Efektivitas Pendekatan Ilmiah Dalam Meningkatkan Kemampuan Berpikir Orisinil Pada Materi Larutan Penyangga

The purpose of this study was to describe the effectiveness of a scientific approach in increasing original thinking ability on buffered solutions topic. This research population was all of students in the 11th grade of MIA at SMA Negeri 1 Bangunrejo for 2014/2015 academic year. This study used quasi experiment method with non equivalent control group design. The 11th grade of MIA2 and MIA3 were used as the sample classes of this research which were obtained by using purposive sampling technique. The result of this research showed that the average n-Gain of original thinking ability in the control class was 0.603 and in the experimental was class was 0.763. Based on t test the average of n-Gain both the research classes were different significantly. It could be concluded that learning by using scientific approach was effective in increasing original thinking ability on buffered solutions topic. Tujuan penelitian ini adalah untuk mendeskripsikan efektivitas pendekatan ilmiah dalam meningkatkan kemampuan berpikir orisinil siswa pada materi larutan penyangga. Populasi penelitian ini yaitu seluruh kelas XI MIA SMA Negeri 1 Bangunrejo tahun pelajaran 2014/2015. Penelitian ini menggunakan metode kuasi eksperimen dengan desain non equivalent control group. Hasil penelitian menunjukkan bahwa nilai rata-rata n-Gain kemampuan berpikir orisinil pada kelas kontrol sebesar 0,603 dan eksperimen sebesar 0,763. Berdasarkan uji t nilai rata-rata n-Gain kedua kelas penelitian berbeda secara signifikan. Berdasarkan hal tersebut dapat disimpulkan bahwa pembelajaran menggunakan pendekatan ilmiah efektif dalam meningkatkan kemampuan berpikir orisinil pada materi larutan penyangga

Penggunaan Model Discovery Learning Dalam Meningkatkan Keterampilan Berpikir Orisinil Pada Materi Asam-basa

This research was aimed to describe the effectiveness of discovery learning model to increase student’s originality thinking skills on acid-base subject matter. The population of this research was all students grade XI in science class of SMA Negeri 1 Pagelaran at second semester of academic year 2013-2014 with class of XI IPA 1 dan XI IPA 2 as sample. The method of the research was quasi experimental with Non Equivalent (Pretest-Postest) Control Group Design. The sample were taken by purposive sampling technique. The effectiveness of discovery learning model was showed by the significant difference of n-Gain between control and experiment class. The result showed that the average n-Gain score for control class and experiment class respectively 0,34 and 0,45. Based on hyphothesis testing using t-test it can be concluded that discovery learning model is effective to increase student’s originality thinking skills on acid-base subject matter.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model discovery learning dalam meningkatkan keterampilan berpikir orisinil siswa pada materi asam-basa. Populasi dalam penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 1 Pagelaran semester genap tahun 2013-2014 dengan kelas XI IPA 1 dan XI IPA 2 sebagai sampel. Metode penelitian ini merupakan kuasi eksperimen dengan Non Equivalent (Pretest-Postest) Control Group Design. Pengambilan sampel dilakukan dengan teknik purposive sampling. Efektivitas model discovery learning ditunjukkan oleh n-Gain keterampilan berpikir orisinil siswa yang signifikan antara kelas kontrol dan kelas eksperimen. Hasil penelitian menunjukkan nilai rata-rata n-Gain keterampilan berpikir orisinil siswa untuk kelas kontrol dan eksperimen masing-masing 0,34 dan 0,45. Berdasarkan pengujian hipotesis dengan menggunakan uji perbedaan dua rata-rata, maka disimpulkan bahwa pembelajaran menggunakan model Discovery Learning efektif dalam meningkatkan keterampilan berpikir orisinil siswa pada materi asam-basa

The Improvement of Student’s Study Interest and Mastery of Concept in the Basic Laws of Chemistry Matery by the Learning Cycle 3e (Lc 3e) Learning Model

