M. Fakhri, Della Fadhilatunisa, Rosidah Rosidah, Muhammad Fajar B, Muh. Alham Satnur, Farid Fajrin
Online learning in E-learning Media in Covid-19 conditions involving lecturers as educators and students as educators has an important role in improving student learning outcomes. The purpose of this study was to find out the influence of E-learning based on LMS Moodle and Motivation to Learn partially and simultaneously on student learning outcomes. This type of research is a mix method that integrates quantitative and qualitative research with sequential explanatory forms. The data collection techniques used are questionnaires or questionnaires and interviews. The instruments used are questionnaire sheets and interviews that are used to collect the data needed. The sample from this study was 75 accounting students. The data analysis used is inferential analysis with Classical Assumption Test (Normality Test and Linearity Test) and Multiple Regression Analysis with partial t test and simultaneous F test. The results showed that there was an influence of LMS Moodle-based E-learning Media, Partial and simultaneous Learning Motivation on student learning outcomes which was indicated by a significant value smaller than 0.05 and the large influence of both variables on dependent variables of 60.6%.
{"title":"Pengaruh Media E-Learning Berbasis LMS Moodle dan Motivasi Belajar terhadap Hasil Belajar Mahasiswa di Masa Pandemi Covid-19","authors":"M. Fakhri, Della Fadhilatunisa, Rosidah Rosidah, Muhammad Fajar B, Muh. Alham Satnur, Farid Fajrin","doi":"10.26858/cer.v5i2.32724","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32724","url":null,"abstract":"Online learning in E-learning Media in Covid-19 conditions involving lecturers as educators and students as educators has an important role in improving student learning outcomes. The purpose of this study was to find out the influence of E-learning based on LMS Moodle and Motivation to Learn partially and simultaneously on student learning outcomes. This type of research is a mix method that integrates quantitative and qualitative research with sequential explanatory forms. The data collection techniques used are questionnaires or questionnaires and interviews. The instruments used are questionnaire sheets and interviews that are used to collect the data needed. The sample from this study was 75 accounting students. The data analysis used is inferential analysis with Classical Assumption Test (Normality Test and Linearity Test) and Multiple Regression Analysis with partial t test and simultaneous F test. The results showed that there was an influence of LMS Moodle-based E-learning Media, Partial and simultaneous Learning Motivation on student learning outcomes which was indicated by a significant value smaller than 0.05 and the large influence of both variables on dependent variables of 60.6%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"169 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":"116182901","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 quasi-experimental research that aims to discover the effect of learning models and learning styles on learning outcomes of grade XI students of MIPA at SMAN 1 Kalukku. The independent variables in this study were the learning models and learning styles of students, and the dependent variable was the learning outcomes on Colloid System subject. The population of the study were students of grade XI MIPA at SMAN 1 Kalukku with the total of 7 classes. The sample of the study was determined by using random sampling technique consisted of 2 classes, namely Class XI MIPA 1 (Class A) and XI MIPA 3 (Class B). The research design employed factorial. The research data was obtained by giving a test of learning outcomes on Colloid System material in the form of a post-test consisted of 25 multiple-choice questions. The data analysis techniques used descriptive and inferential statistical analysis. Hypothesis testing was conducted with the F test (ANOVA) at a significance level of α = 0.05. The results of hypothesis testing with the F test prove that there is an influence of learning models on learning outcomes, there is an influence of learning styles on learning outcomes, and there is an influence of interaction between learning models and learning styles on learning outcomes of grade XI students of MIPA at SMAN 1 Kalukku, studies on Colloid System subject.
