This study aims to identify misconceptions experienced by students in class XII in MAN A and SMAN B in Cirebon City on hydrocarbon material. The research method used is quantitative descriptive method. The sampling technique or subjects used cluster random sampling technique, where the subjects in this study were students of Class XII MIPA 2 in MAN A of the Cirebon City and XII Science 1 in SMAN B of the Cirebon City with the number of students from two schools as many as 45 people. The instrument used is the Three-Tier Multiple Choice Diagnostic Test by categorizing the understanding of concepts possessed by students. The category is divided into three, namely, understanding the concept, not understanding the concept and misconception. The results showed that students in MAN A of the Cirebon City and SMAN B of Cirebon City experienced the highest misconception in the sub-material types of carbon atoms and hydroxide compounds. While the lowest misconception is in the sub-material grouping of hydrocarbon compounds in both schools. The causes of misconceptions of students due to associative thinking, humanistic thinking, incomplete reasoning, students' interest and motivation to learn, abstract chemical concepts, teachers do not optimize learning strategies. Keywords: Misconceptions, Three-Tier Diagnostic Tests, Hydrocarbons
{"title":"ANALISIS MISKONSEPSI PESERTA DIDIK KELAS XII MENGGUNAKAN TES DIAGNOSTIK THREE-TIER MULTIPLE CHOICE PADA MATERI HIDROKARBON","authors":"Shofiana Shofiana","doi":"10.32534/jre.v7i2.1361","DOIUrl":"https://doi.org/10.32534/jre.v7i2.1361","url":null,"abstract":"This study aims to identify misconceptions experienced by students in class XII in MAN A and SMAN B in Cirebon City on hydrocarbon material. The research method used is quantitative descriptive method. The sampling technique or subjects used cluster random sampling technique, where the subjects in this study were students of Class XII MIPA 2 in MAN A of the Cirebon City and XII Science 1 in SMAN B of the Cirebon City with the number of students from two schools as many as 45 people. The instrument used is the Three-Tier Multiple Choice Diagnostic Test by categorizing the understanding of concepts possessed by students. The category is divided into three, namely, understanding the concept, not understanding the concept and misconception. The results showed that students in MAN A of the Cirebon City and SMAN B of Cirebon City experienced the highest misconception in the sub-material types of carbon atoms and hydroxide compounds. While the lowest misconception is in the sub-material grouping of hydrocarbon compounds in both schools. The causes of misconceptions of students due to associative thinking, humanistic thinking, incomplete reasoning, students' interest and motivation to learn, abstract chemical concepts, teachers do not optimize learning strategies. Keywords: Misconceptions, Three-Tier Diagnostic Tests, Hydrocarbons","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117171580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted at SMA NEGERI 1 Jamblang which aims to find out how the implementation of the PBI (Problem Based Intruction) learning model based on KPS (Science Process Skills) on the critical thinking skills of students on the subject matter of the sub-material reaction rate the factors that influence the reaction rate Obtain more optimal learning outcomes and know the differences and increase in students' critical thinking skills by implementing the KPS-based PBI (Problem Based Instruction) learning model (Science Process Skills) on the reaction rate material, especially the factors that influence the reaction rate. The research design used in this study was the Pre-Test Post-Test Control Group Design. The research samples used in this study were class XI IPA 4 as an experimental class and class XI IPA 5 as a control class which was taken using purposive sampling technique. Data collection techniques for testing the implementation of the problem-based instruction model based on science process skills were obtained from the results of observations made by observers of researchers and students which were then processed into a percentage of implementation. While the data collection techniques for testing the differences in critical thinking skills of students were obtained from the Pre-Test and Post-Test which were then analyzed by the T test. by 96%. Keywords: Problem Based Instruction. Science Process Skills, Reaction Rate, and Critical Thinking Ability.
