Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Vinko, Luka; Delaney, Seamus; Devetak, Iztok

doi:10.26529/cepsj.893

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…This example of related phenomenon enhances students' eagerness in learning acid base chemistry. The result of this research confirmed by previous study that believe demonstrating teaching materials increase students' motivation in the instruction [45]. Accordingly, the implementation of collaborative learning based STSE in this research facilitating students to improve students' motivation in learning acid base chemistry concept.…”

Section: Resultssupporting

confidence: 86%

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Priyambodo¹,

Fitriyana²,

Primastuti³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Designing learning environment that leads on the improvement of students' motivation becomes crucial for chemistry teachers. The objective of this research was to investigate the effects of collaborative learning-based Science, Technology, Society, and Environment (STSE) towards students' motivation in acid base chemistry lesson. A pre-test post-test non-equivalent control group design was adopted in this quasi-experimental research. Two classes who enrolled in science programme from a public senior high school in Sleman Regency, Yogyakarta, Indonesia were used as the research sample of this study. Through cluster random sampling, one group was devoted as experimental class (N=30) receiving collaborative learning based STSE while the other one as control class (N=32) taught by traditional teaching. A Chemistry Motivation Scale (CMS) was administered as data collection tool of students' motivation before and after the teaching intervention. These data were analysed using descriptive statistics, Mann Whitney U, Kruskal Wallis, and Wilcoxon tests. The findings of this research revealed that there was significantly difference of students' motivation among experimental and control classes. This difference was occurred in favour of experimental class. Moreover, the data of students' motivation on experimental class signified a higher improvement than the control class. Thus, it can be highlighted that collaborative learning based STSE has an effect in improving students' motivation. The result of this study recommends to implement collaborative learning based STSE since it is promising in order to promote students' motivation in learning chemistry.

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Section: Resultssupporting

confidence: 86%

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Priyambodo¹,

Fitriyana²,

Primastuti³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…As the results of previous research, motivation is an impulse that causes him to act and maintain that action (Laforce et al, 2017). Fun projects can increase student motivation (Vinko et al, 2020). With high motivation, students have a huge opportunity to achieve high achievements (Aprilia et al, 2020).…”

Section: Students' Motivationmentioning

confidence: 87%

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Suryaningsih

Nisa

Muslim

et al. 2022

ijses

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The purpose of this study was to 1) determine the results of the prerequisite test of the research instrument consisting of tests of validity, reliability, and normality, 2) know students' responses to interest and motivation to learn using chemistry learning innovations. The method used is descriptive quantitative. A sample of 76 students was selected by purposive sampling at one of the senior high schools in Indonesia. Data was collected using a questionnaire instrument with ten items arranged based on a Likert scale based on student interest and motivation indicators on the acid-base titration concept. The instrument used was declared valid, and reliability was proven by a corrected item-total correlation of 10 items. Each of them has a value of more than 0.325. A reliability value of 0.785 and a significance value of 0.2 indicates that the data is normally distributed. The Science, Technology, Engineering, Arts, and Mathematics-Project Based Learning (STEAM-PjBL) innovation received a good response from students in the form of a high percentage of interest and learning motivation. Students' interest in learning got an average score of 4.17 in the high category of 83.4%. Likewise, learning motivation scored 4.22 in the high category of 84.4%. In general, student responses gave positive responses or agreed to the application of STEAM-PjBL in chemistry learning because it gave students high interest and motivation to learn. The results of this study can be used as innovations in the science learning process.

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“…Penyajian materi pembelajaran kimia yang mampu menggambarkan fenomena yang dimaksud dapat dilakukan dalam berbagai cara, misalnya penyajian demonstrasi, percobaan sederhana, penggunaan alat peraga, modul sebagai bahan ajar, hingga penggunaan media pembelajaran. Hal ini sesuai dengan penelitian Vinko et al, (2020) yang menjelaskan bahwa penggunaan bahan ajar yang disertai model ataupun pendekatan yang tepat akan memberikan dampak positif terhadap motivasi maupun hasil belajar peserta didik.…”

Section: Pendahuluanunclassified

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

M¹

2022

cer

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This study is an experimental study (quasi experiment) which aims to determine the effect of the use of learning modules based on the differentiated science inquiry model on cognitive learning outcomes of students in Class XI MIPA 1 SMAN 8 Gowa on colloidal system material. The design of this study using pretest-posttest control group design. The results of the analysis of the description obtained that the average value of the experimental class and control class learning outcomes of 89.65 and 81.43 with a standard deviation of 3.96 and 5.38, respectively. Completeness of learning experimental class reached 94.44% while the control class was only 91.67%. The difference in the value of N-Gain category for each level of inquiry also occurs where the N-Gain in, SI, GI, and SDI in the control and experimental classes are successively 0.696 (medium); 0.821 (high); 0.771 (high); 0.863 (high); 0.78 (high); 0.885 (high); 0.789 (high) and 0.884 (high). The average cognitive learning outcomes of students who are taught by using learning modules based on the DSI model is higher than the DSI learning model without using learning modules. The results of hypothesis testing with Mann Whitney Test at a significant level, α = 0,05 obtained significance (0.000) so that it is concluded that there is an influence of the use of learning modules based on the DSI model on cognitive learning outcomes of students.

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Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Cited by 8 publications

References 16 publications

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik

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