This development research aims at developing and producing a valid, practical, and effective guided inquiry-based learning device to increase independent learning and learning outcomes. The development model used was the 4D development model. Theh results of the study are (1) the device development process consisted of 4 stages, namely the defining stage, design stage, development stage, and dissemination stage, (2) the learning device meets a very valid category. The learning device is practical because at the practical test which related to (a) the implementation of guided inquiry-based learning device achieves the mean score M=1.88 with the category of implemented completely, (b) the teacher and students’ responses are positive with 92.94% and 89.11% with the category of very practical. The guided inquiry-based learning device is effective because it has met effective criteria with the following results: (a) the increase of independent learning of students before learning is 56.88% and after learning is 82.28% with independent category, (b) the completeness of learning outcomes meets the effective criteria with 85.71%.
{"title":"Pengembangan Perangkat Pembelajaran Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materi Asam Basa","authors":"Irda Sani Yunus, S. Sudding, Netti ' Herawati","doi":"10.26858/cer.v6i2.45209","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45209","url":null,"abstract":"This development research aims at developing and producing a valid, practical, and effective guided inquiry-based learning device to increase independent learning and learning outcomes. The development model used was the 4D development model. Theh results of the study are (1) the device development process consisted of 4 stages, namely the defining stage, design stage, development stage, and dissemination stage, (2) the learning device meets a very valid category. The learning device is practical because at the practical test which related to (a) the implementation of guided inquiry-based learning device achieves the mean score M=1.88 with the category of implemented completely, (b) the teacher and students’ responses are positive with 92.94% and 89.11% with the category of very practical. The guided inquiry-based learning device is effective because it has met effective criteria with the following results: (a) the increase of independent learning of students before learning is 56.88% and after learning is 82.28% with independent category, (b) the completeness of learning outcomes meets the effective criteria with 85.71%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128016795","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 development research aims to produce valid, practical and effective SiMaYang Type 2-based learning tools to improve Higher Order Thinking Skills (HOTS) and multiple representation abilities in reaction rate materials. The development model used in this study refers to the ADDIE development model developed by Robert Marie Branch (2009) covering 5 stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation . The tools developed in this research are Learning Implementation Plans (RPP), Student Worksheets (LKPD), modules, HOTS assessment instruments, and multiple representation ability instruments. The quality test phase of the SiMaYang Type 2-based learning device and the supporting instruments that will be used in the research is carried out through a validity test given to two validators. A limited trial of the use of SiMaYang Type 2-based learning tools was carried out on 15 class XII IPA students. Field trials were carried out on 56 students of class XI IPA. The results showed that the SiMaYang Type 2-based learning device developed met the product quality, namely: 1) the validity included: (a) lesson plans with a value of 3.48 (valid), (b) LKPD with a value of 3.58 (very valid) , (c) module with a value of 3.40 (valid), and (d) HOTS assessment instrument with a value of 0.77 (valid); 2) practicality includes: (a) the implementation of learning tools with a score of 1.80 in the fully implemented category, (b) teacher responses to learning tools with a value of 93.42% in the very practical category, (c) student responses 80.75% meet the very positive category; 3) effectiveness includes: (a) the ability of teachers to manage learning with a value of 3.38 is in the good category, (b) the ability of multiple representations of students with a value of 3.01 in the high category, (c) student activities of 76.22 % in good category, and (4) HOTS assessment with a pretest average of 14.30% in the low category and an average posttest of 78.01% in the medium category and the N-gain result of 0.76 in the high category. Thus, the results of the study indicate that the SiMaYang Type 2 learning model-based learning device has valid, practical and effective qualities.
