The Practicality of Scrap-mod as a Learning Media on Molecular Geometry

Hidayah, Rusly; Destari, Tiara Yusi

doi:10.2991/miseic-19.2019.52

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…Pembelajaran kimia topik bentuk molekul berdasarkan teori VSEPR merupakan salah satu materi yang sulit untuk dipahami oleh peserta didik. Beberapa penelitian terdahulu menunjukkan bahwa faktor yang menyebabkan topik bentuk molekul ini sulit untuk dipahami dikarenakan konsepnya yang abstrak (Behmke dkk., 2018;Erlina dkk., 2018;Fujiwara dkk., 2020;Hidayah & Destari, 2020;Kiernan dkk., 2021). Hal ini dapat dibuktikan dari hasil penelitian Pérez dkk., (2017) yang menunjukkan sebesar 50,6% (n=79) siswa dan 83,8% (n=99) mahasiswa mengalami miskonsepsi terhadap atribut bentuk molekul yang memiliki pasangan elektron bebas maupun yang berikatan.…”

Section: Pendahuluanunclassified

Pengembangan E-Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality untuk Pembelajaran Materi Bentuk Molekul

Hurrahman

Erlina*

Melati

et al. 2022

JPSI

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The integration between the three levels of chemical representations is needed by students to get a comprehensive understanding. Based on the preliminary study only 45.5% out of 120 year 2 and year 3 students of chemistry education who passed the final exam with satisfactory category. Thus, teaching resources that integrate the three levels of chemical representation are needed. The aim of this study is to develop and determine the level of validity of e-module utilizing multiple representations of molecular shapes based on VSEPR theory using augmented reality technology. This research employs research and development refers to the instructional design of the ADDIE model consist of 5 stages: Analyze, Design, Develop, Implementation and Evaluation. The products of this research are the e-module of molecular shapes based on VSEPR theory utilizing multiple representations and Augmented Reality Molecule Simulator (ARMOR) application. The resources presented 13 types of molecular shapes, molecules with lone pair and without lone pair of electrons around the central atom. The instrument used in this study is the validity questionnaire sheet. Data collected were then analyzed using the percentage criteria proposed by Akbar. The results of the experts’ validation indicated that the product is categorized as very valid with 94% of content validity, 93% of media validity, and 99% of language validity. Therefore, the ARMOR is suitable for use in teaching and learning process. Students show a positive response to the use of the application in helping them understand concepts, which are easy to use, has an attractive appearance, and fun.

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Section: Pendahuluanunclassified

Pengembangan E-Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality untuk Pembelajaran Materi Bentuk Molekul

Hurrahman

Erlina*

Melati

et al. 2022

JPSI

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“…First, studies focusing on the development or application of learning models on geometry include the following: deep learning 3D-shaped surfaces (Sinha, Bai & Ramani, 2016), model-based deep hand pose estimation (Zhou, Wan, Wei, Xue & Wei, 2016), the flipped learning model (Voronina, Moroz, Sudarikov, Rakhimzhanova & Muratbakeev, 2017), and discovery learning using a scientific approach (Ummah, Inam & Azmi, 2019). Second, studies that develop or apply tools in geometry learning include GCLC (Janičić, 2006), an augmented reality-assisted learning system (Lin, Chen & Chang, 2015), context-aware ubiquitous learning (Crompton, 2015), BLOG-GOTHIC (Indahwati & Tafrilyanto, 2018), Wingeom Software (Fonna & Mursalin, 2019), and Scrap-Mod (Hidayah & Destari, 2019).…”

Section: Introductionmentioning

confidence: 99%

GeoGebra in Project-Based Learning (Geo-PJBL): A dynamic tool for analytical geometry course

Kholid

Pradana

Maharani

et al. 2022

J. Technol. Sci. Educ.

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The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students’ achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects’ initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers’ performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model.

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“…Metode yang digunakan dalam penelitian ini adalah metode angket. Metode angket digunakan untuk memperoleh nilai kepraktisan dengan berupa angket respon peserta didik setelah menggunakan media permainan ini [15].…”

Section: Gambar 1 Langkah-langkah Penggunaanunclassified

Kepraktisan Permainan Zuper Abase Berbasis Android Sebagai Media Pembelajaran Asam Basa

Kurniawan

Hidayah

2020

UJCEd

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Salah satu keterampilan abad-21 adalah information media and technology skills. Dalam penerapankurikulum 2013 ini mengacu pada Permendikbud nomor 22 tahun 2016 tentang standar proses pendidikandasar dan menengah. Salah satu prinsipnya adalah menggunakan teknologi informasi dan komunikasiuntuk meningkatkan efisiensi serta efektivitas pembelajaran. Media pembelajaran berbasis androidmerupakan salah satu penerapan gaya belajar abad ke-21. Implementasi mobile phone di sekolah dapatmenguntungkan sebab perangkat tersebut telah dikenal secara umum oleh peserta didik. Permainan terdiridari sekumpulan peraturan yang membangun situasi bersaing dari dua hingga beberapa orang maupunkelompok dengan memilih strategi yang dibangun untuk memaksimalkan kemenangan. Pembelajaranmenggunakan permainan pasti memiliki manfaat juga. Kepraktisan suatu media memililiki kualitaskepraktisan yang tinggi jika pengguna mempertimbangkan media tersebut dapat digunakan dan realitanyamudah untuk menggunakannya. Penelitian ini menggunakan model R&D (Research and Development)Borg dan Gall hanya sampai tahap uji coba awal (preliminary field testing. Sasaran penelitian iniadalah peserta didik SMA Negeri 3 Sidoarjo sebanyak 33 orang dengan jenjang kelas XI MIPA. Mediapermainan zuper abase dapat dikatakan praktis yang ditunjukkan dengan perolehan skor respon pesertadidik yang telah menggunakan media permainan yakni sebesar 78,3670%.Kata kunci: kepraktisan, permainan zuper abase, android, respon peserta didik.

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The Practicality of Scrap-mod as a Learning Media on Molecular Geometry

Cited by 4 publications

References 1 publication

Pengembangan E-Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality untuk Pembelajaran Materi Bentuk Molekul

Pengembangan E-Modul Berbasis Multipel Representasi Dengan Bantuan Teknologi Augmented Reality untuk Pembelajaran Materi Bentuk Molekul

GeoGebra in Project-Based Learning (Geo-PJBL): A dynamic tool for analytical geometry course

Kepraktisan Permainan Zuper Abase Berbasis Android Sebagai Media Pembelajaran Asam Basa

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