Many students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader.
{"title":"Development of Interactive E-Workbook Based on Peer-Led Team Learning on Collaboration Skills and Critical Thinking in Basic Chemistry Concept","authors":"Ayu Rahayu, E. Ilimu, Musdalifatul Adewia","doi":"10.15575/jtk.v7i2.19750","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.19750","url":null,"abstract":"Many students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"641 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77528626","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}
J. Fatihah, T. Widhiyanti, S. Mulyani, W. Wiji, G. Yuliani
The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.
{"title":"Design of Science Process Skill-Based Intertextual Learning on Reaction Kinetics Concept","authors":"J. Fatihah, T. Widhiyanti, S. Mulyani, W. Wiji, G. Yuliani","doi":"10.15575/jtk.v7i2.20883","DOIUrl":"https://doi.org/10.15575/jtk.v7i2.20883","url":null,"abstract":"The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77802207","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}
Appropriate media and learning resources can optimize learning innovations in the 21st century. The use of technology has become an efficient alternative in the implementation of learning. This research aims to implement the protein metabolism electronic modules (e-modules) as biochemistry teaching materials to improve students’ critical thinking (CT) skills. This research refers to comparative quantitative nonparametric methods by comparing measurements of CT skills before applying e-modules during the lesson with the height of CT skills after using the e-module. The e-modules include videos, images, animations, links to various primary sources, and formative tests that follow the learning outcomes. As the result, the advancement of CT skills from the final measurements illustrated a reduction in the number of students categorized as bad and poor and an increasing number of students categorized as good and excellent. Furthermore, the skill improvement can also be seen through the Two Tail T-Test, with a tcount of 4.7752, while the ttable value for the Two Tail T-Test of 2.0262. Since tcount > ttable suggests a significant difference between the initial and final measurement scores test, H0 is rejected, and H1 is accepted. This research concludes that there is an increase in students' CT skills after participating in biochemistry learning using this protein metabolism e-module.
{"title":"IMPLEMENTASI E-MODUL METABOLISME PROTEIN DALAM PEMBELAJARAN BIOKIMIA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS","authors":"M. Nurjayadi, Fera Kurniadewi, Tri Susanti","doi":"10.15575/jtk.v7i1.9991","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.9991","url":null,"abstract":"Appropriate media and learning resources can optimize learning innovations in the 21st century. The use of technology has become an efficient alternative in the implementation of learning. This research aims to implement the protein metabolism electronic modules (e-modules) as biochemistry teaching materials to improve students’ critical thinking (CT) skills. This research refers to comparative quantitative nonparametric methods by comparing measurements of CT skills before applying e-modules during the lesson with the height of CT skills after using the e-module. The e-modules include videos, images, animations, links to various primary sources, and formative tests that follow the learning outcomes. As the result, the advancement of CT skills from the final measurements illustrated a reduction in the number of students categorized as bad and poor and an increasing number of students categorized as good and excellent. Furthermore, the skill improvement can also be seen through the Two Tail T-Test, with a tcount of 4.7752, while the ttable value for the Two Tail T-Test of 2.0262. Since tcount > ttable suggests a significant difference between the initial and final measurement scores test, H0 is rejected, and H1 is accepted. This research concludes that there is an increase in students' CT skills after participating in biochemistry learning using this protein metabolism e-module.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75303885","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 Indonesian children's literacy is still relatively low, and it has become a severe problem that the government, teachers, parents, and librarians should face. The data shows that only 10% of Indonesian children like to read a book, while most chemistry material is written in textbooks. This study aims to produce digital comics with chemical bonding material, determine comics' feasibility, and respond to readers. The research method develops the Borg and Gall model with seven stages of development without compromising the essence of the model. Meanwhile, data collection techniques are interviews, validation, and questionnaires using a Likert scale. The media and material validator has validated the product developed in this study. As a result, the media aspect has an overall score of 48 or 100%; the score belongs to the very decent criteria. The material aspect has got a score of 26 or 93% from the basic chemistry lecturers; Also, the chemistry teachers give 100%. In addition, the digital comic readers have an extensive test. Conversely, 48 respondents have been assessed with an overall score of 2753 or 90%. Hence, this percentage value relates to the very feasible category. Thus, the characteristics of this digital comic have fulfilled the material, media, language, and visual aspects; since it is included in the worthy category as an independent learning medium without replacing the role of educators.