本研究在SMA NEGERI 1 Jamblang进行，旨在了解实施基于KPS (Science Process Skills)的PBI (Problem Based instruction)学习模式对学生批判性思维技能对主题的次物质反应速率、影响反应速率的因素如何获得更优的学习成果，并了解实施基于KPS的PBI (Problem Based)学习模式对学生批判性思维技能的差异和提高指导)学习模式(Science Process Skills)对材料的反应速率，特别是影响反应速率的因素。本研究采用的研究设计为前测后测对照组设计。用于测试基于科学过程技能的基于问题的教学模型执行情况的数据收集技术是从研究人员和学生的观察员所作的观察结果中获得的，然后将其处理成执行情况的百分比。而测试学生批判性思维能力差异的数据收集技术则从前测和后测中获得，然后通过T检验进行分析。了96%。关键词:问题教学法;科学处理技能，反应速度和批判性思维能力。
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN PBI (PROBLEM BASED INSTRUCTION) BERBASIS KPS (KETERAMPILAN PROSES SAINS) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK PADA MATERI LAJU REAKSI","authors":"Nur A’zizi","doi":"10.32534/jre.v7i2.1360","DOIUrl":"https://doi.org/10.32534/jre.v7i2.1360","url":null,"abstract":"This research was conducted at SMA NEGERI 1 Jamblang which aims to find out how the implementation of the PBI (Problem Based Intruction) learning model based on KPS (Science Process Skills) on the critical thinking skills of students on the subject matter of the sub-material reaction rate the factors that influence the reaction rate Obtain more optimal learning outcomes and know the differences and increase in students' critical thinking skills by implementing the KPS-based PBI (Problem Based Instruction) learning model (Science Process Skills) on the reaction rate material, especially the factors that influence the reaction rate. The research design used in this study was the Pre-Test Post-Test Control Group Design. The research samples used in this study were class XI IPA 4 as an experimental class and class XI IPA 5 as a control class which was taken using purposive sampling technique. Data collection techniques for testing the implementation of the problem-based instruction model based on science process skills were obtained from the results of observations made by observers of researchers and students which were then processed into a percentage of implementation. While the data collection techniques for testing the differences in critical thinking skills of students were obtained from the Pre-Test and Post-Test which were then analyzed by the T test. by 96%. Keywords: Problem Based Instruction. Science Process Skills, Reaction Rate, and Critical Thinking Ability.","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116850016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted due to the lack of development of students 'science process skills in chemistry lessons, which was due to the Teacher Centered learning process which resulted in students' scientific process skills not developing properly. The Process Oriented Guided Inquiry Learning (POGIL) learning model is used as an alternative to problem solving which aims to determine whether or not there is an increase in students' science process skills through the application of the POGIL learning model. The research method used is a quasi-experimental method with a non-equivalent type of control group design. The sample was taken by purposive sampling and divided into two groups, namely the control class and the experimental class. Data collection techniques were obtained through test instruments and science process skills observation sheets. The data analysis technique used was the n-gain test, independent t-test and correlation. The results of the n-gain test were 0.78 with high criteria, for the independent t-test the sig value was obtained. (2-tailed) = 0.000 and the results of the correlation test obtained a correlation coefficient = 0.942 which is included in the very good category. These data results indicate that there is a high increase in students' science process skills with the application of the POGIL learning model, and the results of the independent t-test show that there is a significant difference in results between the experimental and control classes. As well as improving science process skills, it has a very good and meaningful relationship with the knowledge of students through the application of the POGIL learning model. Keywords: Process Oriented Guided Inquiry Learning (POGIL) learning model, Science Process Skills, Hydrocarbons
