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}
This development research aims to produce a flipbook-based e-module that is valid, practical, and effective. The model used is the Hannafin & Peck’s development model adapted by Tegeh which consists of a needs assessment stage, a design, and a development and implementation. The three stages involving an evaluation and revision stage. The instruments used to test the validity: e-module validation sheet, practicality test: implementation observation sheet, teacher and students’ response questionnaire and effectiveness test: motivation questionnaire and learning outcomes test. Sources of validity data were 2 expert validators, the practicality were 2 chemistry teachers and 33 students of grade XI IPA 1 at SMAN 09 Bombana as well as the effectiveness. The e-module is stated to be valid based on the validation results with an average value of 3.52 (very valid). The e-module has met the practicality criteria because the practicality test related to: (1) the implementation of the e-module with an average value of M = 1.88 (entirely conducted categories) ; (2) positive teachers’ responses 93.23%, which is (very practical criteria), and (3) positive students’ responses 88.30% (very practical criteria). E-modules are stated to be effective based on the motivation and learning outcomes of students. The increase in students' learning motivation obtained an average N-Gain in moderate category by 0.57, while the learning outcomes obtained the percentage of class completeness by 87.88%. Therefore, the results of the study indicate that the flipbook-based e-module has valid, practical, and effective qualities.
{"title":"Pengembangan E-Modul Berbasis Flipbook dalam Model Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik (Studi pada Materi Pokok Laju Reaksi)","authors":"E. Erniwati, S. Sudding, M. Anwar","doi":"10.26858/cer.v6i1.39490","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39490","url":null,"abstract":"This development research aims to produce a flipbook-based e-module that is valid, practical, and effective. The model used is the Hannafin & Peck’s development model adapted by Tegeh which consists of a needs assessment stage, a design, and a development and implementation. The three stages involving an evaluation and revision stage. The instruments used to test the validity: e-module validation sheet, practicality test: implementation observation sheet, teacher and students’ response questionnaire and effectiveness test: motivation questionnaire and learning outcomes test. Sources of validity data were 2 expert validators, the practicality were 2 chemistry teachers and 33 students of grade XI IPA 1 at SMAN 09 Bombana as well as the effectiveness. The e-module is stated to be valid based on the validation results with an average value of 3.52 (very valid). The e-module has met the practicality criteria because the practicality test related to: (1) the implementation of the e-module with an average value of M = 1.88 (entirely conducted categories) ; (2) positive teachers’ responses 93.23%, which is (very practical criteria), and (3) positive students’ responses 88.30% (very practical criteria). E-modules are stated to be effective based on the motivation and learning outcomes of students. The increase in students' learning motivation obtained an average N-Gain in moderate category by 0.57, while the learning outcomes obtained the percentage of class completeness by 87.88%. Therefore, the results of the study indicate that the flipbook-based e-module has valid, practical, and effective qualities.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125373680","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 an experimental study (quasi experiment) which aims to determine the effect of the use of learning modules based on the differentiated science inquiry model on cognitive learning outcomes of students in Class XI MIPA 1 SMAN 8 Gowa on colloidal system material. The design of this study using pretest-posttest control group design. The results of the analysis of the description obtained that the average value of the experimental class and control class learning outcomes of 89.65 and 81.43 with a standard deviation of 3.96 and 5.38, respectively. Completeness of learning experimental class reached 94.44% while the control class was only 91.67%. The difference in the value of N-Gain category for each level of inquiry also occurs where the N-Gain in, SI, GI, and SDI in the control and experimental classes are successively 0.696 (medium); 0.821 (high); 0.771 (high); 0.863 (high); 0.78 (high); 0.885 (high); 0.789 (high) and 0.884 (high). The average cognitive learning outcomes of students who are taught by using learning modules based on the DSI model is higher than the DSI learning model without using learning modules. The results of hypothesis testing with Mann Whitney Test at a significant level, α = 0,05 obtained significance (0.000) so that it is concluded that there is an influence of the use of learning modules based on the DSI model on cognitive learning outcomes of students.