{"title":"PENGEMBANGAN MEDIA PEMBELAJARAN “PETUAH KIMIA” (KOMIK DIGITAL MATERI IKATAN KIMIA)","authors":"Binti Mutammimah, Wirda Udaibah","doi":"10.15575/jtk.v7i1.17426","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.17426","url":null,"abstract":"The Indonesian children's literacy is still relatively low, and it has become a severe problem that the government, teachers, parents, and librarians should face. The data shows that only 10% of Indonesian children like to read a book, while most chemistry material is written in textbooks. This study aims to produce digital comics with chemical bonding material, determine comics' feasibility, and respond to readers. The research method develops the Borg and Gall model with seven stages of development without compromising the essence of the model. Meanwhile, data collection techniques are interviews, validation, and questionnaires using a Likert scale. The media and material validator has validated the product developed in this study. As a result, the media aspect has an overall score of 48 or 100%; the score belongs to the very decent criteria. The material aspect has got a score of 26 or 93% from the basic chemistry lecturers; Also, the chemistry teachers give 100%. In addition, the digital comic readers have an extensive test. Conversely, 48 respondents have been assessed with an overall score of 2753 or 90%. Hence, this percentage value relates to the very feasible category. Thus, the characteristics of this digital comic have fulfilled the material, media, language, and visual aspects; since it is included in the worthy category as an independent learning medium without replacing the role of educators.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"2000 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78099023","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}
Students find it difficult to understand the material of chemical equilibrium. One of the efforts to overcome these student difficulties is to use a structured inquiry-based module equipped with three levels of representation. This study aims to determine the effect of using the module on students' mental models. This study used a posttest-only control design conducted in two schools. In the design, each school had two groups, namely the experimental group and the control group. The two-tier diagnostic test instrument was used to test the mental models of 134 students. The hypothesis was tested by ttest using the SPSS 16.0 program. The results of the ttest for each school were 0.011 at SMAN 3 Padang and 0.008 at SMAN 13 Padang, with a 0.05 significance level. The results of the t-test showed that the use of the module affected students' mental models.
{"title":"PENGARUH MODUL KESETIMBANGAN KIMIA BERBASIS INKUIRI TERSTRUKTUR DENGAN TIGA LEVEL REPRESENTASI TERHADAP MODEL MENTAL SISWA","authors":"N. Nurhasanah, Minda Azhar, Alizar Alizar","doi":"10.15575/jtk.v7i1.12844","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.12844","url":null,"abstract":"Students find it difficult to understand the material of chemical equilibrium. One of the efforts to overcome these student difficulties is to use a structured inquiry-based module equipped with three levels of representation. This study aims to determine the effect of using the module on students' mental models. This study used a posttest-only control design conducted in two schools. In the design, each school had two groups, namely the experimental group and the control group. The two-tier diagnostic test instrument was used to test the mental models of 134 students. The hypothesis was tested by ttest using the SPSS 16.0 program. The results of the ttest for each school were 0.011 at SMAN 3 Padang and 0.008 at SMAN 13 Padang, with a 0.05 significance level. The results of the t-test showed that the use of the module affected students' mental models.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73523376","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}
A. Ridwan, Chintia Fatimah, T. Hadinugrahaningsih, Y. Rahmawati, A. Mardiah
This study is aimed to develop students' 21st century skills by integrating STEAM projects (Science, Technology, Engineering, Art, and Mathematics) in learning chemistry on acid and base solutions. Interdisciplinary learning was designed to allow students to be actively involved in learning through project development activities to see the relevance of learning content and its application in real life. This study involved 35 students of natural science 11th grade, consisting of 14 boys and 21 girls, in one of public senior high schools in DKI Jakarta Province. Researchers used qualitative methods to understand students' experiences and the implications of learning on their 21st century skills. The researcher collected data through semi-structured interviews, observation, journal reflective, and 21st century skills questionnaires. The results showed that each stage of STEAM learning integrated with project-based learning encouraged students to develop 21st century skills, namely learning and innovation skills, skills using information, media, technology, and life and career skills. Students reflected their abilities in using information and technology, the ability to work together, communication, and thinking at higher levels, as well as adaptability and leadership. In addition, Students were also faced with challenges in changing the paradigm of teachers and students and managing the learning process.