{"title":"PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK","authors":"Empat Patonah","doi":"10.32534/jre.v7i2.1359","DOIUrl":"https://doi.org/10.32534/jre.v7i2.1359","url":null,"abstract":"This research was conducted due to the lack of development of students 'science process skills in chemistry lessons, which was due to the Teacher Centered learning process which resulted in students' scientific process skills not developing properly. The Process Oriented Guided Inquiry Learning (POGIL) learning model is used as an alternative to problem solving which aims to determine whether or not there is an increase in students' science process skills through the application of the POGIL learning model. The research method used is a quasi-experimental method with a non-equivalent type of control group design. The sample was taken by purposive sampling and divided into two groups, namely the control class and the experimental class. Data collection techniques were obtained through test instruments and science process skills observation sheets. The data analysis technique used was the n-gain test, independent t-test and correlation. The results of the n-gain test were 0.78 with high criteria, for the independent t-test the sig value was obtained. (2-tailed) = 0.000 and the results of the correlation test obtained a correlation coefficient = 0.942 which is included in the very good category. These data results indicate that there is a high increase in students' science process skills with the application of the POGIL learning model, and the results of the independent t-test show that there is a significant difference in results between the experimental and control classes. As well as improving science process skills, it has a very good and meaningful relationship with the knowledge of students through the application of the POGIL learning model. Keywords: Process Oriented Guided Inquiry Learning (POGIL) learning model, Science Process Skills, Hydrocarbons","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127574721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was motivated by the low metacognitive skills of students and teacher-centered learning interactions. The Simayang learning model can trigger students to be more active and use their thinking skills when learning in class. The purpose of this study was to determine the improvement of students' metacognitive skills by using the Simayang learning model on atomic structure material. This research is a quasi experimental study with a quantitative approach with the design of "pretestposttest non-equivalent control group". This research was conducted at SMAN 1 Ciwaru in Kuningan Regency in the 2018/2019 academic year. The sample of this research is class X IPA 1 as the experimental class and class X IPA 2 as the control class. Data collection was carried out using test questions and observation sheets. The results showed that the experimental class had better metacognitive skills than the control class when viewed from the posttest results and the observation sheet of metacognitive skills. The average posttest result for the experimental class was 84.91 while the control class was 64.08. The increase value obtained from the N-Gain test was 0.72 and the anacova test obtained a significance value of 0.017, this value is smaller than the critical sig (0.05). This shows that the simulation learning model affects the improvement of students' metacognitive skills and learning outcomes. The magnitude of the influence of the Simayang learning model is 77.5%. These results can be concluded that the Simayang learning model can affect the improvement of students' metacognitive skills on the atomic structure material. Keywords: Simayang learning model, metacognitive skills, atomic structure