This study aims to obtain an effective instructional model increase interest  and mastery of the concept of class XI science in chemical equilibrium material. The population in this study were all students of class XI Science SMAN 12 Bandar Lampung Year 2012-2013 semester with class XI IPA 4 as class Science and XI 5 as a sample. This research method is a quasi-experimental pretest posttest control group design. Learning effectiveness is measured by comparing the difference in value to the difference between pretest and posttest maximum value with the value of the pretest. The results showed the average value of the index gain interest in the control and experimental classes respectively 0,22 and 0,34; and the mean index gain mastery of concepts for the control and experimental classes respectively 0,33 and 0,55. Based on hypothesis testing, it was concluded that learning through the class with LC 3E has an interest and mastery of concepts that is higher than learning conventional class. This suggests that the learning material through chemical equilibrium LC 3E learning is more effective in increasing students' interest and mastery of concepts.

Pengembangan Instrumen Asesmen Pengetahuan Untuk Mengukur Penguasaan Konsep Siswa

This research was conducted to describe characteristics, teacher\u27s responses and students\u27 responses to the knowledge assessment on topic of electrolyte and non electrolyte solution to measure mastery of student concept. This research method was a research and development. The research phase begun with designing and making of initial draft based on the results of literature studies and studies with teachers and students respondents. Next step was development of assessment and validated by an expert with the category results strongly agree. Then initial field trials to determine teacher and students responses at Xth IPA 2 SMAN 13 Bandarlampung to assessments developed. Characteristics of the developed assessment included the aspects of legibility, construction, and conformity of material content. Results of teacher and student responses fall into strongly agree category. Conclusions of this research showed that the assessment instrument was good and can be used for teachers to conduct an evaluation at the end of chemistry learning.Penelitian ini bertujuan untuk mendeskripsikan karakteristik, tanggapan guru, dan tanggapan siswa terhadap instrumen asesmen pengetahuan pada materi larutan elektrolit dan non elektrolit untuk mengukur penguasaan konsep siswa. Metode penelitian ini adalah penelitian dan pengem­bangan. Tahap penelitian diawali dengan perancangan dan pembuatan draf awal berdasarkan hasil studi pustaka dan studi lapangan dengan responden guru dan siswa. Tahap selanjutnya dilakukan pengembangan asesmen dan divalidiasi oleh seorang ahli dengan hasil kategori sangat setuju. Selanjutnya dilakukan uji coba lapangan awal untuk mengetahui tanggapan guru dan siswa kelas X IPA 2 SMAN 13 Bandarlampung terhadap asesmen yang dikembangkan. Karakteristik asesmen yang dikembangkan meliputi aspek keterbacaan, konstruksi, dan kesesuaian isi materi. Hasil tanggapan guru dan siswa termasuk kedalam kategori sangat setuju. Kesimpulan penelitian ini menunjukkan bahwa instrumen asesmen sudah baik dan dapat digunakan bagi guru untuk melakukan evaluasi pada akhir pembelajaran kimia

The Enhancement of Communication and Inference Skills in Buffer and Hydrolysis Lesson by Problem Solving Learning

The objective of this research is to describe effectiveness of the learning model of problem solving in improving communication and inference skills in buffer and hydrolysis lesson. Samples in this research were students of State Senior High School 1 Tumijajar of classes XI Sciences 2 and XI Sciences 3 even semester School Year 2011-2012 that have equal academic abilities. This research used a quasi experiment method with Nonequivalent Control Group Design. Effectiveness of the learning model of problem solving was measured by significant differences in control class and experiment class, shown by significant gain. Based on the results of this research, average value of N-gain for communication skills in control and experiment class were 0,53 and 0,65; and average value of N-gain for inference skills in control and experiment class were 58 and 0,66. Hypothesis testing in this research used test two average different with t-test. Hypothesis result test show that class that used learning model of problem solving had higher communication and inference skills than class with conventional learning model. This indicated that learning model of problem solving was effective to improving communication and inference skills in buffer and hydrolysis lesson.