本开发研究旨在提供有效、实用和有效的基于司马阳2型的学习工具，以提高反应速率材料的高阶思维技能(HOTS)和多重表征能力。本研究使用的开发模型参考了Robert Marie Branch(2009)开发的ADDIE开发模型，该模型涵盖了5个阶段，即(1)分析，(2)设计，(3)开发，(4)实施，(5)评估。本研究开发的工具包括学习实施计划(RPP)、学生工作表(LKPD)、模块、HOTS评估工具和多重表达能力工具。本研究中使用的司马扬2型学习设备及其配套仪器的质量测试阶段是通过对两个验证者进行效度测试来进行的。对15名12年级IPA学生进行了基于司马扬2型学习工具的有限试验。结果表明，开发的司马阳2型学习装置符合产品质量，即:1)效度包括:(a)教案，效度为3.48(有效)，(b) LKPD，效度为3.58(非常有效)，(c)模块，效度为3.40(有效)，(d) HOTS评估工具，效度为0.77(有效);2)实用性包括:(a)学习工具的实施，在完全实施类别中得分为1.80，(b)教师对学习工具的反应，在非常实用类别中得分为93.42%，(c)学生的反应80.75%符合非常积极的类别;3)有效性包括:(一)教师管理学习的能力值为3.38的好类别,(b)的多个表示学生的能力值为3.01的高类别,(c)学生活动76.22%好类别,和(4)热点评估预备考试平均低14.30%的类别和期末测验平均78.01%的媒介类别和N-gain结果高0.76的类别。因此，研究结果表明，基于司马扬2型学习模型的学习装置具有有效性、实用性和有效性。
{"title":"Pengembangan Perangkat Pembelajaran Berbasis Model SiMaYang Tipe 2 untuk Meningkatkan Higher Order Thinking Skills (HOTS) dan Kemampuan Multipel Representasi Peserta Didik pada Materi Pokok Laju Reaksi","authors":"Ridha Sulfiani, Muharram Muharram, Ramlawati Ramlawati","doi":"10.26858/cer.v6i2.45207","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45207","url":null,"abstract":"This development research aims to produce valid, practical and effective SiMaYang Type 2-based learning tools to improve Higher Order Thinking Skills (HOTS) and multiple representation abilities in reaction rate materials. The development model used in this study refers to the ADDIE development model developed by Robert Marie Branch (2009) covering 5 stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation . The tools developed in this research are Learning Implementation Plans (RPP), Student Worksheets (LKPD), modules, HOTS assessment instruments, and multiple representation ability instruments. The quality test phase of the SiMaYang Type 2-based learning device and the supporting instruments that will be used in the research is carried out through a validity test given to two validators. A limited trial of the use of SiMaYang Type 2-based learning tools was carried out on 15 class XII IPA students. Field trials were carried out on 56 students of class XI IPA. The results showed that the SiMaYang Type 2-based learning device developed met the product quality, namely: 1) the validity included: (a) lesson plans with a value of 3.48 (valid), (b) LKPD with a value of 3.58 (very valid) , (c) module with a value of 3.40 (valid), and (d) HOTS assessment instrument with a value of 0.77 (valid); 2) practicality includes: (a) the implementation of learning tools with a score of 1.80 in the fully implemented category, (b) teacher responses to learning tools with a value of 93.42% in the very practical category, (c) student responses 80.75% meet the very positive category; 3) effectiveness includes: (a) the ability of teachers to manage learning with a value of 3.38 is in the good category, (b) the ability of multiple representations of students with a value of 3.01 in the high category, (c) student activities of 76.22 % in good category, and (4) HOTS assessment with a pretest average of 14.30% in the low category and an average posttest of 78.01% in the medium category and the N-gain result of 0.76 in the high category. Thus, the results of the study indicate that the SiMaYang Type 2 learning model-based learning device has valid, practical and effective qualities.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"122 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124527339","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 study is a development research that aims to develop practicum guidelines of green chemistry-based reaction rate that are valid, practical, and effective. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The practicum guidelines was validated by two experts. Then it was tried out in XI IPA 1 class and XI IPA 2 class at MAN Tana Toraja. The results showed that the average level of validity of practicum guidelines of green chemistry-based reaction rate was stated to be very valid and feasible to use. The practicality test includes: (1) the implementation of practicum guide learning is in class XI IPA 1 aspects and the observed criteria are in the perfected category, (2) Student responses show that practicum guides are in the very practical category and (3) The teacher's response to the guide practicum is in the very practical category. In addition, the green chemistry-based reaction rate practicum guide that was developed was effective in terms of, (1) students' learning interest was in the moderate category, (2) Learning outcomes of students in XI IPA 1 class and XI IPA 2 class met the criteria for being effective.
