Validitas Modul Kimia Berbasis Problem Based Research PBR pada Materi Larutan Elektrolit dan Nonelektrolit

Dewi, Candra; Handayani, Teti

doi:10.33394/j-ps.v3i2.972

Cited by 4 publications

(4 citation statements)

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“…Chemistry is defined as the study of composition, structure, properties, and changes in matter, and the energy that accompanies this change. In chemistry learning,problems in chemistry are classified as complex subjects so there is an impression that chemistry is a difficult science (Dewi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student

Pratiwi

Ismanisa

Nugraha

2019

JPKim

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This study aims to find out the guided inquiry-based acid-base module that have been developed meets the criteria of the National Education Standards Agency (BSNP); learning outcomes increase after being taught using guided inquiry based modules; there is a relationship between student learning outcomes with student metacognition skills. The population was all students of class XI Senior High School Education Foundation Mulia Medan Academic. Class XI Science was chosen as the sample determined by simple random sampling. The research method used is the development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research instrument was a learning outcome test, a metacognitive questionnaire taken from the Metacognitive Awareness Inventory (MAI) instrument, and a validation sheets. Data analysis was conducted using descriptive analysis, feasibility analysis, the results of the metacognitive questionnaire, and the results of learning tests. The hypothesis test using the t-test and assisted with the SPSS 19.0. The results of the study showed that the modules were developed according to the criteria of the National Education Standards Agency (BSNP)obtained: content = 3.85; language = 3.89; presentation = 3.83; graphic = 3.87 with valid criteria;tcount is greater than ttable (8.321> 1.708) shows that student chemistry learning outcomes increase after being taught using guided inquiry-based modules; the results of the correlation obtained rcount>rtable(0.472 > 0.388) showed that there is a relationship between metacognition skills and chemistry learning outcomes of students.

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Section: Introductionmentioning

confidence: 99%

Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student

Pratiwi

Ismanisa

Nugraha

2019

JPKim

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“…Kimia didefinisikan sebagai ilmu yang mempelajari tentang susunan, struktur, sifat dan perubahan materi, serta energi yang menyertai perubahan tersebut. Dalam pembelajaran kimia, senantiasa berhadapan dengan masalah dan memecahkannya secara sistematis, seringkali masalah dalam ilmu kimia tergolong rumit dan kompleks sehingga ada kesan bahwa ilmu kimia adalah ilmu yang sukar [1]. Berdasarkan observasi yangdi lakukan di SMA Negeri diMedan, kimia merupakan salah satu mata pelajaran yang sulit dimengerti oleh para siswa.…”

Section: Pendahuluanunclassified

Pengembangan Modul Berbasis Inkuiri Terbimbing Pada Materi Hukum Dasar Kimia Di Sekolah Menengah Atas