{"title":"PENGARUH MODEL PEMBELAJARAN SIMAYANG UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF PESERTA DIDIK PADA MATERI STRUKTUR ATOM","authors":"Yani Apriyani","doi":"10.32534/jre.v7i2.1362","DOIUrl":"https://doi.org/10.32534/jre.v7i2.1362","url":null,"abstract":"This research was motivated by the low metacognitive skills of students and teacher-centered learning interactions. The Simayang learning model can trigger students to be more active and use their thinking skills when learning in class. The purpose of this study was to determine the improvement of students' metacognitive skills by using the Simayang learning model on atomic structure material. This research is a quasi experimental study with a quantitative approach with the design of \"pretestposttest non-equivalent control group\". This research was conducted at SMAN 1 Ciwaru in Kuningan Regency in the 2018/2019 academic year. The sample of this research is class X IPA 1 as the experimental class and class X IPA 2 as the control class. Data collection was carried out using test questions and observation sheets. The results showed that the experimental class had better metacognitive skills than the control class when viewed from the posttest results and the observation sheet of metacognitive skills. The average posttest result for the experimental class was 84.91 while the control class was 64.08. The increase value obtained from the N-Gain test was 0.72 and the anacova test obtained a significance value of 0.017, this value is smaller than the critical sig (0.05). This shows that the simulation learning model affects the improvement of students' metacognitive skills and learning outcomes. The magnitude of the influence of the Simayang learning model is 77.5%. These results can be concluded that the Simayang learning model can affect the improvement of students' metacognitive skills on the atomic structure material. Keywords: Simayang learning model, metacognitive skills, atomic structure","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131007744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The formulation of the problem in this study is,do the Problem Based Learning model improve teacher skills, activities, and student learning outcomes?. The purpose of this study was to improve skills, teachers, student activities, and learning outcomes of grade XI IPA-1 of students at Ciwaringin 1 High School in Chemistry learning through the Problem Based Learning model.The design of this study is classroom action research through the Problem Based Learning model using two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The research subjects were teachers and students of grade XI IPA-1 of Ciwaringin 1 High School. The technique of collecting data uses observation and tests.The results of the study show that: (1) the teacher's skills in the first cycle obtained a score of 22 with good criteria, Cycle II with a score of 27 with good criteria. (2) in the first cycle activity students got a score of 16 with good criteria, the second cycle obtained a score of 19 with good criteria. (3) Classical completeness of learning outcomes of students in the first cycle of meeting 1 was 19.44% and the first cycle of meeting II was 66.67%. In the second cycle of meeting I was 75.00% and the second cycle of meeting II was 91.67%.The conclusion of this study is that through the Problem Based Literacy model, it can improve teacher skills, student activities, and learning outcomes in Chemistry learning. Suggestions are that teachers can use the Problem Based Learning model to improve the quality of learning inother subjects and other classes. Keywords: Learning Model “Problem Based Learning” Activities and Learning Outcomes.