{"title":"Pengembangan Penuntun Praktikum Laju Reaksi Berbasis Green Chemistry Studi pada Peserta Didik Kelas XI IPA MAN Tana Toraja","authors":"Maurizka Amaliah, M. Anwar, S. Sudding","doi":"10.26858/cer.v6i2.45205","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45205","url":null,"abstract":"This study is a development research that aims to develop practicum guidelines of green chemistry-based reaction rate that are valid, practical, and effective. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The practicum guidelines was validated by two experts. Then it was tried out in XI IPA 1 class and XI IPA 2 class at MAN Tana Toraja. The results showed that the average level of validity of practicum guidelines of green chemistry-based reaction rate was stated to be very valid and feasible to use. The practicality test includes: (1) the implementation of practicum guide learning is in class XI IPA 1 aspects and the observed criteria are in the perfected category, (2) Student responses show that practicum guides are in the very practical category and (3) The teacher's response to the guide practicum is in the very practical category. In addition, the green chemistry-based reaction rate practicum guide that was developed was effective in terms of, (1) students' learning interest was in the moderate category, (2) Learning outcomes of students in XI IPA 1 class and XI IPA 2 class met the criteria for being effective.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123521279","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}
Rosmidah Rezki Dahlan, Sugiarti Sugiarti, H. Hasri
This experimental research aims to examine the influence of Discovery Learning Model on critical thinking skills and redox learning outcomes. The research design used was Posttest-Only Control Design and obtained students of grade X MIA 1 cconsisted of 25 people as the experimental class and grade X MIA 2 consisted of 29 people as the control class. The data analysis techniques used were descriptive and inferential statistical analysis. The results of the study reveal that learning using the Discovery Learning Model obtains the value of critical thinking skills are 79%. The cognitive learning outcomes are 83%, affective learning outcomes are 83%, and psychomotor learning outcomes are 80%, which is higher than conventional learning. Thus, they have a significant influence based on hypothesis testing on learning outcomes and critical thinking skills with the value of Sig. (2- tailed) < 0.05. In addition, the results of critical thinking skills have a correlation with learning outcomes with Pearson correlation values of 0.853, 0.811, and 0.652, outcomes is at a very high and sufficient level of closeness. Therefore, the conclusion of the study is the use of Discovery Learning Model influences critical thinking skills and redox learning outcomes.
本实验旨在探讨发现学习模式对批判性思维技能和氧化还原学习结果的影响。研究设计采用后试对照设计，获得X MIA 1年级学生25人作为实验班，X MIA 2年级学生29人作为对照班。使用的数据分析技术是描述性和推断性统计分析。研究结果显示，使用发现学习模式学习获得批判性思维技能的价值为79%。认知学习效果为83%，情感学习效果为83%，精神运动学习效果为80%，均高于常规学习效果。因此，在假设检验中，他们对学习成果和批判性思维技能有显著的影响，其值为Sig(双尾)< 0.05。此外，批判性思维技能的结果与学习结果存在相关性，Pearson相关值分别为0.853、0.811和0.652，结果处于非常高且足够的密切程度。因此，本研究的结论是发现学习模式的使用影响批判性思维技能和氧化还原学习成果。
{"title":"Pengaruh Model Discovery Learning terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Redoks Peserta Didik SMAN 2 Buru","authors":"Rosmidah Rezki Dahlan, Sugiarti Sugiarti, H. Hasri","doi":"10.26858/cer.v6i2.45204","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45204","url":null,"abstract":"This experimental research aims to examine the influence of Discovery Learning Model on critical thinking skills and redox learning outcomes. The research design used was Posttest-Only Control Design and obtained students of grade X MIA 1 cconsisted of 25 people as the experimental class and grade X MIA 2 consisted of 29 people as the control class. The data analysis techniques used were descriptive and inferential statistical analysis. The results of the study reveal that learning using the Discovery Learning Model obtains the value of critical thinking skills are 79%. The cognitive learning outcomes are 83%, affective learning outcomes are 83%, and psychomotor learning outcomes are 80%, which is higher than conventional learning. Thus, they have a significant influence based on hypothesis testing on learning outcomes and critical thinking skills with the value of Sig. (2- tailed) < 0.05. In addition, the results of critical thinking skills have a correlation with learning outcomes with Pearson correlation values of 0.853, 0.811, and 0.652, outcomes is at a very high and sufficient level of closeness. Therefore, the conclusion of the study is the use of Discovery Learning Model influences critical thinking skills and redox learning outcomes.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130561701","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 a development research which aims to develop a valid, practical and effective IPAS teaching module based on Project Based Learning (PjBL). The development model used is the 4-D development model which consists of four stages, namely defining, designing, developing and deploying. The teaching module developed was validated by two experts, then tested on 37 students of class X Pharmacy at SMK Negeri 1 Polewali. The results of the research show that the developed module meets the criteria of validity, practicality and effectiveness. The module is said to be valid based on the results of module validation with an average value of 3.73 in the very valid category. The module is said to be practical based on (1) the implementation of the module by two observers in the learning process with a score of 1.82 in the fully implemented category; (2) the teacher's response to the developed teaching modules obtained an average score of 94 in the very practical category; and (3) student responses with an average score of 89.75 in the very practical category. The module is said to be effective based on the results of the analysis of student learning outcomes tests with a class completeness percentage of 94.59%. The developed module contains covers, initial competencies, core components, learning activities, and assessments.
