Jurnal Pendidikan Kimia Indonesia

Development of E-Worksheet Based on Flipped-Guided Inquiry Learning (FGIL) in Thermochemistry for Phase F

Chesa Defista, Nurfina Aznam — Tue, 14 May 2024 00:00:00 +0000

Thermochemistry has abstract and mathematical material which makes it difficult for students to understand this material. Students are required to discuss this material in depth so teaching materials are needed that support student learning flexibly. Thus, the research purpose is to develop a thermochemistry e-worksheet based on FGIL for high school students in phase F. The research type is R&D with the ADDIE model which is limited to the Development stage. Content validity was carried out with four validators and practicality was obtained from 36 phases F high school students. The research instruments were validation sheets and student response questionnaires. The validity value is determined by Aiken's V test, if the V value is > 0.40 then an aspect is declared valid. The research findings demonstrated that the average assessment on the material aspect was 0.92 (very valid); the media aspect 0.96 (very valid); and the language aspect was 0.83 (very valid), while the average percentage of student responses was 96% (very practical). So, it can be said that the developed thermochemistry e-worksheet based on FGIL is valid and practical to use.

Implementation of Problem Solving-Based Electron Configuration E-Modules to Improve Student Learning Outcomes

Risa Rahmawati Sunarya, Reza, Riri — Tue, 14 May 2024 00:00:00 +0000

This research aims to analyze the improvement in student learning outcomes in the application of the problem-solving-based electron configuration e-module. The true-experiment method with a pretest-posttest design was used in this research so that learning outcomes from the control class and the experimental class could be compared. The research results show that during the process of implementing the e-module, student activities went very well. At the stages of analyzing problems, making hypotheses, collecting data, testing hypotheses, and making conclusions respectively, students got an average score of 84.25; 82.5; 80.5; 100; and 89.5. The statistical test of student learning outcomes in the control class and experimental class using the Mann-Withney U test shows a significance value of 0.013 so it can be concluded that there is a significant difference between student learning outcomes with the application of e-modules and without the application of e-modules in learning.

The Development of Interactive Multimedia on The High School’s Nanotechnology

Stefani Trixie, Monica Cahyaning Ratri — Tue, 14 May 2024 00:00:00 +0000

The lack of learning resources and media on nanotechnology, a new topic in the High School Merdeka curriculum, is challenging for teachers. Therefore, high school students in Indonesia still need to use interactive multimedia in learning activities to help them understand the learning material. This research aims to (1) create products in the form of interactive multimedia that meet the eligibility criteria and (2) know students' responses to interactive multimedia. ADDIE development mode was used in this research. A total of 10 students in class X SMA Pangudi Luhur Sedayu were sampled in the limited trial. The results showed that: (1) the product has the eligibility criteria with average percentage of 88,7% fulfilled very feasible criteria; fulfilled very valid criteria with an average of 88,7%, fulfilled very effective criteria on an average of 87, fulfilled very practical criteria with an average of 89%; (2) the response of students to the product is very good and gets good comments. The developed interactive multimedia can support the nanotechnology learning process in senior high schools.

The Development of Student Soft Skills through the Integration of PJBL STEAM Learning in The Organic Chemistry 1 Topic of Hydrocarbons

Dewi Handayani, Nurhamidah Nurhamidah — Tue, 14 May 2024 00:00:00 +0000

This research aims to improve students' soft skills in facing the 21^st century, making learning more interesting and enjoyable so that the quality of human resources becomes better. This study explores how integrating Project-Based Learning (PjBL) with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach can improve students' soft skills in Organic Chemistry 1, specifically focusing on the topic of hydrocarbons. The research subjects were students taking Organic Chemistry 1 courses in the odd semester of the 2022/2023 academic year. This type of research is qualitative research with data collection techniques in the form of interviews, field observations, and reflective journals. The STEAM approach, encompassing Science, Technology, Engineering, Art, and Mathematics, is implemented through a six-stage learning process, namely providing essential questions, making a project plan, preparing a project schedule, monitoring students and project progress, assessing/testing results, and providing student experience. The research results show that students like project learning using the STEAM approach with an average questionnaire response result of 89.14% with very good criteria. 36% of students experienced problems when making project planning assignments in finding interesting ideas related to organic chemistry 1 material using the STEAM approach. The integration of STEAM in project-based learning can develop students' soft skills.

A Systematic Review: How the Implementation of Collaborative Learning in Chemistry?

Hasrilia Beskara, Antuni Wiyarsi — Fri, 17 May 2024 00:00:00 +0000

This research aims to determine what chemical materials are commonly used in collaborative learning and what methods/modes/approaches are used in collaborative learning in chemistry classes. The research method used is a systematic literature review (SLR) by analysing relevant research results from the Google Scholar and ERIC databases of 20 articles based on their suitability with the research theme within the last eight years (2016-2023). Through the SLR method, articles are reviewed systematically by following the steps that have been determined. The results of this systematic literature review (SLR) chemical material commonly used in collaborative learning is basic chemistry at the senior high school and university level, then the models/methods/approaches used in collaborative learning are inquiry-based collaborative learning, flipped classroom, and game-based collaborative learning.