{"title":"Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Hasil Belajar Peserta Didik","authors":"Netti ' Herawati, Ulben Syarifuddin, Halimah Husain","doi":"10.26858/cer.v5i2.32725","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32725","url":null,"abstract":"This study is a quasi-experimental research that aims to discover the effect of learning models and learning styles on learning outcomes of grade XI students of MIPA at SMAN 1 Kalukku. The independent variables in this study were the learning models and learning styles of students, and the dependent variable was the learning outcomes on Colloid System subject. The population of the study were students of grade XI MIPA at SMAN 1 Kalukku with the total of 7 classes. The sample of the study was determined by using random sampling technique consisted of 2 classes, namely Class XI MIPA 1 (Class A) and XI MIPA 3 (Class B). The research design employed factorial. The research data was obtained by giving a test of learning outcomes on Colloid System material in the form of a post-test consisted of 25 multiple-choice questions. The data analysis techniques used descriptive and inferential statistical analysis. Hypothesis testing was conducted with the F test (ANOVA) at a significance level of α = 0.05. The results of hypothesis testing with the F test prove that there is an influence of learning models on learning outcomes, there is an influence of learning styles on learning outcomes, and there is an influence of interaction between learning models and learning styles on learning outcomes of grade XI students of MIPA at SMAN 1 Kalukku, studies on Colloid System subject.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"28 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":"121940482","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 (1) to develop a guided inquiry-based learning module in increasing learning independence and learning outcomes (2) to produce a guided inquiry-based e-Module which is valid, practical, and effective in increasing learning independence and learning outcomes. The development model used in this study is the ADDIE development model. The guided inquiry-based e-Module developed had gone through the validation stage by experts so that based on the validation results it is declared valid and based on the results of trials in class it is declared practical and effective. e-Modules and other research instruments are stated to have met the criteria for validity in valid category. Based on the research data, the e-Module have met the practicality criteria because the practicality test is related to: (a) the implementation of the guided inquiry-based learning e-Module with the average value of M=1.79 in the interval (1.5≤M≤2 ,0) with implemented entirely category; (b) positive teacher’s response with a percentage of 89% in very practical criteria; and (c) very positive students’ responses with a percentage of 81% in very practical criteria. The guided inquiry-based e-Module is stated to be effective because it has met the effectiveness criteria with the results: (a) increasing students' learning independence from before treatment 57.02% to 79.63% after the treatment; (b) the learning outcomes meet the effective criteria for the n-gain value with an increase in learning outcomes by 0.78 in high category. e-Module was developed with the help of 3D Pageflip Professional software. The guided inquiry-based e-Module that was developed includes elements consisting of: (1) cover, containing the identity of the colloid e-Module, (2) instructions for using the e-Module, (3) KD and learning indicators, (4) a brief Colloid material at certain meetings, (4) learning videos, and (5) learning activities.
{"title":"Pengembangan E-Modul Berbasis Inkuiri Terbimbing untuk Meningkatkan Kemandirian Belajar dan Hasil Belajar Peserta Didik pada Materi Koloid","authors":"A. Yunus, M. Danial, Muharram Muharram","doi":"10.26858/cer.v5i2.32728","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32728","url":null,"abstract":"This study is a development research that aims (1) to develop a guided inquiry-based learning module in increasing learning independence and learning outcomes (2) to produce a guided inquiry-based e-Module which is valid, practical, and effective in increasing learning independence and learning outcomes. The development model used in this study is the ADDIE development model. The guided inquiry-based e-Module developed had gone through the validation stage by experts so that based on the validation results it is declared valid and based on the results of trials in class it is declared practical and effective. e-Modules and other research instruments are stated to have met the criteria for validity in valid category. Based on the research data, the e-Module have met the practicality criteria because the practicality test is related to: (a) the