Rendahnya hasil belajar kimia yang dicapai siswa bersumber pada kinerja guru dan aktivitas siswa, guru tidak mendorong siswa dalam mengembangkan keterampilan berpikir, sehingga pembelajaran yang berlangsung kurang bermakna bagi siswa. Tujuan penelitian ini adalah untuk meningkatkan aktivitas dan hasil evaluasi siswa dengan implementasi pembelajaran teman sebaya pada pembelajaran tata nama senyawa. Objek penelitian adalah siswa kelas X IPA.4 SMAN 1 Mandirancan tahun pelajaran 2016/2017. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan disain penelitian yang digunakan yaitu model Kemmis dan Mc Taggart (1993) yang dilakukan secara berulang dan berkelanjutan (siklus spiral) meliputi tahap-tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi, catatan lapangan, lembar wawancara, dan tes. Implementasi pembelajaran teman sebaya dalam penelitian ini memberikan dampak yang cukup baik bagi siswa, yaitu meningkatnya proses dan hasil belajar siswa pada pembelajaran tata nama senyawa. Hal ini dapat dilihat pada hasil tes akhir yang diperoleh siswa. Nilai rata-rata hasil tes akhir pada siklus I sebesar 67, pada siklus II sebesar 74,3, dan pada siklus III sebesar 79 serta persentase ketuntasan belajar kelas mencapai 87,5%. Peningkatan aktivitas siswa dalam pembelajaran dapat dilihat dari persentase yang berkategori baik, pada siklus I sebesar 27,5%, siklus II sebesar 47,5%, dan pada siklus III sebesar 72,5%. Kemudian untuk kinerja guru, dalam pelaksanaan siklus I dengan tingkat ketercapaian 75,6% (kriteria baik), siklus II sebesar 91,1% (kriteria baik sekali), dan siklus III semakin meningkat dengan tingkat ketercapaian 100% (kriteria baik sekali). Kata Kunci : Implementasi Pembelajaran Teman Sebaya
{"title":"PENERAPAN MODEL PEMBELAJARAN TEMAN SEBAYA TERHADAP PENINGKATAN HASIL BELAJAR SISWA (Penelitian pada Siswa Kelas X IPA.4 SMA Negeri 1 Mandirancan Kabupaten Kuningan Sub Materi Tata Nama Senyawa)","authors":"Mochamad Saefudi","doi":"10.32534/jre.v6i02.614","DOIUrl":"https://doi.org/10.32534/jre.v6i02.614","url":null,"abstract":"Rendahnya hasil belajar kimia yang dicapai siswa bersumber pada kinerja guru dan aktivitas siswa, guru tidak mendorong siswa dalam mengembangkan keterampilan berpikir, sehingga pembelajaran yang berlangsung kurang bermakna bagi siswa. Tujuan penelitian ini adalah untuk meningkatkan aktivitas dan hasil evaluasi siswa dengan implementasi pembelajaran teman sebaya pada pembelajaran tata nama senyawa. Objek penelitian adalah siswa kelas X IPA.4 SMAN 1 Mandirancan tahun pelajaran 2016/2017. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan disain penelitian yang digunakan yaitu model Kemmis dan Mc Taggart (1993) yang dilakukan secara berulang dan berkelanjutan (siklus spiral) meliputi tahap-tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi, catatan lapangan, lembar wawancara, dan tes. Implementasi pembelajaran teman sebaya dalam penelitian ini memberikan dampak yang cukup baik bagi siswa, yaitu meningkatnya proses dan hasil belajar siswa pada pembelajaran tata nama senyawa. Hal ini dapat dilihat pada hasil tes akhir yang diperoleh siswa. Nilai rata-rata hasil tes akhir pada siklus I sebesar 67, pada siklus II sebesar 74,3, dan pada siklus III sebesar 79 serta persentase ketuntasan belajar kelas mencapai 87,5%. Peningkatan aktivitas siswa dalam pembelajaran dapat dilihat dari persentase yang berkategori baik, pada siklus I sebesar 27,5%, siklus II sebesar 47,5%, dan pada siklus III sebesar 72,5%. Kemudian untuk kinerja guru, dalam pelaksanaan siklus I dengan tingkat ketercapaian 75,6% (kriteria baik), siklus II sebesar 91,1% (kriteria baik sekali), dan siklus III semakin meningkat dengan tingkat ketercapaian 100% (kriteria baik sekali). \u0000 \u0000Kata Kunci : Implementasi Pembelajaran Teman Sebaya","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131313000","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}
Conceptual change text is learning material that designed to remedy students’ misconceptions by trigger cognitive conflict and give intelligible, plausible, and fruitful scientific explanation. According to constructivism, students build their own knowledge by themselves by connecting new knowledge with old knowledge that they already own. Conceptual change texts support conceptual change learning based on constructivism theory. This research examines the role of conceptual change text to help students change their conceptions. This research was conducted as quasi experiment with pretest-posttest design to 34 tenth grade students in one of Bandung Barat District public school whose never learn about fundamental laws of chemistry. Written test was used to measure students’ conception. Students’ average score in pretest was 28.8% and 44.1% in posttest. Conceptual change text learning helps students change their initial conceptions into more scientific conceptions. Keywords : fundamental laws of chemistry, conceptual change text, concept mastery