本研究是一项开发性研究，旨在开发一个有效、实用、有效的基于项目式学习的IPAS教学模块。所使用的开发模型是4d开发模型，该模型由四个阶段组成，即定义、设计、开发和部署。开发的教学模块经过两位专家的验证，然后在SMK Negeri 1 Polewali药学X班的37名学生身上进行了测试。研究结果表明，所开发的模块达到了有效性、实用性和有效性的标准。根据模块验证的结果，该模块是有效的，在非常有效的类别中平均值为3.73。该模块的实用性基于(1)两个观察者在学习过程中对模块的实施，在完全实施类别中得分为1.82;(2)教师对开发的教学模块的反应在非常实用类别中平均得分为94分;(3)学生的回答，在非常实用的类别中平均得分为89.75。根据对学生学习成果测试的分析结果，该模块的班级完备率为94.59%，被认为是有效的。开发的模块包括涵盖，初始能力，核心组件，学习活动和评估。
{"title":"Pengembangan Modul Ajar IPAS Berbasis Project Based Learning (PjBL) dalam Penerapan Merdeka Belajar","authors":"N. Nurmiati, M. Danial, M. Arsyad","doi":"10.26858/cer.v6i2.45203","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45203","url":null,"abstract":"This research is a development research which aims to develop a valid, practical and effective IPAS teaching module based on Project Based Learning (PjBL). The development model used is the 4-D development model which consists of four stages, namely defining, designing, developing and deploying. The teaching module developed was validated by two experts, then tested on 37 students of class X Pharmacy at SMK Negeri 1 Polewali. The results of the research show that the developed module meets the criteria of validity, practicality and effectiveness. The module is said to be valid based on the results of module validation with an average value of 3.73 in the very valid category. The module is said to be practical based on (1) the implementation of the module by two observers in the learning process with a score of 1.82 in the fully implemented category; (2) the teacher's response to the developed teaching modules obtained an average score of 94 in the very practical category; and (3) student responses with an average score of 89.75 in the very practical category. The module is said to be effective based on the results of the analysis of student learning outcomes tests with a class completeness percentage of 94.59%. The developed module contains covers, initial competencies, core components, learning activities, and assessments.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115200775","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 study aims to determine the effectiveness of using quizizz as a medium for assessing learning outcomes for Tadris IPA students in the Food Chemistry course. The research method used is a descriptive method with a quantitative approach. The subjects in this study amounted to 22 students. Data collection used a test instrument in the form of 20 multiple-choice questions. The analysis technique is in the form of inferential statistics which is processed using SPSS 25. Based on the research, the results show that the value of Sig. (2-tailed) of 0.999 > 0.05 at a significant level of 0.05. This shows that Ho is accepted or H1 is rejected, which means that the use of Quizizz is effective as a medium for assessing the learning outcomes of Tadris IPA students in the Food Chemistry course.