implementation of the guided inquiry-based learning e-Module with the average value of M=1.79 in the interval (1.5≤M≤2 ,0) with implemented entirely category; (b) positive teacher’s response with a percentage of 89% in very practical criteria; and (c) very positive students’ responses with a percentage of 81% in very practical criteria. The guided inquiry-based e-Module is stated to be effective because it has met the effectiveness criteria with the results: (a) increasing students' learning independence from before treatment 57.02% to 79.63% after the treatment; (b) the learning outcomes meet the effective criteria for the n-gain value with an increase in learning outcomes by 0.78 in high category. e-Module was developed with the help of 3D Pageflip Professional software. The guided inquiry-based e-Module that was developed includes elements consisting of: (1) cover, containing the identity of the colloid e-Module, (2) instructions for using the e-Module, (3) KD and learning indicators, (4) a brief Colloid material at certain meetings, (4) learning videos, and (5) learning activities.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"105 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":"121411133","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 STEAM-based electronic learning device on colloid material to increase student’s interest and learning achievement that are valid, practical and effective. The development model uses the ADDIE development model which consists of 5 stages : (1) the analysis phase includes curriculum analysis, student analysis, concept analysis, formulation of learning objectives, and task analysis; (2) the design, which includes the stage of selecting the format and initial design of the RPP, e-module and E-LKPD using the Canva application; (3) the device development stage by integrating STEAM aspects and following the Project Based Learning (PjBL) syntax; (4)the deployment stage is the testing phase of learning tools that have been validated by experts and have been revised by developers; (5) the evaluation phase includes the evaluation of learning devices after going through the trial phase. Analysis of the results of the validation of RPP, e-Modul and e-LKPD based on the STEAM PjBL model, namely 3.53; 3.80; and 3.77 very valid categories. Practical based on the practicality test by looking at the implementation of STEAM-based learning the PjBL model has an average value of M = 1.87 which means that it is fully implemented; the responses of students and teachers were very positive with a percentage of 90.91% and 85.25%. Learning Devices also meet the effective criteria because the class completeness reaches 84.85% and the n-gain results in increasing interest in learning are in the medium criteria.
本研究是一项开发研究，旨在生产基于steam的胶体材料电子学习装置，以提高学生的学习兴趣和学习成果，有效、实用、有效。开发模型采用ADDIE开发模型，分为5个阶段:(1)分析阶段包括课程分析、学生分析、概念分析、学习目标制定、任务分析;(2)设计，包括使用Canva应用程序对RPP、e-module和E-LKPD进行格式选择和初步设计阶段;(3)通过整合STEAM方面并遵循基于项目的学习(Project Based Learning, PjBL)语法，进入设备开发阶段;(4)部署阶段是学习工具经过专家验证和开发人员修改的测试阶段;(5)评价阶段包括经过试用阶段后对学习器具的评价。基于STEAM PjBL模型的RPP、e- module和e-LKPD验证结果分析，即3.53;3.80;3.77个非常有效的分类。实用性基于实用性测试，通过观察基于steam的学习的实现，PjBL模型的平均值M = 1.87，这意味着它是完全实现的;学生和教师的反应非常积极，分别为90.91%和85.25%。学习设备也符合有效标准，因为类完备性达到84.85%，n-增益结果增加了学习兴趣，处于中等标准。
{"title":"Pengembangan Perangkat Pembelajaran Elektronik Berbasis STEAM untuk Meningkatkan Minat dan Hasil Belajar","authors":"H. Herlina, Ramlawati Ramlawati, H. Hasri","doi":"10.26858/cer.v5i2.32731","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32731","url":null,"abstract":"This study is a development research that aims to produce STEAM-based electronic learning device on colloid material to increase student’s interest and learning achievement that are valid, practical and effective. The development model uses the ADDIE development model which consists of 5 stages : (1) the analysis phase includes curriculum analysis, student analysis, concept analysis, formulation of learning objectives, and task analysis; (2) the design, which includes the stage of selecting the format and initial design of the RPP, e-module and E-LKPD using the Canva application; (3) the device development stage by integrating STEAM aspects and following the Project Based Learning (PjBL) syntax; (4)the deployment stage is the testing phase of learning tools that have been validated by experts and have been revised by developers; (5) the evaluation phase includes the evaluation of learning devices after going through the trial phase. Analysis of the results of the validation of RPP, e-Modul and e-LKPD based on the STEAM PjBL model, namely 3.53; 3.80; and 3.77 very valid categories. Practical based on the practicality test by looking at the implementation of STEAM-based learning the PjBL model has an average value of M = 1.87 which means that it is fully implemented; the responses of students and teachers were very positive with a percentage of 90.91% and 85.25%. Learning Devices also meet the effective criteria because the class completeness reaches 84.85% and the n-gain results in increasing interest in learning are in the medium criteria.