{"title":"Pengaruh Penggunaan Modul Pembelajaran Sistem Koloid Berbasis Model Differentiated Science Inquiry terhadap Hasil Belajar Kognitif Peserta Didik","authors":"Mohammad Wijaya M","doi":"10.26858/cer.v6i1.39489","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39489","url":null,"abstract":"This study is an experimental study (quasi experiment) which aims to determine the effect of the use of learning modules based on the differentiated science inquiry model on cognitive learning outcomes of students in Class XI MIPA 1 SMAN 8 Gowa on colloidal system material. The design of this study using pretest-posttest control group design. The results of the analysis of the description obtained that the average value of the experimental class and control class learning outcomes of 89.65 and 81.43 with a standard deviation of 3.96 and 5.38, respectively. Completeness of learning experimental class reached 94.44% while the control class was only 91.67%. The difference in the value of N-Gain category for each level of inquiry also occurs where the N-Gain in, SI, GI, and SDI in the control and experimental classes are successively 0.696 (medium); 0.821 (high); 0.771 (high); 0.863 (high); 0.78 (high); 0.885 (high); 0.789 (high) and 0.884 (high). The average cognitive learning outcomes of students who are taught by using learning modules based on the DSI model is higher than the DSI learning model without using learning modules. The results of hypothesis testing with Mann Whitney Test at a significant level, α = 0,05 obtained significance (0.000) so that it is concluded that there is an influence of the use of learning modules based on the DSI model on cognitive learning outcomes of students.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124060789","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 e-module of reduction and oxidation reactions based on discovery learning, which is valid, practical, and effective. The development model used was 4-D development model consisted of four stages, namely defining, design, development, and dissemination. The e-module developed was validated by two experts. Then, it was tested to 30 students of grade X MIPA at SMAN 11 Bone. The results of the study reveal that the e-module developed has met a valid, practical, and effective criteria. The e-module is stated as valid based on the validation result of e-module with the average 3.92, which is in very valid category. The e-module is stated as practical based on (1) the implementation of e-module with 1.88 which is in fully implemented category, (2) the teacher’s response with the average 92.71, which is in very practical category, and (3) the students’ response with the average 88.76, which is in vry practical category. The e-module is stated as effective based on the result of learning outcomes with a class completeness percentage of 83.33%. The e-module developed consists of the cover, preface, table of contents, glossarium, conceptual maps, core competence, basic competence, competence achievement indicators, review of reduction and oxidation reactions material, requirement material, e-module manual, workbook 1, 2, and 3, evaluation, and references.
{"title":"Pengembangan E-Modul Reaksi Reduksi dan Oksidasi Berbasis Discovery learning untuk Meningkatkan Hasil Belajar Peserta Didik Kelas X MIPA SMA Negeri 11 Bone","authors":"Nurhidayanti Nurhidayanti, M. Anwar, M. Danial","doi":"10.26858/cer.v6i1.39488","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39488","url":null,"abstract":"This study is a development research, which aims at developing e-module of reduction and oxidation reactions based on discovery learning, which is valid, practical, and effective. The development model used was 4-D development model consisted of four stages, namely defining, design, development, and dissemination. The e-module developed was validated by two experts. Then, it was tested to 30 students of grade X MIPA at SMAN 11 Bone. The results of the study reveal that the e-module developed has met a valid, practical, and effective criteria. The e-module is stated as valid based on the validation result of e-module with the average 3.92, which is in very valid category. The e-module is stated as practical based on (1) the implementation of e-module with 1.88 which is in fully implemented category, (2) the teacher’s response with the average 92.71, which is in very practical category, and (3) the students’ response with the average 88.76, which is in vry practical category. The e-module is stated as effective based on the result of learning outcomes with a class completeness percentage of 83.33%. The e-module developed consists of the cover, preface, table of contents, glossarium, conceptual maps, core competence, basic competence, competence achievement indicators, review of reduction and oxidation reactions material, requirement material, e-module manual, workbook 1, 2, and 3, evaluation, and references.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126193531","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 producing Acid-Based e-module based on guided inquiry assisted by Flip PDF Professional which is valid, practical, and effective. The development model used in this study was ADDIE development model, which consisted of analysis stage, design stage, development stage, implementation stage, and evaluation stage. The Acid-Base e-module based on guided inquiry developed was validated by two experts. After the validation, the Acid-Base e-module based on guided inquiry was tested to 37 students of grade XI MIPA at SMAN 3 Polewali. The e-module is stated as valid based on the validation result of e-module with the average 3.50 (very valid). The e-module has met the practical criteria based on the results: (1) the implementation of Acid-Base e-module based on guided inquiry with M = 1.79, which is in fully implemented category, (2) the teacher’s response is positive with 91.00%, which is in very practical category, and (3) the students’ responses are very positive with 84.24%, which is in practical category. The e-module is stated as effective based on the class completeness percentage which is shown in learning outcomes, 86.50%. Therefore, the result of the study indicates that the Acid-Base e-module based on guided inquiry assisted by Flip PDF Professional has valid, practical, and effective qualities.