{"title":"Development of 21st Century Skills in Acid-Base Learning Through STEAM Projects","authors":"A. Ridwan, Chintia Fatimah, T. Hadinugrahaningsih, Y. Rahmawati, A. Mardiah","doi":"10.15575/jtk.v7i1.4913","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.4913","url":null,"abstract":"This study is aimed to develop students' 21st century skills by integrating STEAM projects (Science, Technology, Engineering, Art, and Mathematics) in learning chemistry on acid and base solutions. Interdisciplinary learning was designed to allow students to be actively involved in learning through project development activities to see the relevance of learning content and its application in real life. This study involved 35 students of natural science 11th grade, consisting of 14 boys and 21 girls, in one of public senior high schools in DKI Jakarta Province. Researchers used qualitative methods to understand students' experiences and the implications of learning on their 21st century skills. The researcher collected data through semi-structured interviews, observation, journal reflective, and 21st century skills questionnaires. The results showed that each stage of STEAM learning integrated with project-based learning encouraged students to develop 21st century skills, namely learning and innovation skills, skills using information, media, technology, and life and career skills. Students reflected their abilities in using information and technology, the ability to work together, communication, and thinking at higher levels, as well as adaptability and leadership. In addition, Students were also faced with challenges in changing the paradigm of teachers and students and managing the learning process.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78385179","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}
Mangara Sihaloho, Ika Riyana Tungkagi, N. I. Ischak, Dewi Purwati, Akram La Kilo
This research aims to analyze the contextual teaching and learning (CTL) model on students' creative thinking skills on the reaction rate topic. This quantitative research used true experimental design of pretest-posttest control. The samples used in this study were from 11th grade at SMA Negeri 1 Pinolosian. The experimental class sample was given treatment of the CTL learning model while the control class used conventional learning, respectively, were 31 and 30 students of 93 populations. Based on a questionnaire, students' creative thinking skills were obtained through observation during the learning process. The data analysis of the test instrument was carried out through a validity test using the product-moment correlation technique (significant level = 0.05), Lilliefors normality test, homogeneity of variance test and ttest. The CTL implementation questionnaire and instrument test data were converted into percentages and categorized. The results showed that the application of the CTL model had a positive effect on students' creative thinking abilities, evidenced by the average score of students in the experimental class before and after treatment increased from 14.55 to 74.84. Otherwise, in the control class, the scores were 30.59 to 33.56. The percentage of students' achievement in creative thinking aspects in the experimental class was good (61%-80%) while the control class was less good (21%-40%). The creative thinking abilities of both classes are very different, which is also reflected in the learning outcomes. The value of tcount (2.240) was greater than ttable (2.042) at the significant level = 0.05, and the hypothesis of H0 was rejected, or H1 was accepted. The application of the CTL learning model positively influenced students' creative thinking skills on the reaction rate material. Students' low originality abilities compared to fluency, flexibility, and elaboration abilities were also discussed.
本研究旨在分析情境教学模式对学生反应率话题创造性思维能力的影响。本定量研究采用真正的前测后测对照实验设计。本研究使用的样本来自SMA Negeri 1 Pinolosian的11年级。实验组样本采用CTL学习模式，对照组样本采用常规学习模式，共93人，分别为31人和30人。在问卷调查的基础上，通过观察学生在学习过程中的创造性思维能力。检验仪器的数据分析采用积矩相关技术进行效度检验(显著水平= 0.05)、Lilliefors正态性检验、方差齐性检验和检验。CTL实施问卷和仪器测试数据转换成百分比并分类。结果表明，CTL模型的应用对学生的创造性思维能力有积极的影响，治疗前后实验班学生的平均分由14.55分提高到74.84分。另外，在控制班，分数在30.59到33.56之间。实验班学生在创造性思维方面的成绩较好(61% ~ 80%)，而对照组学生在创造性思维方面的成绩较差(21% ~ 40%)。两个班的创造性思维能力差异很大，这也体现在学习成果上。tcount(2.240)值大于表值(2.042)，在显著性水平= 0.05，拒绝H0假设，或接受H1。CTL学习模式的应用对学生在反应速率材料上的创造性思维能力有积极影响。与流畅性、灵活性和阐述能力相比，学生的创意能力较低。
{"title":"Students' Creative Thinking Skills on Reaction Rate Topic through Contextual Teaching and Learning Model","authors":"Mangara Sihaloho, Ika Riyana Tungkagi, N. I. Ischak, Dewi Purwati, Akram La Kilo","doi":"10.15575/jtk.v7i1.18326","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.18326","url":null,"abstract":"This research aims to analyze the contextual teaching and learning (CTL) model on students' creative thinking skills on the reaction rate topic. This quantitative research used true experimental design of pretest-posttest control. The samples used in this study were from 11th grade at SMA Negeri 1 Pinolosian. The experimental class sample was given treatment of the CTL learning model while the control class used conventional learning, respectively, were 