{"title":"PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR KIMIA PESERTA DIDIK KELAS XIIPA-1 SMA N 1 CIWARINGIN PADA MATERI LAJU REAKSI","authors":"Yusuf Satori","doi":"10.32534/jre.v7i2.1363","DOIUrl":"https://doi.org/10.32534/jre.v7i2.1363","url":null,"abstract":"The formulation of the problem in this study is,do the Problem Based Learning model improve teacher skills, activities, and student learning outcomes?. The purpose of this study was to improve skills, teachers, student activities, and learning outcomes of grade XI IPA-1 of students at Ciwaringin 1 High School in Chemistry learning through the Problem Based Learning model.The design of this study is classroom action research through the Problem Based Learning model using two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The research subjects were teachers and students of grade XI IPA-1 of Ciwaringin 1 High School. The technique of collecting data uses observation and tests.The results of the study show that: (1) the teacher's skills in the first cycle obtained a score of 22 with good criteria, Cycle II with a score of 27 with good criteria. (2) in the first cycle activity students got a score of 16 with good criteria, the second cycle obtained a score of 19 with good criteria. (3) Classical completeness of learning outcomes of students in the first cycle of meeting 1 was 19.44% and the first cycle of meeting II was 66.67%. In the second cycle of meeting I was 75.00% and the second cycle of meeting II was 91.67%.The conclusion of this study is that through the Problem Based Literacy model, it can improve teacher skills, student activities, and learning outcomes in Chemistry learning. Suggestions are that teachers can use the Problem Based Learning model to improve the quality of learning inother subjects and other classes. Keywords: Learning Model “Problem Based Learning” Activities and Learning Outcomes.","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114987407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahuai apakah terdapat peningkatan, perbedaan, serta pengaruh kemampuan berpikir kritis peserta didik melalui model pembelajaran inkuiri terbimbing berbasis SETS pada materi minyak bumi di SMA Negeri 1 Sukahaji. Metode penelitian yang digunakan adalah experimental design dengan rancangan penelitian pretest-postest control group design. Teknik pengambilan sampel yang digunakan yaitu purposive sampling yang dibagi menjadi dua kelas eksperimen dan kelas kontrol XI MIPA, Instrumen yang digunakan berupa tes tertulis yang dapat mengukur kemampuan berpikir kritis, teknik analisis data yang digunakan yaitu uji T-test, uji N-gain serta uji Regresi. Hasil penelitian menunjukkan bahwa uji T-test diperoleh nilai sebesar 3,85. Nilai pada derajat kepercayaan 5% diperoleh sebsesar 1,679. Hal tersebut menunjukan (3,85) ? (1,679) sehingga dapat diinterprestasikan ada perbedaan antara kelas eksperimen dan kelas kontrol nilai thitung dari kelas kontrol dan eksperimen tersebut > t tabel, sehingga dengan demikian dapat disimpulkan Ho ditolak dan Ha diterima, pada uji regresi didapat thitung (9,574) > ttabel (1,679) dan nilai Sig. 0,000<0,05 sehingga dapat disimpulkan Ho ditolak dan Ha diterima besaran persentase pengaruh 66%. Sedangkan pada uji N-gain diperoleh nilai N-gain pada setiap aspek pada kelas eksperimen pada aspek Elementary clarification N-gain 0,66 kategori sedang, Basic support N-gain 0,871 kategori tinggi, Inference N-gain 0,827 kategori tinggi, Advanced clarification 0,70 kategori sedang, dan Strategies and tactics N-gain 0,30 kategori sedang. Pada penelitian ini dapat disimpulkan (1) terdapat peningkatan kemampuan berpikir kritis peserta didik yang menggunakan model inkuiri terbimbing berbasis SETS dan yang menggunakan metode konvensional berbasis SETS, (2) terdapat perbedaan kemampuan berpikir kritis peserta didik antara yang menggunakan model inkuiri terbimbing berbasis SETS dengan yang menggunakan metode konvensional berbasis SETS, (3) terdapat berpengaruh model inkuiri terbimbing berbasis SETS terhadap kemampuan berpikir kritis peserta didik. Kata kunci: Model Inkuiri Terbimbing Berbasis SETS (Science, Environment, Technology, And Society), Kemampuan Berpikir Kritis, Minyak Bumi.
本研究的目的是确定参与者在SMA Negeri 1 Sukahaji以石油为基础的环境训练模型中，通过教学模式的批判性思维能力的增加、差异和影响。采用的研究方法是一种带有预先设计的postest控制组设计的设计设计。研究结果表明，测试结果为3.85分。5%的信任度是1.679。那是什么(3.85)?(1,679),以便diinterprestasikan是有区别的实验和控制thitung成绩年级教室和实验控制表> t,从而可以推断出Ho和哈拒绝接受,试验最终回归thitung(9.574) >获得Sig ttabel(1,679)和价值。万< 0。05,以便总结Ho和哈拒绝接受规模比例66%的影响。而在n增益测试中，n增益在实验类的各个方面都获得了n增益分数n增益66个中等类别，基本支持n增益0.871个高级类别，低位遗传本研究可以得出以下结论(1)学习者批判性思维能力的提高，他们使用的是基于SETS的全息教学模型，使用传统的基于SETS的教学方法，(2)学习者的批判性思维能力在采用基于SETS的全息教学模型和采用传统的基于SETS的试验方法之间存在差异，(3)在课堂上指导学生批判性思维能力的有影响力的孵化模型。关键词:基于科学、环境、技术和社会的全息模型、批判性思维能力、石油。