{"title":"PENGUASAAN KONSEP SISWA YANG MENGGUNAKAN TEKS PERUBAHAN KONSEPTUAL DALAM MEMPELAJARI HUKUM-HUKUM DASAR KIMIA","authors":"G. Fajriani, Wahyu Sopandi, Asep Kadarohman","doi":"10.32534/jre.v7i01.521","DOIUrl":"https://doi.org/10.32534/jre.v7i01.521","url":null,"abstract":"Conceptual change text is learning material that designed to remedy students’ misconceptions by trigger cognitive conflict and give intelligible, plausible, and fruitful scientific explanation. According to constructivism, students build their own knowledge by themselves by connecting new knowledge with old knowledge that they already own. Conceptual change texts support conceptual change learning based on constructivism theory. This research examines the role of conceptual change text to help students change their conceptions. This research was conducted as quasi experiment with pretest-posttest design to 34 tenth grade students in one of Bandung Barat District public school whose never learn about fundamental laws of chemistry. Written test was used to measure students’ conception. Students’ average score in pretest was 28.8% and 44.1% in posttest. Conceptual change text learning helps students change their initial conceptions into more scientific conceptions. \u0000 \u0000Keywords : fundamental laws of chemistry, conceptual change text, concept mastery","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131238921","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 didasarkan atas pembelajaran yang masih terpusat pada guru dan juga keberagaman kemampuan siswa di kelas merupakan tantangan untuk menciptakan proses pembelajaran yang efektif untuk setiap siswa. Oleh karena itu guru harus memiliki kemampuan didaktis yang mampu mengantisipasi respon siswa dengan beragam kemampuan. Penelitian ini bertujuan untuk mengetrahui hambatan belajar yang dialami oleh siswa pada topik hukum perbandingan tetap. Subyek dalam penelitian ini adalah siswa SMA Laboratorium UPI kelas XI IPA sebanyak 24 orang dan siswa X IPA 1 dan 2 sebanyak 62 orang. Metode penelitian yang digunakan adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan responden, lembar observasi, dan pedoman wawancara. Temuan pada penelitian ini adalah secara umum siswa belum paham hokum perbandingan tetap, mereka hanya hapal bunyi dari hokum perbandingan tetap dan masih lemahn dalam hitungan matematis. Kata Kunci : Hambatan Belajar, Hukum Perbandingan Tetap, Tes Kemampuan Responden,
{"title":"Hambatan Belajar yang Dialami Oleh Siswa pada Topik Hukum Perbandingan Tetap","authors":"Leli Nurlaeli","doi":"10.32534/jre.v7i01.524","DOIUrl":"https://doi.org/10.32534/jre.v7i01.524","url":null,"abstract":"Penelitian ini didasarkan atas pembelajaran yang masih terpusat pada guru dan juga keberagaman kemampuan siswa di kelas merupakan tantangan untuk menciptakan proses pembelajaran yang efektif untuk setiap siswa. Oleh karena itu guru harus memiliki kemampuan didaktis yang mampu mengantisipasi respon siswa dengan beragam kemampuan. Penelitian ini bertujuan untuk mengetrahui hambatan belajar yang dialami oleh siswa pada topik hukum perbandingan tetap. Subyek dalam penelitian ini adalah siswa SMA Laboratorium UPI kelas XI IPA sebanyak 24 orang dan siswa X IPA 1 dan 2 sebanyak 62 orang. Metode penelitian yang digunakan adalah deskriptif kualitatif. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan responden, lembar observasi, dan pedoman wawancara. Temuan pada penelitian ini adalah secara umum siswa belum paham hokum perbandingan tetap, mereka hanya hapal bunyi dari hokum perbandingan tetap dan masih lemahn dalam hitungan matematis. \u0000Kata Kunci : Hambatan Belajar, Hukum Perbandingan Tetap, Tes Kemampuan Responden,","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131564436","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 is based on rapid technological developments, so that science and technology are one of the important foundations in nation building. Science learning is expected to deliver students to fulfill the competences in the 21st Century, to overcome low problem solving skills and to design experimental procedures and experimental device (field study, 2018). The purpose of this study was to determine the effect of STEM-based learning on understanding concepts, critical thinking skills, creative thinking, and collaborative skills on the concept of electroplating. Learning implementation applies the STEM-based approach to the Project-Based Learning (PjBL) learning model, with stages of reflection, research, discovery, application, and communication. The results showed that there was a significant effect on the posttest value of students after using STEM-based learning, with the price of ?Zcount? = 1.648 ? ?Ztable? = 0.16478. Understanding the concept of students has increased with N-gain of 0.43 which is in the medium category. The difference in the results of the pretest with posttest is significant with the price of tcount 3.62> t table 2.015. STEM-based learning influences critical thinking skills of 66.67%, creative thinking (process) 58.33%, creative thinking (product) 55.56%, collaboration skills 94.44%, and communication skills 90.48%. Keywords: PjBL STEM learning, critical thinking skills, creative thinking, collaborative skills, learning outcomes.