{"title":"Efektivitas Penggunaan Quizizz sebagai Media Penilaian Hasil Belajar Mahasiswa Tadris IPA pada Mata Kuliah Kimia Pangan","authors":"Imranah Imranah, Risqah Amaliah Kasman","doi":"10.26858/cer.v6i2.45200","DOIUrl":"https://doi.org/10.26858/cer.v6i2.45200","url":null,"abstract":"This study aims to determine the effectiveness of using quizizz as a medium for assessing learning outcomes for Tadris IPA students in the Food Chemistry course. The research method used is a descriptive method with a quantitative approach. The subjects in this study amounted to 22 students. Data collection used a test instrument in the form of 20 multiple-choice questions. The analysis technique is in the form of inferential statistics which is processed using SPSS 25. Based on the research, the results show that the value of Sig. (2-tailed) of 0.999 > 0.05 at a significant level of 0.05. This shows that Ho is accepted or H1 is rejected, which means that the use of Quizizz is effective as a medium for assessing the learning outcomes of Tadris IPA students in the Food Chemistry course.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125724666","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 study is a development research that aims to produce a STEM-based Chemical Bonds SSP devices. The development model used in this study refers to the 4D development model by Thiagarajan, et al, which consists of the definition stage, design stage, development stage, and dissemination stage. The learning device developed are lesson plan, students’ learning materials, LKPD, and THB. The systematic preparation of each component of the SSP device is in accordance with the standard process in Permendikbud Number 22 of 2016. The learning scenario adopts the Problem Based Learning (PBL) syntax on Chemical Bonds materials. The trial of the SSP device was conductedt UPT SMKN 2 Barru with a total of 35 students. The result of expert validation shows that the developed SSP devices are in very valid category with an average value of 3.50. The developed SSP devices meet the very practical criteria with an average value of 90.44. The increase in learning outcomes as evidenced by class completeness which reached 85.71% indicates that these SSP devices are in effective category. Therefore, it can be concluded that the developed STEM-based SSP device products are valid, practical, and effective.
{"title":"Pengembangan Perangkat Subject Specific Pedagogy Ikatan Kimia Berbasis STEM","authors":"Risqah Amaliah Kasman, M. Danial, Muhammad Arsyad","doi":"10.26858/cer.v6i1.39475","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39475","url":null,"abstract":"This study is a development research that aims to produce a STEM-based Chemical Bonds SSP devices. The development model used in this study refers to the 4D development model by Thiagarajan, et al, which consists of the definition stage, design stage, development stage, and dissemination stage. The learning device developed are lesson plan, students’ learning materials, LKPD, and THB. The systematic preparation of each component of the SSP device is in accordance with the standard process in Permendikbud Number 22 of 2016. The learning scenario adopts the Problem Based Learning (PBL) syntax on Chemical Bonds materials. The trial of the SSP device was conductedt UPT SMKN 2 Barru with a total of 35 students. The result of expert validation shows that the developed SSP devices are in very valid category with an average value of 3.50. The developed SSP devices meet the very practical criteria with an average value of 90.44. The increase in learning outcomes as evidenced by class completeness which reached 85.71% indicates that these SSP devices are in effective category. Therefore, it can be concluded that the developed STEM-based SSP device products are valid, practical, and effective.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115790399","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 development research aims to produce a valid, consistent, and practical three-tier diagnostic test instrument to identify students' misconceptions on the subject matter of reaction rate. The instrument development referred to the Treagust model (1988) which was adapted by Jusniar et. al (2020) which consisted of the misconception proposition analysis stage, the test prototype development stage, and the test instrument quality test stage. The misconception proposition analysis stage was conducted by reviewing the literature to analyze the main concepts and misconceptions in reaction rate subject, while the prototype test development stage was conducted by compiling a three-tier diagnostic test instrument which was adapted to the misconception proposition analysis and the 2013 Curriculum. The test instrument quality test stage was conducted to examine the feasibility of instrument. The instrument used for the validity test was the instrument validation sheet given to two validators for the content validity test, followed by an inter-rater test. The empirical validity test instrument and the consistency test were three-tier diagnostic tests that were tested on students of grade XII MIA 1 in a limited trial. The practicality test employed teachers’ response questionnaires and students’ response questionnaires. The teacher’s response questionnaire were given to two chemistry teachers, while the students’ response questionnaires were given to 30 students of grade XII MIA 1 in a limited trial and again given to 111 students of grade XI MIA in a field trial. The results of the content validity test obtains an average value of 3.29 which is in valid category with an R value of 95% in the inter-rater test and the results of the empirical validity test obtain an average value of 0.45 at tier 1 and 0.43 at tier 2 with valid category. The results of the consistency or reliability test obtains Cronbach's Alpha coefficient of 0.87 at tier 1 and 0.86 at tier 2, which is in high reliability category. The results of the practicality test using the teachers’ response questionnaire obtains 95.83%, the students’ response questionnaire in limited trial is 89.17%, and the students’ response questionnaire in field trial is 88.63%. The results obtained in the three practicality tests are in very practical category. The results of testing the three-tier diagnostic test instrument on the reaction rate subject obtain 69.55% of students in understanding category, 27.50% of students is in in less understanding category, and 2.95% of students is in misconception category.