本研究是一项开发性研究，旨在通过Flip PDF Professional辅助下的基于引导查询的Acid-Based e-module，制作出有效、实用、有效的电子模块。本研究采用的开发模型为ADDIE开发模型，分为分析阶段、设计阶段、开发阶段、实施阶段和评估阶段。开发的基于引导式查询的酸碱电子模块经两位专家验证。根据e-module的验证结果，该e-module为有效的，平均为3.50(非常有效)。从结果来看，该电子模块满足实用标准:(1)基于引导探究的酸碱电子模块的实施，M = 1.79，属于完全实施类;(2)教师的反应是肯定的，为91.00%，属于非常实用类;(3)学生的反应是非常积极的，为84.24%，属于实用类。根据学习成果显示的班级完成率，即86.50%，电子模块被认为是有效的。因此，研究结果表明，基于Flip PDF Professional辅助的引导式查询的酸碱电子模块具有有效性、实用性和有效性。
{"title":"Pengembangan E-Modul Asam Basa Berbasis Inkuiri Terbimbing Berbantuan Flip PDF Professional untuk Meningkatkan Hasil Belajar Peserta Didik Kelas XI MIPA SMAN 3 Polewali","authors":"Feby Indayani, M. Danial","doi":"10.26858/cer.v6i1.39482","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39482","url":null,"abstract":"This study is a development research, which aims at producing Acid-Based e-module based on guided inquiry assisted by Flip PDF Professional which is valid, practical, and effective. The development model used in this study was ADDIE development model, which consisted of analysis stage, design stage, development stage, implementation stage, and evaluation stage. The Acid-Base e-module based on guided inquiry developed was validated by two experts. After the validation, the Acid-Base e-module based on guided inquiry was tested to 37 students of grade XI MIPA at SMAN 3 Polewali. The e-module is stated as valid based on the validation result of e-module with the average 3.50 (very valid). The e-module has met the practical criteria based on the results: (1) the implementation of Acid-Base e-module based on guided inquiry with M = 1.79, which is in fully implemented category, (2) the teacher’s response is positive with 91.00%, which is in very practical category, and (3) the students’ responses are very positive with 84.24%, which is in practical category. The e-module is stated as effective based on the class completeness percentage which is shown in learning outcomes, 86.50%. Therefore, the result of the study indicates that the Acid-Base e-module based on guided inquiry assisted by Flip PDF Professional has valid, practical, and effective qualities.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127254128","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 study is a development research aims 1) to find discovery learning-based junior high school science learning tools to increase students' motivation and learning outcomes, 2) to analyze the validity, practicality and effectiveness of discovery learning based junior high school science learning tools to increase students' motivation and learning outcomes. The development model used in this study refers to the 4D development model, which consists of several stages, namely defining, designing, development, and dissemination. The learning devices developed had been conducted through the validation stage by the validator and through trials, and had been revised by the developers to produce learning devices which are valid, practical, and effective. The results of the study reveal that (1) the expert’s validation of RPP is 3.30 with valid criteria, (2) the expert’s validation of BAPD is 3.24 with valid criteria, (3) the expert’s validation of LKPD is 3.51 with very valid criteria, and (4) the expert’s validation of THB is 3.35 with valid criteria. The learning devices are stated to be practical because the learning devices implementation is in fully implemented category with an average value of 3.58. The teacher’s response and students’ responses are in very positive category with 87.50% and 87.50%, respectively. The learning devices also meet the effectiveness value with the results of increasing the score of learning motivation from 69.04% to 82.04% and the learning outcomes meet effective criteria with a class completeness percentage of 85%.