{"title":"IMPLEMENTASI MODEL INKUIRI TERBIMBING BERBASIS SETS (SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY) PADA MATERI MINYAK BUMI TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK","authors":"Banu Kisworo","doi":"10.32534/JRE.V6I02.619","DOIUrl":"https://doi.org/10.32534/JRE.V6I02.619","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahuai apakah terdapat peningkatan, perbedaan, serta pengaruh kemampuan berpikir kritis peserta didik melalui model pembelajaran inkuiri terbimbing berbasis SETS pada materi minyak bumi di SMA Negeri 1 Sukahaji. Metode penelitian yang digunakan adalah experimental design dengan rancangan penelitian pretest-postest control group design. Teknik pengambilan sampel yang digunakan yaitu purposive sampling yang dibagi menjadi dua kelas eksperimen dan kelas kontrol XI MIPA, Instrumen yang digunakan berupa tes tertulis yang dapat mengukur kemampuan berpikir kritis, teknik analisis data yang digunakan yaitu uji T-test, uji N-gain serta uji Regresi. Hasil penelitian menunjukkan bahwa uji T-test diperoleh nilai sebesar 3,85. Nilai pada derajat kepercayaan 5% diperoleh sebsesar 1,679. Hal tersebut menunjukan (3,85) ? (1,679) sehingga dapat diinterprestasikan ada perbedaan antara kelas eksperimen dan kelas kontrol nilai thitung dari kelas kontrol dan eksperimen tersebut > t tabel, sehingga dengan demikian dapat disimpulkan Ho ditolak dan Ha diterima, pada uji regresi didapat thitung (9,574) > ttabel (1,679) dan nilai Sig. 0,000<0,05 sehingga dapat disimpulkan Ho ditolak dan Ha diterima besaran persentase pengaruh 66%. Sedangkan pada uji N-gain diperoleh nilai N-gain pada setiap aspek pada kelas eksperimen pada aspek Elementary clarification N-gain 0,66 kategori sedang, Basic support N-gain 0,871 kategori tinggi, Inference N-gain 0,827 kategori tinggi, Advanced clarification 0,70 kategori sedang, dan Strategies and tactics N-gain 0,30 kategori sedang. Pada penelitian ini dapat disimpulkan (1) terdapat peningkatan kemampuan berpikir kritis peserta didik yang menggunakan model inkuiri terbimbing berbasis SETS dan yang menggunakan metode konvensional berbasis SETS, (2) terdapat perbedaan kemampuan berpikir kritis peserta didik antara yang menggunakan model inkuiri terbimbing berbasis SETS dengan yang menggunakan metode konvensional berbasis SETS, (3) terdapat berpengaruh model inkuiri terbimbing berbasis SETS terhadap kemampuan berpikir kritis peserta didik. \u0000 \u0000 \u0000Kata kunci: Model Inkuiri Terbimbing Berbasis SETS (Science, Environment, Technology, And Society), Kemampuan Berpikir Kritis, Minyak Bumi.","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129732052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini merupakan studi kasus yang bertujuan untuk mengetahui profil kemampuan argumentasi mahasiswa calon guru kimia pada materi larutan elektrolit dan non elektrolit. Responden yang terlibat dalam penelitian ini berjumlah 5 orang mahasiswa yang sedang mengambil mata kuliah kimia sekolah 1 di salah satu universitas di Jawa Barat. Instrumen yang digunakan adalah soal tes untuk memperoleh profil kemampuan argumentasi yang dianalisis menggunakan rubrik yang dimodifikasi berdasarkan kerangka Toulmin dan pedoman wawancara untuk mengetahui alasan dibalik jawaban mereka. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki kemampuan argumentasi pada level 1 (memunculkan claim) dan hanya sebagian kecil yang berada pada level 2 (memunculkan claim yang disertai data pendukung).
