Pengembangan Multimedia Interaktif Kimia Berbasis PBL (Problem Based Learning) untuk Meningkatkan Keterampilan Generik Sains Siswa

Abstract

Most of the students had difficultyin understanding the concept of chemistry which is abstract and cannot connect the concepts studied with the phenomena in everyday life.This is because the instructional media and learning models used by the teacher do not pay attention to submicroscopic representations and do not link chemistry with the environment around students.This study aims to develop Chemical Interactive Multimedia (CIM) based on PBL (Problem Based Learning) to improve students' Generic Science Skills (GSS). PBL-based CIM was developed on the concept of salt hydrolysis in a tutorial format. This study was a Research and Development using the ADDIE design. The research procedure consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation. The PBL-based CIM effectiveness test against the GSS of MA Darul Habibi NW Paok Tawah students was carried out at the implementation stage using a one-group pretest-posttest design. The instrument used was in the form of a questionnaire to obtain eligibility data and student responses, as well as a description test to obtain KGS data. CIM based on PBL feasibility data will be analyzed using a five-scale absolute norm, student responses were analyzed descriptively, and GSS data were analyzed using a normalized gain score (N-gain). The validation results show that PBL-based MIK has an average score of 92% which means it was very feasible.The limited trial of 12 students stated that PBL-based CIM met the aspects of appearance, readability, language, and ease of use very well.The results of PBL-based CIM trials in learning can increase students' GSS which is indicated by an average N-gain score of 58% in the moderate category.Therefore, it can be concluded that PBL-based MIK was successfully developed in the very feasible category and could improve students' GSS.

Pengaruh Model Problem Based Learning Berbasis Lesson Study Menggunakan Media Virtual Lab terhadap Peningkatan Hasil Belajar Siswa pada Materi Titrasi Asam Basa

“…Untuk mencapai tujuan pendidikan, seorang guru harus pandai dalam memilih model pembelajaran yang tepat (Mashami & Khaeruman, 2020) dan bisa mengaktifkan peserta didik (Indayatmi, 2017). Salah satu model pembelajaran yang berpusat kepada siswa adalah model Problem Based Learning (Astuti et al, 2018;Handayani & Koeswanti, 2021;Jayadiningrat & Ati, 2018;Parasamya et al, 2017;Shofiyah & Wulandari, 2018).…”

Improving Students' Analytical Skills and Learning Interest Through the Tarl and CRT Approaches with The PBL Model on Chemical Buffer Material

“…Teachers can apply many learning models during the learning process, including the Problem-Based Learning (PBL) learning model. The PBL learning model creates meaningful learning, helping students learn more easily (Mashami & Khaeruman, 2020;Rati et al, 2022). The buffer material taught to high school students is appropriate and can be taught using the PBL model (Widyaningrum et al, 2023).…”

“…The PBL learning model can be applied to train students in analytical skills (Nugraheni et al, 2023). The problem-based learning model is based on actual problems experienced by students in their lives (Mashami & Khaeruman, 2020). For the implementation of learning using the PBL model, various approaches are carried out, one of which is Culturally Responsive Teaching (CRT) and Teaching at The Right Level (TaRL).…”

Analysis of critical thinking ability based on student gender through the implementation of independent curriculum in chemistry learning

“…The achievement of critical thinking indicators in chemistry learning will be developed which will emphasize the characteristics of learning based on cognitive science (Ahmadi and Besançon, 2017;Ariffin et al 2020). In addition to the principles of cognitive science, chemistry learning in high school is oriented to generic science skills (Mashami and Khaeruman, 2020;Islamiyah et al 2022).…”