Pratiwi

Silaban

et al. 2019

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Penelitian ini bertujuan untuk mengetahui : 1) bahan ajar materi hukum dasar kimia pada buku yang digunakan di SMA/MA memenuhi kriteria Badan Standar Nasional Pendidikan (BSNP); 2) modul yang dikembangkan memenuhi kriteria BSNP; 3) uji coba modul berbasis inkuiri terbimbing dapat meningkatkan hasil belajar siswa; 4) hasil belajar siswa menggunakan modul berbasis inkuiri terbimbing lebih besar dari harga KKM. Penelitian ini dilakukan terhadap siswa kelas X SMA Negeri 14 Medan. Populasi yaitu seluruh siswa kelas X SMA Negeri 14 Medan Tahun Ajaran 2016/2017. Sampel ditetapkan dengan cluster random sampling dengan mengambil 1 kelas sebagai kelas eksperimen. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development). Hasil penelitian menunjukkan : (1) bahan ajar pada materi hukum dasar kimia pada buku yang digunakan di SMA/MA sudah memenuhi kriteria BSNP dengan kriteria cukup valid dan tidak perlu revisi; (2) modul yang dikembangkan memenuhi kriteria BSNP, data yang diperoleh yaitu kelayakan isi = 3,68; kelayakan bahasa = 3,57; kelayakan penyajian = 3,70; kelayakan kegrafikaan = 3,50 dengan kriteria valid dan tidak perlu revisi; (3) uji coba modul berbasis inkuiri terbimbing dapat meningkatkan hasil belajar siswa sebesar 80%; (4) hasil belajar siswa menggunakan modul berbasis inkuiri terbimbing lebih besar dari harga KKM. The research aimed to find: 1) teaching materials for basic chemical law material in books used in high school/MA meeting the criteria of the National Education Standards Agency (BSNP); 2) the modules developed meeting BSNP criteria; 3) trial of guided inquiry-based modules which can improve student learning outcomes; 4) student learning outcomes using guided inquiry-based modules which are greater than KKM scores. This research was conducted on class X students of SMAN 14 Medan. The population was all students of class X SMAN 14 Medan FY 2016/2017. The sample was determined by cluster random sampling by taking 1 class as an experimental class. The research method used was the research and development method (Research and Development). The results of the study showed: (1) teaching materials in the basic chemical law material in the books used in the SMA / MA met BSNP criteria with criteria that were quite valid and did not need to be revised; (2) the module developed met the BSNP criteria; the data obtained were content eligibility = 3.68; language eligibility = 3.57; presentation eligibility = 3.70; feasibility of graft = 3.50 with valid criteria and did not need any revision; (3) pilot guided inquiry-based modules could improve student learning outcomes by 80%; (4) student learning outcomes using guided inquiry-based modules were greater than KKM scores.

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“…Characteristics of case-based learning include: 1) decision-oriented is a case describing a managerial situation in which a decision must be made immediately, but does not reveal the result; 2) active participation of students in analyzing the situation; 3) development of written case material discussions to bring up various views and analyzes developed by students; 4) substance is a case consisting of the main part that discusses issues and information; 5) questions are cases usually don't ask questions because understanding what should be asked is an important part of case analysis (Kulak & Newton, 2014;Sen, 2017;Dewi & Hamid, 2015;Dewi & Handayani, 2015). The application of case-based learning is used to 1) demonstrate theory in practice and provide practical examples; 2) facilitate problem-solving and decision making by providing context for applying models, tools and techniques; 3) encourage critical analysis and discussion; 4) develop critical and creative thinking skills; 5) improve work, provide opportunities to practice realistic skills.…”

Section: Introductionmentioning

confidence: 99%

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

Dewi¹,

Habiddin

Dasna

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The implementation of Case-Based learning in chemistry learning has grown rapidly in the last ten years. To find trends and issues in the application of case-based learning in chemistry learning, a systematic review is needed. This study aims to analyze the types of CBL and forms of CBL cases used in chemistry learning. The research method used is a systematic review of articles published in the Scopus journal obtained from the Scopus database for the last 10 years (2011-2021). Search articles using titles, abstracts, or keywords that meet logical conditions (“Case-Based Learning”) or (“Case Method”) and (“Chemistry”). The population of this study was 200 articles published in the Scopus database and the sample used was 93 articles. The findings showed that the CBL learning model has a learning syntax that includes four (4) stages, namely: Case Orientation (determining the object to be tested), Peer Instructions (choosing cases that are relevant to the object being studied), Case Review (building initial theory and reviewing literature), Evaluation (collecting, organizing data, analyzing data and developing conclusions). The CBL model presents complex cases in the form of factual news related to the essence of the problem context in the form of story descriptions and integrates information sources in the context to solve cases. The percentages of the 93 articles analyzed were 32% PBI, 31% PBL, and 30% PJBL. Thus, it can be concluded that CBL learning is implemented in three (3) learning approaches, namely CBL in Inquiry-Based Learning, CBL in Problem Based Learning, and CBL in Project-Based Learning

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Validitas Modul Kimia Berbasis Problem Based Research PBR pada Materi Larutan Elektrolit dan Nonelektrolit

Cited by 4 publications

References 0 publications

Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student

Development of guided inquiry based modules to improve learning outcomes and metacognition skills of student

Pengembangan Modul Berbasis Inkuiri Terbimbing Pada Materi Hukum Dasar Kimia Di Sekolah Menengah Atas

Case-Based Learning (CBL) in Chemistry Learning: A Systematic Review

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