{"title":"PROFIL KEMAMPUAN ARGUMENTASI MAHASISWA CALON GURU KIMIA PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT","authors":"Dewi Nurdiyanti","doi":"10.32534/JRE.V6I02.616","DOIUrl":"https://doi.org/10.32534/JRE.V6I02.616","url":null,"abstract":"Penelitian ini merupakan studi kasus yang bertujuan untuk mengetahui profil kemampuan argumentasi mahasiswa calon guru kimia pada materi larutan elektrolit dan non elektrolit. Responden yang terlibat dalam penelitian ini berjumlah 5 orang mahasiswa yang sedang mengambil mata kuliah kimia sekolah 1 di salah satu universitas di Jawa Barat. Instrumen yang digunakan adalah soal tes untuk memperoleh profil kemampuan argumentasi yang dianalisis menggunakan rubrik yang dimodifikasi berdasarkan kerangka Toulmin dan pedoman wawancara untuk mengetahui alasan dibalik jawaban mereka. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa memiliki kemampuan argumentasi pada level 1 (memunculkan claim) dan hanya sebagian kecil yang berada pada level 2 (memunculkan claim yang disertai data pendukung).","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114224588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Salah satu kerusakan lingkungan yang terjadi akibat perilaku manusia yang kurang sadar akan pentingnya menjaga lingkungan yaitu pada Sungai Citarum. Bagian hulu sungai Citarum mengalami pencemaran lingkungan yang sudah parah, akibat dari perilaku masyarakat dan bencana yang sering terjadi di daerah tersebut. Oleh karena itu, perlu adanya suatu penelitian yang dapat mengatasi permasalahan pencemaran pada air Sungai Citarum tersebut yaitu dengan menggunakan suatu bipolimer yang berasal dari limbah cangkang udang. Penelitian ini bertujuan untuk mengetahui seberapa besar efisiensi adsorpsi kitosan pada air Sungai Citarum. Metode yang digunakan yaitu adsorpsi dengan menggunakan spektrofotometer sinar tampak. Efisiensi adsorpsi yang diperoleh pada air sungai yang diadsorpsi oleh kitosan hasil deasetilasi kitin cangkang udang putih yang paling tinggi adalah pada titik kedua yang dekat dengan lokasi pemukiman yaitu sebesar 81,3%. Kata kunci: Kitosan, Sungai Citarum dan adsorpsi
{"title":"PEMANFAATAN KITOSAN HASIL DEASETILASI KITIN CANGKANG UDANG PUTIH SEBAGAI PENJERNIH AIR PADA AIR SUNGAI CITARUM","authors":"Nurwanti Fatnah","doi":"10.32534/jre.v6i02.621","DOIUrl":"https://doi.org/10.32534/jre.v6i02.621","url":null,"abstract":"Salah satu kerusakan lingkungan yang terjadi akibat perilaku manusia yang kurang sadar akan pentingnya menjaga lingkungan yaitu pada Sungai Citarum. Bagian hulu sungai Citarum mengalami pencemaran lingkungan yang sudah parah, akibat dari perilaku masyarakat dan bencana yang sering terjadi di daerah tersebut. Oleh karena itu, perlu adanya suatu penelitian yang dapat mengatasi permasalahan pencemaran pada air Sungai Citarum tersebut yaitu dengan menggunakan suatu bipolimer yang berasal dari limbah cangkang udang. Penelitian ini bertujuan untuk mengetahui seberapa besar efisiensi adsorpsi kitosan pada air Sungai Citarum. Metode yang digunakan yaitu adsorpsi dengan menggunakan spektrofotometer sinar tampak. Efisiensi adsorpsi yang diperoleh pada air sungai yang diadsorpsi oleh kitosan hasil deasetilasi kitin cangkang udang putih yang paling tinggi adalah pada titik kedua yang dekat dengan lokasi pemukiman yaitu sebesar 81,3%. \u0000 \u0000Kata kunci: Kitosan, Sungai Citarum dan adsorpsi \u0000 \u0000 ","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125014199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tujuan dari penelitian ini adalah untuk mengidentifikasi perbedaan peningkatan efikasi diri antara kelas eksperimen yang menerapkan model pembelajaran kooperatif tipe STAD dengan kelas kontrol yang menerapkan model pembelajaran kooperatif konvensional. Metode penelitian yang digunakan adalah quasi experiment dengan desain penelitian nonequivalent control group design yang melibatkan dua kelas penelitian yaitu kelas eksperimen dan kelas kontrol. Kuesioner yang diadaptasi dari College Chemistry Self-Efficacy Scale (CCSS) digunakan sebagai instrumen penelitian. Hasil penelitian menunjukkan terdapat perbedaan peningkatan efikasi diri yang signifikan (p<0,05) antara kelas eksperimen ( = 0,55) dengan kelas kontrol ( = 0,35). Disarankan bahwa model pembelajaran kooperatif tipe STAD dapat diterapkan dalam berbagai proses pembelajaran karena melalui model pembelajaran tersebut dapat meningkatkan efikasi diri. Pengembangan efikasi diri sama pentingnya dengan pengembangan penguasaan konsep.