{"title":"Pengembangan Instrumen Tes Diagnostik Tiga Tingkat untuk Mengidentifikasi Miskonsepsi Peserta Didik pada Materi Pokok Laju Reaksi","authors":"Maghfira Arifah, Jusniar Jusniar, M. Anwar","doi":"10.26858/cer.v6i1.39494","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39494","url":null,"abstract":"This development research aims to produce a valid, consistent, and practical three-tier diagnostic test instrument to identify students' misconceptions on the subject matter of reaction rate. The instrument development referred to the Treagust model (1988) which was adapted by Jusniar et. al (2020) which consisted of the misconception proposition analysis stage, the test prototype development stage, and the test instrument quality test stage. The misconception proposition analysis stage was conducted by reviewing the literature to analyze the main concepts and misconceptions in reaction rate subject, while the prototype test development stage was conducted by compiling a three-tier diagnostic test instrument which was adapted to the misconception proposition analysis and the 2013 Curriculum. The test instrument quality test stage was conducted to examine the feasibility of instrument. The instrument used for the validity test was the instrument validation sheet given to two validators for the content validity test, followed by an inter-rater test. The empirical validity test instrument and the consistency test were three-tier diagnostic tests that were tested on students of grade XII MIA 1 in a limited trial. The practicality test employed teachers’ response questionnaires and students’ response questionnaires. The teacher’s response questionnaire were given to two chemistry teachers, while the students’ response questionnaires were given to 30 students of grade XII MIA 1 in a limited trial and again given to 111 students of grade XI MIA in a field trial. The results of the content validity test obtains an average value of 3.29 which is in valid category with an R value of 95% in the inter-rater test and the results of the empirical validity test obtain an average value of 0.45 at tier 1 and 0.43 at tier 2 with valid category. The results of the consistency or reliability test obtains Cronbach's Alpha coefficient of 0.87 at tier 1 and 0.86 at tier 2, which is in high reliability category. The results of the practicality test using the teachers’ response questionnaire obtains 95.83%, the students’ response questionnaire in limited trial is 89.17%, and the students’ response questionnaire in field trial is 88.63%. The results obtained in the three practicality tests are in very practical category. The results of testing the three-tier diagnostic test instrument on the reaction rate subject obtain 69.55% of students in understanding category, 27.50% of students is in in less understanding category, and 2.95% of students is in misconception category.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126896318","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 development research aims to develop an application-based learning media called the Edmodo application by adopting the Flipped Classroom learning model into learning to increase students' motivation and learning outcomes during the pandemic in Reaction Rate subject which is valid, practical, and effective. The development model used in this study referred to the Addie development model, which consisted of several stages, namely analysis, design, development, implementation, and evaluation. The Edmodo media developed had conducted through the validation stage by validators/experts and had gone through trials, and had been revised by developers so resulted a learning media which is valid, practical, and effective. The results show that the developed Edmodo media has: (1) the media expert validation by 3.96 with very valid criteria, (2) the material expert validation by 3.83 with very valid criteria. Edmodo media is stated to be practical because in the practicality test related to: (1) its implementation in the Flipped Classroom learning model is at an average value of M = 1.98 with the category of fully implemented, (2) the teacher's response is very positive with a percentage of 97.00% with very practical criteria, and (3) the students' responses are very positive with a percentage of 83.69% with very practical criteria. The media also met the effectiveness criteria with the results: (1) there is a difference in the average students’ learning motivation before and after the trial and (2) the learning outcomes meet the effective criteria with a class completeness percentage of 84%.