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"8 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":"123893966","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 describe the profile of Chem-Magz colloid system based on Flipbook Maker as a learning resource for high school students and produce a colloidal system Chem-Magz product based on Flipbook Maker as a valid, practical, and effective learning resource for high school students. The type of research used in this research is development research or R&D with the ADDIE development model. This research was conducted at SMA Negeri 1 Kalukku in class XI MIPA students. The data collection technique uses an instrument in the form of a product assessment questionnaire to assess aspects of validity, assess aspects of practicality, and to assess aspects of the effectiveness of learning media. The results of the study show that the development profile of Chem-Magz based on flipbook maker consists of 1) Cover or cover designed using Adobe InDesign with a background image related to colloidal material 2) Supporting Information related to brief information about Chem-Magz 3) Contents or table of contents according to sub main subject of colloid system 4) Content of material consisting of colloid system material which is equipped with supporting images and videos 5) The tasks listed in the design are as attractive as possible and 6) Cover Cover with background images related to the material and contains a cover about colloid system material and in general, the results of the flipbook maker-based Chem-Magz development in this study are valid, practical and effective. (a) Valid, based on the results of validation by experts at Chem-Magz based on flipbook maker obtaining an average score of 3.76 with a very valid category which lies in the range of 3.5 X/Y/Z 4 with a very valid category, (b) practical, based on observations by observers that the learning device was "completely implemented" during the trial with an average value of 1.96 which was in the range of 1.5 M 2.0, while the overall response of teachers and students was in the category of "Very Positive" and (c) effective, the classical completeness of student learning outcomes is achieved which shows that the percentage of student learning outcomes of 40% is in the very good category, 48% is in the good category, 4% is in the sufficient category, and 8% in the less category. Table 4.12 shows that of the 25 students who took the learning outcomes test, there were 90% who achieved classical completeness, namely 23 students who completed and 10% who did not achieve classical completeness, namely 2 students who did not complete.
本研究旨在描述基于Flipbook Maker的Chem-Magz胶体系统作为高中生学习资源的概况，并制作基于Flipbook Maker的胶体系统Chem-Magz产品，作为高中生有效、实用、有效的学习资源。在本研究中使用的研究类型是开发研究或研发与ADDIE开发模式。数据收集技术使用产品评估问卷形式的工具来评估有效性方面，评估实用性方面，以及评估学习媒体有效性方面。研究结果表明，基于flipbook maker的Chem-Magz开发概况包括:1)封面或使用Adobe InDesign设计的封面，背景图像与胶体材料相关;2)支持信息与Chem-Magz简要信息相关;3)根据胶体系统的子主题提供内容或目录;4)材料内容由胶体系统材料组成，配有辅助图像和视频;5)列出的任务6)封面封面有与材料相关的背景图像，并包含一个关于胶体体系材料的封面。总的来说，本研究中基于翻页书制造商的Chem-Magz开发结果是有效的，实用的和有效的。(a)有效，基于Chem-Magz专家基于flipbook制造商的验证结果，获得了3.76的平均分数，非常有效的类别位于3.5 X/Y/Z 4的范围内，非常有效的类别，(b)实用，基于观察者的观察，学习设备在试验期间“完全实施”，平均值为1.96，在1.5 M 2.0的范围内。而教师和学生的整体反应是在“非常积极”和(c)有效的类别，学生的学习成果达到了经典的完备性，这表明40%的学生学习成果的百分比是在非常好类别，48%是在良好的类别，4%是在足够的类别，8%是在较少的类别。表4.12显示，参加学习成果测试的25名学生中，达到经典完备性的学生占90%，即完成的学生有23名，未完成的学生占10%，即2名未完成。
{"title":"Pengembangan Chem-Magz Berbasis Flipbook Maker sebagai Sumber Belajar Mandiri Peserta Didik Kelas XI MIPA","authors":"Khaliq Algiffary, Army Aulia, Halimah Husain","doi":"10.26858/cer.v5i2.32727","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32727","url":null,"abstract":"This study aims to describe the profile of Chem-Magz colloid system based on Flipbook Maker as a learning resource for high school students and produce a colloidal system Chem-Magz product based on Flipbook Maker as a valid, practical, and effective learning resource for high school students. The type of research used in this research is development research or R&D with the ADDIE development model. This research was conducted at SMA Negeri 1 Kalukku in class XI MIPA students. The data collection technique uses an instrument in the form of a product assessment questionnaire to assess aspects of validity, assess aspects of practicality, and to assess aspects of the effectiveness of learning media. The results of the study show that the development profile of Chem-Magz based on flipbook maker consists of 1) Cover or cover designed using Adobe InDesign with a background image related to colloidal material 2) Supporting Information related to brief information about Chem-Magz 