{"title":"PENINGKATAN EFIKASI DIRI SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA TOPIK KELARUTAN DAN HASIL KALI KELARUTAN","authors":"Ismi Nurlatifah","doi":"10.32534/jre.v6i02.617","DOIUrl":"https://doi.org/10.32534/jre.v6i02.617","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk mengidentifikasi perbedaan peningkatan efikasi diri antara kelas eksperimen yang menerapkan model pembelajaran kooperatif tipe STAD dengan kelas kontrol yang menerapkan model pembelajaran kooperatif konvensional. Metode penelitian yang digunakan adalah quasi experiment dengan desain penelitian nonequivalent control group design yang melibatkan dua kelas penelitian yaitu kelas eksperimen dan kelas kontrol. Kuesioner yang diadaptasi dari College Chemistry Self-Efficacy Scale (CCSS) digunakan sebagai instrumen penelitian. Hasil penelitian menunjukkan terdapat perbedaan peningkatan efikasi diri yang signifikan (p<0,05) antara kelas eksperimen ( = 0,55) dengan kelas kontrol ( = 0,35). Disarankan bahwa model pembelajaran kooperatif tipe STAD dapat diterapkan dalam berbagai proses pembelajaran karena melalui model pembelajaran tersebut dapat meningkatkan efikasi diri. Pengembangan efikasi diri sama pentingnya dengan pengembangan penguasaan konsep.","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130224364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahui kesulitan belajar siswa dalam memahami konsep rumus empiris dan rumus molekul. Penelitian ini menggunakan metode deskriptif dengan data hasil penelitian diperoleh dari hasil tes siswa dan wawancara semi tersutruktur kepada siswa. Instrumen yang digunakan yaitu tes uraian, wawancara dan dokumentasi tentang materi titrasi asam basa. Penelitian ini dilakukan di SMA Percontohan UPI dengan subjek sebanyak 30 orang siswa SMA Kelas XI IPA yang telah mempelajari materi rumus empiris dan rumus molekul. Kesulitan pemahaman konsep materi rumus empiris dan rumus molekul yaitu Siswa tidak mengetahui makna rumus empiris dan rumus molekul Siswa tidak memahami makna dari persen massa Siswa tidak dapat menentukan perbandingan mol paling sederhana dari setiap unsur Siswa tidak memahami makna antara massa atom relatif (Ar) dengan massa molekul relatif (Mr). Kata kunci: Kesulitan Belajar Siswa, Pemahaman Konsep, Rumus Empris dan Rumus Molekul.
{"title":"ANALISIS KESULITAN BELAJAR SISWA PADA MATERI RUMUS EMPIRIS DAN RUMUS MOLEKUL","authors":"M. Cahyani","doi":"10.32534/jre.v6i02.622","DOIUrl":"https://doi.org/10.32534/jre.v6i02.622","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui kesulitan belajar siswa dalam memahami konsep rumus empiris dan rumus molekul. Penelitian ini menggunakan metode deskriptif dengan data hasil penelitian diperoleh dari hasil tes siswa dan wawancara semi tersutruktur kepada siswa. Instrumen yang digunakan yaitu tes uraian, wawancara dan dokumentasi tentang materi titrasi asam basa. Penelitian ini dilakukan di SMA Percontohan UPI dengan subjek sebanyak 30 orang siswa SMA Kelas XI IPA yang telah mempelajari materi rumus empiris dan rumus molekul. Kesulitan pemahaman konsep materi rumus empiris dan rumus molekul yaitu Siswa tidak mengetahui makna rumus empiris dan rumus molekul Siswa tidak memahami makna dari persen massa Siswa tidak dapat menentukan perbandingan mol paling sederhana dari setiap unsur Siswa tidak memahami makna antara massa atom relatif (Ar) dengan massa molekul relatif (Mr). \u0000 \u0000 Kata kunci: Kesulitan Belajar Siswa, Pemahaman Konsep, Rumus Empris dan Rumus Molekul. \u0000 ","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127545474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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