31 and 30 students of 93 populations. Based on a questionnaire, students' creative thinking skills were obtained through observation during the learning process. The data analysis of the test instrument was carried out through a validity test using the product-moment correlation technique (significant level = 0.05), Lilliefors normality test, homogeneity of variance test and ttest. The CTL implementation questionnaire and instrument test data were converted into percentages and categorized. The results showed that the application of the CTL model had a positive effect on students' creative thinking abilities, evidenced by the average score of students in the experimental class before and after treatment increased from 14.55 to 74.84. Otherwise, in the control class, the scores were 30.59 to 33.56. The percentage of students' achievement in creative thinking aspects in the experimental class was good (61%-80%) while the control class was less good (21%-40%). The creative thinking abilities of both classes are very different, which is also reflected in the learning outcomes. The value of tcount (2.240) was greater than ttable (2.042) at the significant level = 0.05, and the hypothesis of H0 was rejected, or H1 was accepted. The application of the CTL learning model positively influenced students' creative thinking skills on the reaction rate material. Students' low originality abilities compared to fluency, flexibility, and elaboration abilities were also discussed.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79619429","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}
Mastery of abstract chemistry concepts requires learning strategies to facilitate students to make mental imagery to the submicroscopic level. This study aims to analyze the differences in students' mastery of the ionic equilibrium in salt solutions concept by applying the Problem-Based Learning (PBL) model with multilevel representation. The study applied a quasi-experimental method with a pretest-posttest non-equivalent control group design. The research samples were 61 students of natural science 11th grade SMAN 6 Banjarmasin, which were determined by random cluster sampling. This test instrument is in the form of reasoned-multiple choice with a Content Validity Ratio (CVR) score of 1 (valid), reliability score of 0.96 (very high), difficulty index is moderate to difficult, distinguishing power is moderate to good, and sensitivity item is a sensitive category. Data were analyzed inferentially using an unpaired ttest. This research found that the PBL model with multilevel representation increased the students’ thinking ability at Higher Order Thinking Skills (HOTS) levels. The student's mastery of the ionic equilibrium in salt solutions concept learned by using the PBL model with multilevel representation was better than by using the PBL model.
{"title":"Problem-Based Learning with Multilevel Representation: A Strategy to Master the Ionic Equilibrium in Solution Concepts","authors":"A. Hamid, Nur Hikmah, A. Sholahuddin","doi":"10.15575/jtk.v7i1.10746","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.10746","url":null,"abstract":"Mastery of abstract chemistry concepts requires learning strategies to facilitate students to make mental imagery to the submicroscopic level. This study aims to analyze the differences in students' mastery of the ionic equilibrium in salt solutions concept by applying the Problem-Based Learning (PBL) model with multilevel representation. The study applied a quasi-experimental method with a pretest-posttest non-equivalent control group design. The research samples were 61 students of natural science 11th grade SMAN 6 Banjarmasin, which were determined by random cluster sampling. This test instrument is in the form of reasoned-multiple choice with a Content Validity Ratio (CVR) score of 1 (valid), reliability score of 0.96 (very high), difficulty index is moderate to difficult, distinguishing power is moderate to good, and sensitivity item is a sensitive category. Data were analyzed inferentially using an unpaired ttest. This research found that the PBL model with multilevel representation increased the students’ thinking ability at Higher Order Thinking Skills (HOTS) levels. The student's mastery of the ionic equilibrium in salt solutions concept learned by using the PBL model with multilevel representation was better than by using the PBL model.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86215379","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 aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.
{"title":"The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement","authors":"Parlan Parlan, Zelen Surya Minata, Ida Bagus Suryadharma, Oktavia Sulistina, Siti Marfu'ah","doi":"10.15575/jtk.v7i1.14811","DOIUrl":"https://doi.org/10.15575/jtk.v7i1.14811","url":null,"abstract":"This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.","PeriodicalId":33527,"journal":{"name":"JTK Jurnal Tadris Kimiya","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85720091","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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