3) Contents or table of contents according to sub main subject of colloid system 4) Content of material consisting of colloid system material which is equipped with supporting images and videos 5) The tasks listed in the design are as attractive as possible and 6) Cover Cover with background images related to the material and contains a cover about colloid system material and in general, the results of the flipbook maker-based Chem-Magz development in this study are valid, practical and effective. (a) Valid, based on the results of validation by experts at Chem-Magz based on flipbook maker obtaining an average score of 3.76 with a very valid category which lies in the range of 3.5 X/Y/Z 4 with a very valid category, (b) practical, based on observations by observers that the learning device was \"completely implemented\" during the trial with an average value of 1.96 which was in the range of 1.5 M 2.0, while the overall response of teachers and students was in the category of \"Very Positive\" and (c) effective, the classical completeness of student learning outcomes is achieved which shows that the percentage of student learning outcomes of 40% is in the very good category, 48% is in the good category, 4% is in the sufficient category, and 8% in the less category. Table 4.12 shows that of the 25 students who took the learning outcomes test, there were 90% who achieved classical completeness, namely 23 students who completed and 10% who did not achieve classical completeness, namely 2 students who did not complete.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"124 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":"131639739","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 electronic LKPD through adiscovery learning model assisted by the 3D PageFlip Professional application on electrolyte and non-electrolyte solution materials that are valid, practical, and effective to be used to improve students' critical thinking abilities. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The electronic LKPD was validated by two experts. Then it was tested to grade X Aljabar UPT SMAN 11 Pangkep through Google Meet. The results show that the developed electronic LKPD is valid with an average validity value of 3.42. The practicality test includes: (1) the implementation of LKPD learning through discovery learning model is at an average value of M = 1.96 in the value interval (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed are in fully implemented category, (2) the students gave a positive response with a total average percentage of 77.38%, which means the electronic LKPD is in practical category and (3) the teacher gave a positive response with an average total score of 86.18%, it is invery practical category. The electronic LKPD through the discovery learning developed also meets effective criteria with the test results of each indicator of students' critical thinking abilities is in the percentage of 60% - 80% in medium category.
{"title":"Pengembangan LKPD Elektronik melalui Model Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik (Studi pada Materi Pokok Larutan Elektrolit dan Non Elektrolit)","authors":"U. Dwiputri, Pince Salempa, Sugiarti Sugiarti","doi":"10.26858/cer.v5i2.32723","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32723","url":null,"abstract":"This study is a development research that aims to develop electronic LKPD through adiscovery learning model assisted by the 3D PageFlip Professional application on electrolyte and non-electrolyte solution materials that are valid, practical, and effective to be used to improve students' critical thinking abilities. The research procedure employed the ADDIE development model, which consisted of the analysis stage, design stage, development stage, implementation stage, and evaluation stage. The electronic LKPD was validated by two experts. Then it was tested to grade X Aljabar UPT SMAN 11 Pangkep through Google Meet. The results show that the developed electronic LKPD is valid with an average validity value of 3.42. The practicality test includes: (1) the implementation of LKPD learning through discovery learning model is at an average value of M = 1.96 in the value interval (1.5 ≤ M ≤ 2.0) meaning that the aspects and criteria observed are in fully implemented category, (2) the students gave a positive response with a total average percentage of 77.38%, which means the electronic LKPD is in practical category and (3) the teacher gave a positive response with an average total score of 86.18%, it is invery practical category. The electronic LKPD through the discovery learning developed also meets effective criteria with the test results of each indicator of students' critical thinking abilities is in the percentage of 60% - 80% in medium category.