{"title":"Pengembangan Perangkat Pembelajaran IPA SMP Berbasis Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar","authors":"Sri Widiastuti, M. Danial, M. Arsyad","doi":"10.26858/cer.v6i1.39478","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39478","url":null,"abstract":"The study is a development research aims 1) to find discovery learning-based junior high school science learning tools to increase students' motivation and learning outcomes, 2) to analyze the validity, practicality and effectiveness of discovery learning based junior high school science learning tools to increase students' motivation and learning outcomes. The development model used in this study refers to the 4D development model, which consists of several stages, namely defining, designing, development, and dissemination. The learning devices developed had been conducted through the validation stage by the validator and through trials, and had been revised by the developers to produce learning devices which are valid, practical, and effective. The results of the study reveal that (1) the expert’s validation of RPP is 3.30 with valid criteria, (2) the expert’s validation of BAPD is 3.24 with valid criteria, (3) the expert’s validation of LKPD is 3.51 with very valid criteria, and (4) the expert’s validation of THB is 3.35 with valid criteria. The learning devices are stated to be practical because the learning devices implementation is in fully implemented category with an average value of 3.58. The teacher’s response and students’ responses are in very positive category with 87.50% and 87.50%, respectively. The learning devices also meet the effectiveness value with the results of increasing the score of learning motivation from 69.04% to 82.04% and the learning outcomes meet effective criteria with a class completeness percentage of 85%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124607007","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 study aims to develop affective and psychomotor assessment tools in basic chemistry practicum which are valid, reliable, and practical. The study refers to ADDIE development model which consists of the analysis phase, design phase, development phase, implementation, and evaluation. The implementation process was conducted for students who program basic chemistry subject at STP Hatta-Sjahrir Banda Naira. By considering the criticisms and suggestions from the validator, it is obtained a valid and usable affective and psychomotor assessment tools. The reliability was obtained after being analyzed with SPSS version 21 Cronbach's Alpha value for the assessment tools which were 0.811 and 0.923. The results of the analysis of the responses of the 4 practicum assistants conducted after the practicum activities were completed and observations made at each practicum meeting showed that the average scores obtained were 69.75 and 3.8. The results showed that the affective and psychomotor assessment tools in basic chemistry practicum were declared as valid, reliable, and practical to be used.
本研究旨在开发有效、可靠、实用的基础化学实习情感与精神运动评估工具。本研究采用ADDIE开发模型，该模型由分析阶段、设计阶段、开发阶段、实施阶段和评估阶段组成。实施过程针对在STP hatta - jahrir Banda Naira编写基础化学课程的学生。通过对验证者提出的批评和建议的综合考虑，得到了一套有效、实用的情感和精神运动评估工具。采用SPSS 21版对评价工具的Cronbach’s Alpha值进行分析，得到信度分别为0.811和0.923。在实习活动结束后，对4名实习助理的反馈进行分析，并在每次实习会议上进行观察，平均得分分别为69.75分和3.8分。结果表明，在基础化学实习中所使用的情感和精神运动评价工具是有效的、可靠的和实用的。
{"title":"Pengembangan Asesmen Afektif dan Psikomotor pada Praktikum Kimia Dasar di Sekolah Tinggi Perikanan (STP) Hatta-Sjahrir Banda Naira","authors":"M. Fadli, M. Mansyur, Pince Salempa","doi":"10.26858/cer.v6i1.39476","DOIUrl":"https://doi.org/10.26858/cer.v6i1.39476","url":null,"abstract":"The study aims to develop affective and psychomotor assessment tools in basic chemistry practicum which are valid, reliable, and practical. The study refers to ADDIE development model which consists of the analysis phase, design phase, development phase, implementation, and evaluation. The implementation process was conducted for students who program basic chemistry subject at STP Hatta-Sjahrir Banda Naira. By considering the criticisms and suggestions from the validator, it is obtained a valid and usable affective and psychomotor assessment tools. The reliability was obtained after being analyzed with SPSS version 21 Cronbach's Alpha value for the assessment tools which were 0.811 and 0.923. The results of the analysis of the responses of the 4 practicum assistants conducted after the practicum activities were completed and observations made at each practicum meeting showed that the average scores obtained were 69.75 and 3.8. The results showed that the affective and psychomotor assessment tools in basic chemistry practicum were declared as valid, reliable, and practical to be used.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114481707","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 problem-based e-LKPD on acid and base solutions which is valid, practical, and effective to be used to improve learning outcomes. The development model used in this study referred to the 4-D development model, which consisted of the defining stage, the design stage, the development stage, and the dissemination stage. The one developed was a problem-based electronic student’s worksheet (LKPD). The problem-based e-LKPD developed was then validated by two experts. After validation, a trial was conducted at SMKN 9 Jeneponto in grade X TKJ with a total of 22 students. The results show that the resulting e-LKPD is valid with an average validity value of 3.40 with valid criteria. The practicality test includes: (1) analysis of the teacher's response, the teacher gave a very positive response with an average value of 3.75 which means it is practical and not revised, (2) analysis of students’ responses, students gave a positive response with a percentage of 81.80 very responsive. This problem-based E-LKPD also meets the effectiveness criteria with learning outcomes meeting the effective criteria where the N-Gain of 0.64 increases in learning outcomes which is in moderate category, the percentage of completeness is 81.82% which is in good category.