{"title":"PENGARUH PEMBELAJARAN BERBASIS STEM TERHADAP PEMAHAMAN KONSEP, KETERAMPILAN BERPIKIR KRITIS, BERPIKIR KREATIF, DAN KETERAMPILAN BEKERJASAMA PADA KONSEP ELEKTROPLATING","authors":"Solehudin Solehudin","doi":"10.32534/jre.v7i01.519","DOIUrl":"https://doi.org/10.32534/jre.v7i01.519","url":null,"abstract":"This research is based on rapid technological developments, so that science and technology are one of the important foundations in nation building. Science learning is expected to deliver students to fulfill the competences in the 21st Century, to overcome low problem solving skills and to design experimental procedures and experimental device (field study, 2018). The purpose of this study was to determine the effect of STEM-based learning on understanding concepts, critical thinking skills, creative thinking, and collaborative skills on the concept of electroplating. Learning implementation applies the STEM-based approach to the Project-Based Learning (PjBL) learning model, with stages of reflection, research, discovery, application, and communication. The results showed that there was a significant effect on the posttest value of students after using STEM-based learning, with the price of ?Zcount? = 1.648 ? ?Ztable? = 0.16478. Understanding the concept of students has increased with N-gain of 0.43 which is in the medium category. The difference in the results of the pretest with posttest is significant with the price of tcount 3.62> t table 2.015. STEM-based learning influences critical thinking skills of 66.67%, creative thinking (process) 58.33%, creative thinking (product) 55.56%, collaboration skills 94.44%, and communication skills 90.48%. \u0000 \u0000Keywords: PjBL STEM learning, critical thinking skills, creative thinking, collaborative skills, learning outcomes.","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131141338","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}
Reciprocal teaching merupakan strategi pembelajaran yang memusatkan perhatian kepada proses berpikir anak. Proses pembelajaran dari pendakatan reciprocal teaching, seperti: clarifying / mengklarifikasi, Predicting / memprediksi, Questioning / membuat pertanyaan, Summarizing / merangkum. Pada penelitian ini mengkaji bagimana pengaruh pembelajaran reciprocal teaching terhadap hasil belajar peserta didi. Penelitian yang dilakukan merupakan penelitian eksperimen kuasi dengan desain pretes dan postes pada satu kelompok yang menggunakan pembelajaran reciprocal teaching. Sampel yang terlibat dalam penelitian ini berjumlah 34 orang peserta didik kelas X di salah satu SMA Negeri di Kuningan. Tes tertulis dilakukan untuk mengukur penguasaan konsep peserta didik sebelum (pretes) dan sesudah (postes) mengalami proses pembelaaran reciprocal teaching. Pembelajaran menggunakan strategi pembelajaran reciprocal teaching dapat mempengaruhi hasil belajar peserta didik serta mampu memotivasi peserta didik untuk memahami konsep kimia. Kata Kunci : Reciprocal Teaching, Laju Reaksi, Hasil Belajar
{"title":"IMPLEMENTASI PENDEKATAN RECIPROCAL TEACHING DILENGKAPI METODE EKSPERIMEN TERHADAP HASIL BELAJAR PESERTA DIDIK","authors":"Banu Kisworo, M. Cahyani, Anik Apriani","doi":"10.32534/jre.v7i01.523","DOIUrl":"https://doi.org/10.32534/jre.v7i01.523","url":null,"abstract":"Reciprocal teaching merupakan strategi pembelajaran yang memusatkan perhatian kepada proses berpikir anak. Proses pembelajaran dari pendakatan reciprocal teaching, seperti: clarifying / mengklarifikasi, Predicting / memprediksi, Questioning / membuat pertanyaan, Summarizing / merangkum. Pada penelitian ini mengkaji bagimana pengaruh pembelajaran reciprocal teaching terhadap hasil belajar peserta didi. Penelitian yang dilakukan merupakan penelitian eksperimen kuasi dengan desain pretes dan postes pada satu kelompok yang menggunakan pembelajaran reciprocal teaching. Sampel yang terlibat dalam penelitian ini berjumlah 34 orang peserta didik kelas X di salah satu SMA Negeri di Kuningan. Tes tertulis dilakukan untuk mengukur penguasaan konsep peserta didik sebelum (pretes) dan sesudah (postes) mengalami proses pembelaaran reciprocal teaching. Pembelajaran menggunakan strategi pembelajaran reciprocal teaching dapat mempengaruhi hasil belajar peserta didik serta mampu memotivasi peserta didik untuk memahami konsep kimia. \u0000Kata Kunci : Reciprocal Teaching, Laju Reaksi, Hasil Belajar","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130369204","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}