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"77 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":"126282560","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 research and development that aims to develop electronic modules using Flip PDF Professional on colloid material to improve students' creative thinking skills that are valid, practical, and effective to be used. The development model used refers to the ADDIE development model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The electronic module developed using Flip PDF Professional software had been validated by material expert and media expert and had gone through a trial phase to produce a valid, practical, and effective Colloid Chemistry electronic module. The Colloid Chemistry E-module product made with Flip PDF Professional is attractively designed because it contains colloid learning video and animation, and is practical in its use because students can easily access it on their respective androids without having to use additional applications. The subjects in this study were students of grade XI MIPA 3 at UPT SMAN 2 Parepare City. The results show that the Colloid Chemistry electronic module developed using Flip PDF Professional software obtained 88.5% validity by material expert and 86.12% validity percentage by media expert, so the validator criteria for the electronic module obtained as valid. The Colloid Chemistry electronic module developed using Flip PDF Professional software is stated to be practical because the practicality test obtained an average of 3.625 with practical criteria from the results of teacher’s responses and an average of 3.772 from students’ responses with practical criteria. The electronic product of the Colloidal Chemistry module also meets the effectiveness criteria based on the test result of students' creative thinking skills after using the developed colloid chemistry module, where students' creative thinking skills are dominated at level 3, namely creative.
本研究是一项研究与开发，旨在利用Flip PDF Professional在胶体材料上开发电子模块，以提高学生有效、实用、有效的创造性思维能力。所使用的开发模型为ADDIE开发模型，分为分析、设计、开发、实施、评估5个阶段。使用Flip PDF Professional软件开发的电子模块已经过材料专家和介质专家的验证，并经过试用阶段，生产出一个有效、实用、有效的胶体化学电子模块。使用Flip PDF Professional制作的胶体化学电子模块产品设计美观，因为它包含胶体学习视频和动画，并且使用起来很实用，因为学生可以轻松地在各自的机器人上访问它，而无需使用额外的应用程序。本研究的研究对象为UPT SMAN 2 pareparecity中学MIPA 3年级的学生。结果表明，利用Flip PDF Professional软件开发的胶体化学电子模块，材料专家的效度为88.5%，介质专家的效度为86.12%，获得的电子模块验证标准为有效。使用Flip PDF Professional软件开发的胶体化学电子模块之所以具有实用性，是因为在实用性测试中，教师回答的实用性测试结果平均为3.625分，学生回答的实用性测试结果平均为3.772分。胶体化学模块的电子产品在使用开发的胶体化学模块后，根据学生创造性思维能力的测试结果，也符合有效性标准，其中学生的创造性思维能力在3级即创造性上占主导地位。
{"title":"Pengembangan E-Modul pada Materi Koloid untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik","authors":"Dwi Wahyuliani, M. Danial, Wahidah Sanusi","doi":"10.26858/cer.v5i2.32732","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32732","url":null,"abstract":"This study is a research and development that aims to develop electronic modules using Flip PDF Professional on colloid material to improve students' creative thinking skills that are valid, practical, and effective to be used. The development model used refers to the ADDIE development model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The electronic module developed using Flip PDF Professional software had been validated by material expert and media expert and had gone through a trial phase to produce a valid, practical, and effective Colloid Chemistry electronic module. The Colloid Chemistry E-module product made with Flip PDF Professional is attractively designed because it contains colloid learning video and animation, and is practical in its use because students can easily access it on their respective androids without having to use additional applications. The subjects in this study were students of grade XI MIPA 3 at UPT SMAN 2 Parepare City. The results show that the Colloid Chemistry electronic module developed using Flip PDF Professional software obtained 88.5% validity by material expert and 86.12% validity percentage by media expert, so the validator criteria for the electronic module obtained as valid. The Colloid Chemistry electronic module developed using Flip PDF Professional software is stated to be practical because the practicality test obtained an average of 3.625 with practical criteria from the results of teacher’s responses and an average of 3.772 from students’ responses with practical criteria. The electronic product of the Colloidal Chemistry module also meets the effectiveness criteria based on the test result of students' creative thinking skills after using the developed colloid chemistry module, where students' creative thinking skills are dominated at level 3, namely creative.