{"title":"Pengembangan Media Edmodo pada Model Pembelajaran Flipped Classroom di Masa Pandemi (Studi Materi Pokok Laju Reaksi)","authors":"Nur Annisa Rezki, H. Hasri, M. Anwar","doi":"10.26858/cer.v6i1.39492","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39492","url":null,"abstract":"This development research aims to develop an application-based learning media called the Edmodo application by adopting the Flipped Classroom learning model into learning to increase students' motivation and learning outcomes during the pandemic in Reaction Rate subject which is valid, practical, and effective. The development model used in this study referred to the Addie development model, which consisted of several stages, namely analysis, design, development, implementation, and evaluation. The Edmodo media developed had conducted through the validation stage by validators/experts and had gone through trials, and had been revised by developers so resulted a learning media which is valid, practical, and effective. The results show that the developed Edmodo media has: (1) the media expert validation by 3.96 with very valid criteria, (2) the material expert validation by 3.83 with very valid criteria. Edmodo media is stated to be practical because in the practicality test related to: (1) its implementation in the Flipped Classroom learning model is at an average value of M = 1.98 with the category of fully implemented, (2) the teacher's response is very positive with a percentage of 97.00% with very practical criteria, and (3) the students' responses are very positive with a percentage of 83.69% with very practical criteria. The media also met the effectiveness criteria with the results: (1) there is a difference in the average students’ learning motivation before and after the trial and (2) the learning outcomes meet the effective criteria with a class completeness percentage of 84%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881614","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 study is a development research, which aims at developing an electronic students worksheet based on guided inquiry on Acid-Base material which is valid, practical, and effective to be used to improve the learning outcomes. The research procedure employed ADDIE development model, which consisted of stages of analysis, design, devleopment, implementation, and evaluation. The electronic students worksheet was validated by two experts. Then, it was tested to grade XI MIA at SMAN 2 Parepare. The results of the study reveal that the electronic students worksheet developed is valid with the validity average 3.60. The practicality test covered: (1) learning implementation of electronic students worksheet based on guided inquiry is in the average M = 1.82 with fully implemented category, (2) the teacher gave positive response with the total average 91%, which means the electronic students worksheet is in very practical category, and (3) the students gave positive response with the total average 88.98, which is in very practical category. The electronic students worksheet based on guided inquiry developed has met the effective criteria as well with class completeness percentage 90.62%, meaning that it has over the class completeness percentage of 80% minimum. The electronic students worksheet developed consists of the cover, the title of material, electronic students worksheet manual, basic competence, competence achievement indicator, learning objective, and evaluation.
{"title":"Pengembangan Lembar Kerja Peserta Didik Elektronik (e-LKPD) Berbasis Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Peserta Didik Kelas XI MIA SMAN 2 Parepare","authors":"Siti Hardiyanti Triana, M. Danial, Pince Salempa","doi":"10.26858/cer.v6i1.39491","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39491","url":null,"abstract":"This study is a development research, which aims at developing an electronic students worksheet based on guided inquiry on Acid-Base material which is valid, practical, and effective to be used to improve the learning outcomes. The research procedure employed ADDIE development model, which consisted of stages of analysis, design, devleopment, implementation, and evaluation. The electronic students worksheet was validated by two experts. Then, it was tested to grade XI MIA at SMAN 2 Parepare. The results of the study reveal that the electronic students worksheet developed is valid with the validity average 3.60. The practicality test covered: (1) learning implementation of electronic students worksheet based on guided inquiry is in the average M = 1.82 with fully implemented category, (2) the teacher gave positive response with the total average 91%, which means the electronic students worksheet is in very practical category, and (3) the students gave positive response with the total average 88.98, which is in very practical category. The electronic students worksheet based on guided inquiry developed has met the effective criteria as well with class completeness percentage 90.62%, meaning that it has over the class completeness percentage of 80% minimum. The electronic students worksheet developed consists of the cover, the title of material, electronic students worksheet manual, basic competence, competence achievement indicator, learning objective, and evaluation.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125317987","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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