially in phenomena that occur and involve the environment (Fauziah et al, 2016). Insight and knowledge also play an important role in efforts to scientifically explain and find solutions to overcome environmental problems in society, especially among students.…”