{"title":"Pengembangan Lembar Kerja Peserta Didik (LKPD) Elektronik Berbasis Masalah pada Materi Larutan Asam dan Basa","authors":"M. Danial, Felisitas Yanti Rano, Netti ' Herawati","doi":"10.26858/cer.v5i2.32721","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32721","url":null,"abstract":"This study is a development research that aims to develop problem-based e-LKPD on acid and base solutions which is valid, practical, and effective to be used to improve learning outcomes. The development model used in this study referred to the 4-D development model, which consisted of the defining stage, the design stage, the development stage, and the dissemination stage. The one developed was a problem-based electronic student’s worksheet (LKPD). The problem-based e-LKPD developed was then validated by two experts. After validation, a trial was conducted at SMKN 9 Jeneponto in grade X TKJ with a total of 22 students. The results show that the resulting e-LKPD is valid with an average validity value of 3.40 with valid criteria. The practicality test includes: (1) analysis of the teacher's response, the teacher gave a very positive response with an average value of 3.75 which means it is practical and not revised, (2) analysis of students’ responses, students gave a positive response with a percentage of 81.80 very responsive. This problem-based E-LKPD also meets the effectiveness criteria with learning outcomes meeting the effective criteria where the N-Gain of 0.64 increases in learning outcomes which is in moderate category, the percentage of completeness is 81.82% which is in good category.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129134493","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 E-LKPD based on Problem Solving on acid-base titration material to increase students’ motivation and learning outcomes which is valid, practical, and effective to be used. The development model used refers to Addie development model, which consists of several stages, namely analysis, design, development, implementation, and evaluation. The e-LKPD that had been developed had conducted the validation by the validator/expert and trials, it had been revised by the developer to produce a valid, practical, and effective e-LKPD. The results show that the developed e-LKPD: (1) it had validated by the expert of e-LKPD 3.31 with valid criteria. E-LKPD is stated to be practical because the practicality test related to: (1) its implementation in Problem Solving learning model is at an average value of M = 1.91 in the category (1.5 ≤ M ≤ 2.0) which means the aspects and the observed criteria are in fully implemented category; (2) the teacher's response is very positive with a percentage of 100% with very practical criteria; and (3) the students' responses are very positive with a percentage of 92.60% with very practical criteria. E-LKPD also meets the effectiveness criteria with the results: (1) increasing students' learning motivation from 69.84% to 82.73% and (2) the learning outcomes meet the effective criteria with a class completeness percentage of 81.81%.
{"title":"Pengembangan E-LKPD Berbasis Problem Solving pada Materi Titrasi Asam Basa untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik","authors":"Fitriani Marsim, M. Danial, Muhammad Syahrir","doi":"10.26858/cer.v5i2.32718","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32718","url":null,"abstract":"This study is a development research that aims to develop E-LKPD based on Problem Solving on acid-base titration material to increase students’ motivation and learning outcomes which is valid, practical, and effective to be used. The development model used refers to Addie development model, which consists of several stages, namely analysis, design, development, implementation, and evaluation. The e-LKPD that had been developed had conducted the validation by the validator/expert and trials, it had been revised by the developer to produce a valid, practical, and effective e-LKPD. The results show that the developed e-LKPD: (1) it had validated by the expert of e-LKPD 3.31 with valid criteria. E-LKPD is stated to be practical because the practicality test related to: (1) its implementation in Problem Solving learning model is at an average value of M = 1.91 in the category (1.5 ≤ M ≤ 2.0) which means the aspects and the observed criteria are in fully implemented category; (2) the teacher's response is very positive with a percentage of 100% with very practical criteria; and (3) the students' responses are very positive with a percentage of 92.60% with very practical criteria. E-LKPD also meets the effectiveness criteria with the results: (1) increasing students' learning motivation from 69.84% to 82.73% and (2) the learning outcomes meet the effective criteria with a class completeness percentage of 81.81%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116784187","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：