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"10 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":"127755613","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 learning devices on acid-base material in discovery learning model to increase students' motivation and learning outcomes that are valid, practical, and effective. The development model used in this research was the 4D development model from Thiagarajan. The learning devices that had been developed had gone through the validation phase by the validator/expert and had gone through the trial phase, resulting in learning devices that are valid, practical, and effective. The results of the study indicate that: (1) the process of developing learning devices using a 4-D model included 4 stages, namely: (a) the definition stage (define), (b) the design stage, (c) the development stage (develop), and (d) the dissemination stage, (2) the learning devices are stated to have met the validity criteria including RPP, LKPD, and THB, each of which is in very valid category.The learning devices are stated to be practical because the practicality test relates to: (a) the implementation of the device in discovery learning model has the average value M = 1.94 in the interval 1.5≤M≤2.0 with fully implemented category; (b) the teachers’ responsesare positive with a percentage of 91.75% with very practical criteria; and (c) the students' responses are very positive with a percentage of 87.65% with very practical criteria. The learning devicesare stated to be effective because it had met effective criteria with the results: (a) there are differences in the average learning motivation of students before and after the trial; (b) the learning outcomes meet the effective criteria with a class completeness percentage of 82%.
{"title":"Pengembangan Perangkat Pembelajaran pada Materi Asam Basa dalam Model Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik","authors":"Sri Mardiyanti Kasim, S. Sudding, Tabrani Gani","doi":"10.26858/cer.v5i2.32722","DOIUrl":"https://doi.org/10.26858/cer.v5i2.32722","url":null,"abstract":"This study is a development research that aims to develop learning devices on acid-base material in discovery learning model to increase students' motivation and learning outcomes that are valid, practical, and effective. The development model used in this research was the 4D development model from Thiagarajan. The learning devices that had been developed had gone through the validation phase by the validator/expert and had gone through the trial phase, resulting in learning devices that are valid, practical, and effective. The results of the study indicate that: (1) the process of developing learning devices using a 4-D model included 4 stages, namely: (a) the definition stage (define), (b) the design stage, (c) the development stage (develop), and (d) the dissemination stage, (2) the learning devices are stated to have met the validity criteria including RPP, LKPD, and THB, each of which is in very valid category.The learning devices are stated to be practical because the practicality test relates to: (a) the implementation of the device in discovery learning model has the average value M = 1.94 in the interval 1.5≤M≤2.0 with fully implemented category; (b) the teachers’ responsesare positive with a percentage of 91.75% with very practical criteria; and (c) the students' responses are very positive with a percentage of 87.65% with very practical criteria. The learning devicesare stated to be effective because it had met effective criteria with the results: (a) there are differences in the average learning motivation of students before and after the trial; (b) the learning outcomes meet the effective criteria with a class completeness percentage of 82%.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"23 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":"129116822","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}
Sherly Putri Utami, Ramlawati Ramlawati, Mohammad Wijaya
This study is research and development aimed to develop chemical equilibriums’ learning materials based on differentiated science inquiry which valid, practical, and effective enhancing students’ learning outcomes. The learning materials was developed by 4-D development model belongs to Thiagarajan which consisted of define, design, develop, and dissiminate phases. It has been validated by expert practitioners, tested limited and field, and revised by developer getting valid, practical, and effective product. The research result showed that (1) validity assesment of lesson plan, students’ book and worksheet, learning media, and learning aoutcomes test are in valid category; (2) It’s also in fully implemented category, teacher and students’ responses are in very practical and practical category; (3) amount 30 students of XI MIPA 1 SMAN 8 Gowa have average achievement based on learning outcomes test as much as 86,27 with good category from 100 as ideal score, (4) It’s in effective category based on learning outcomes test which the complete percentage is about 83,33%, (5) The enhace of learning outcomes is in high category with N-Gain of 0,736 respectively.