learning outcomes of class X.1 students at SMAN 1 Ciwaringin have not reached the standard of competence (KKM) set at school yet. The problem of chemistry learning is that the teacher in the learning process still uses conventional methods with teacher-centered lectures, not using student-centered learning models yet, so that students' thinking skills are less optimized to be more critical and more effective through application of college ball type active learning. This Classroom Action Research design consists of two cycles, each cycle consisting of four stages, namely planning, observing and reflecting. Research subjects are teachers and students of class X.1. Data collection techniques use observation and test results. The results of the study showed that before the study of chemistry learning outcomes, students obtained an average value of 68.10 with classical completeness of 37.43%. After conducting research in the first cycle obtained an average value of 78.20 with classical completeness of 83.40. In the second cycle the average value and completeness of classical learning has reached the indicator of minimum completeness success, namely the value of completeness learning ? 76 with classical completeness 83%. The conclusion of this study is the application of college ball type active learning can improve student activity, teacher performance and student learning outcomes in teaching and learning process. Keyword : Learning outcomes, collage ball learning, hasil belajar
小学一年级学生的学习成绩尚未达到学校设定的能力标准。化学学习的问题在于，教师在学习过程中仍然采用传统的以教师为中心的讲课方法，没有采用以学生为中心的学习模式，学生的思维能力没有得到充分的优化，没有通过运用大学球式的主动学习来提高批判性和有效性。本次课堂行动研究设计包括两个周期，每个周期包括四个阶段，即规划、观察和反思。研究对象为X.1班的教师和学生。数据收集技术使用观察和测试结果。研究结果显示，在化学学习成果研究前，学生的平均得分为68.10，经典完备性为37.43%。经过第一个周期的研究，得到均值为78.20，经典完备性为83.40。在第二个周期中，经典学习的平均值和完备性达到了最小完备性成功指标，即完备性学习的价值?76，经典完备性83%。本研究的结论是，在教学过程中运用大学球型主动学习可以提高学生的积极性、教师的绩效和学生的学习成果。关键词:学习成果，高校球学习，hasil belajar
{"title":"UPAYA MENINGKATKAN HASIL BELAJAR SISWA KOMPETENSI MINYAK BUMI DAN GAS ALAM MELALUI PENERAPAN PEMBELAJARAN COLLEGE BALL","authors":"Y. Yusuf","doi":"10.32534/jre.v7i01.522","DOIUrl":"https://doi.org/10.32534/jre.v7i01.522","url":null,"abstract":"learning outcomes of class X.1 students at SMAN 1 Ciwaringin have not reached the standard of competence (KKM) set at school yet. The problem of chemistry learning is that the teacher in the learning process still uses conventional methods with teacher-centered lectures, not using student-centered learning models yet, so that students' thinking skills are less optimized to be more critical and more effective through application of college ball type active learning. This Classroom Action Research design consists of two cycles, each cycle consisting of four stages, namely planning, observing and reflecting. Research subjects are teachers and students of class X.1. Data collection techniques use observation and test results. The results of the study showed that before the study of chemistry learning outcomes, students obtained an average value of 68.10 with classical completeness of 37.43%. After conducting research in the first cycle obtained an average value of 78.20 with classical completeness of 83.40. In the second cycle the average value and completeness of classical learning has reached the indicator of minimum completeness success, namely the value of completeness learning ? 76 with classical completeness 83%. The conclusion of this study is the application of college ball type active learning can improve student activity, teacher performance and student learning outcomes in teaching and learning process. \u0000 \u0000Keyword : Learning outcomes, collage ball learning, hasil belajar","PeriodicalId":149175,"journal":{"name":"Jurnal Redox","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131320147","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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