Teacher performance on students learning outcomes in applied chemistry

Abstract

Teacher performance affect the students' learning outcomes. End of semester instructional process evaluated by teacher and students. This study aimed to analyze the effect of Pedagogic, Professional, Personality, and Social as Teacher Performance on Students' Learning Outcome in Applied Chemistry course. The population of this study is student's took Applied Chemistry course which academic year is: 2017/2018 and 2018/2019 in Polytechnic of Tanjungbalai. The sampling is total sampling. Research method using Partial Least Square -Structural Equation Modelling (PLS -SEM). Questionnaire evaluation in the end of semester as instrument for Teacher Performance and Student's assessment sheet as instrument for Students' Learning Outcome. The result showed that there is a direct effect of negative and not significant correlation between Pedagogic and Social Teacher Performance on Students' Learning Outcome Disclosure and there is a direct effect of positive and not significant between Professional and Personality Teacher Performance on Students' Learning Outcome Disclosure.

The effectiveness of analytical chemistry problem based learning model on student learning outcomes

“…of course. requires a learning development process to be able to harmonize theory and practice (Yusfiani, 2020). In this study, it is considered necessary to do which aims to see the extent to which students' improvement in analytical chemistry learning can be applied in theory learning and practicum for 1 academic year.…”