{"title":"Pengembangan Perangkat Pembelajaran Kesetimbangan Kimia Berbasis Model Differentiated Science Inquiry untuk Meningkatkan Hasil Belajar Peserta Didik","authors":"Sherly Putri Utami, Ramlawati Ramlawati, Mohammad Wijaya","doi":"10.26858/cer.v5i1.26367","DOIUrl":"https://doi.org/10.26858/cer.v5i1.26367","url":null,"abstract":"This study is research and development aimed to develop chemical equilibriums’ learning materials based on differentiated science inquiry which valid, practical, and effective enhancing students’ learning outcomes. The learning materials was developed by 4-D development model belongs to Thiagarajan which consisted of define, design, develop, and dissiminate phases. It has been validated by expert practitioners, tested limited and field, and revised by developer getting valid, practical, and effective product. The research result showed that (1) validity assesment of lesson plan, students’ book and worksheet, learning media, and learning aoutcomes test are in valid category; (2) It’s also in fully implemented category, teacher and students’ responses are in very practical and practical category; (3) amount 30 students of XI MIPA 1 SMAN 8 Gowa have average achievement based on learning outcomes test as much as 86,27 with good category from 100 as ideal score, (4) It’s in effective category based on learning outcomes test which the complete percentage is about 83,33%, (5) The enhace of learning outcomes is in high category with N-Gain of 0,736 respectively.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131093730","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: (1) determine the process of developing e-LKPD based on the discovery learning model on acid and base materials to improve learning outcomes. (2) determine the level of validity, practicality and effectiveness of e-LKPD based on discovery learning models on acid and base materials to improve learning outcomes. This type of research is Research and Development (R&D). This development research procedure follows the ADDIE model which consists of 5 phases, namely: analysis, design, development, implementation, and evaluation. The results showed that the level of validity of the e-LKPD based on the discovery learning model on the average acid and base material was stated to be very valid and feasible to use. This is based on the results of validation by expert validators with a general validation value of 3.50 or a very valid category. The practicality of the e-LKPD media with the discovery learning model is stated to be practical with a presentation of around 70% - 100%. The e-LKPD media with the discovery learning model is very effective to use. Completeness or achievement of the pretest KKM or those who scored 75 and above were 5 people (13.89%) and increased to 36 student (100%). The developed e-LKPD media contains, (1) title cover, (2) KD and Learning Indicators, (3) brief material, (4) stimulus video, (5) problem formulation column, (6) observation column, (7 ) conclusion column.
{"title":"Pengembangan e-LKPD Berbasis Model Discovery Learning pada Materi Pokok Asam Basa","authors":"Anugrah Pratama, Tabrani Gani, M. Danial","doi":"10.26858/cer.v5i1.26363","DOIUrl":"https://doi.org/10.26858/cer.v5i1.26363","url":null,"abstract":"This study aims to: (1) determine the process of developing e-LKPD based on the discovery learning model on acid and base materials to improve learning outcomes. (2) determine the level of validity, practicality and effectiveness of e-LKPD based on discovery learning models on acid and base materials to improve learning outcomes. This type of research is Research and Development (R&D). This development research procedure follows the ADDIE model which consists of 5 phases, namely: analysis, design, development, implementation, and evaluation. The results showed that the level of validity of the e-LKPD based on the discovery learning model on the average acid and base material was stated to be very valid and feasible to use. This is based on the results of validation by expert validators with a general validation value of 3.50 or a very valid category. The practicality of the e-LKPD media with the discovery learning model is stated to be practical with a presentation of around 70% - 100%. The e-LKPD media with the discovery learning model is very effective to use. Completeness or achievement of the pretest KKM or those who scored 75 and above were 5 people (13.89%) and increased to 36 student (100%). The developed e-LKPD media contains, (1) title cover, (2) KD and Learning Indicators, (3) brief material, (4) stimulus video, (5) problem formulation column, (6) observation column, (7 ) conclusion column.","PeriodicalId":270408,"journal":{"name":"Chemistry Education Review (CER)","volume":"284 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124214598","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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