Pengembangan Bahan Ajar Berbasis Inkuiri Terbimbing Pada Materi Ikatan Kimia Untuk Siswa Kelas X

This study aims to determine the feasibility of presenting Guided Inquiry-Based Teaching Materials in accordance with BSNP standards, which include: (1) Content Feasibility, (2) Presentation Feasibility, (3) Language Feasibility, and (4) Graphical Feasibility. knowing the students' responses to guided inquiry-based teaching materials on ionic bonds and covalent bonds. This research was developed using the Research & Development (R&D) method using a development model in the form of ADDIE. This research was conducted at the State University of Medan (UNIMED) and SMA Negeri 1 Sunggal, the teaching materials were validated by a Chemistry Lecturer, Chemistry teacher, and the responses of 20 students of SMA class X MIPA. The instrument used is a questionnaire according to BSNP standards. The results of this study indicate that through the development of Guided Inquiry-Based Teaching Materials on Chemical Bonding Materials for Class X High School Students: (1) Average Feasibility of Content by Lecturers is 3.58 and by Teachers 3.44., (2) Average Eligibility Presentation by Lecturer 3.73 and by Teacher 3.53., (3) Average Feasibility of Language by Lecturer 3.77 and by Teacher 3.58., (4) Average Feasibility of Graphics by Lecturer 3.75 and by Lecturer Teacher 3.55. And the average result of student responses is 3.70. This means that the teaching materials that have been developed are feasible and do not need to be revise

The Correlation of Mathematics Ability and Chemistry Analysis Ability to Improve Student Learning Outcomes in Buffer Solution

This study aims to determine the linear and significant relationship between mathematical ability and chemistry learning results; chemical analytical abilities and learning result: association between students' chemistry learning outcomes and mathematical skills and chemical analysis abilities. This type of research is causal research with a quasi-experimental research design. Students in this study were given tests in the form of mathematical ability instruments, chemical analysis abilities, and buffer solution tests. This study found a linear and significant relationship between mathematical ability and students' learning outcomes, a linear and meaningful relationship between chemistry analysis ability and students' learning outcomes, and a significant relationship between mathematical knowledge and chemistry ability. REFERENCESBain, K., Rodriguez, J. M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086-2096.Becker, N., & Towns, M. (2012). Students' understanding of mathematical expressions in physical chemistry contexts: An analysis using Sherin's symbolic forms. Chemistry Education Research and Practice, 13(3), 209-220.Cahyono, T., Masykuri, M., & Ashadi, A. (2016). Kontribusi Kemampuan Numerik Dan Kreativitas Terhadap Prestasi Belajar Siswa Pada Materi Pokok Hidrolisis Kelas XI MIA 1 Dan XI MIA 5 SMA Negeri 2 Karanganyar Tahun Pelajaran 2015/2016. Jurnal Pendidikan Kimia Universitas Sebelas Maret, 5(2), 81–88.Cholifah, E. N. U., Yamtinah, S., & VH, E. S. (2019). Hubungan Kemampuan Analisis dan Matematika dengan Prestasi Belajar Siswa pada Materi Larutan Penyangga Kelas XI SMA Negeri 4 Surakarta. Jurnal Pendidikan Kimia, 8(2), 179. https://doi.org/10.20961/jpkim.v8i2.25340Daniyati, N. A., & Sugiman. (2015). Hubungan Antara Kemampuan Verbal , Kemampuan Interpersonal , dan Minat Belajar dengan Prestasi Belajar Matematika. Pthagoras : Jurnal Pendidikan Indonesia, 10, 50–60.Fitriani, F., Wirawan Fadly, & Ulinnuha Nur Faizah. (2021). Analisis Keterampilan Berpikir Analitis Siswa pada Tema Pewarisan Sifat. Jurnal Tadris IPA Indonesia, 1(1), 55–67. https://doi.org/10.21154/jtii.v1i1.64Habiddin, H., Farizka, L., & bin Shuid, A. N. (2023). Chemistry Students’ Understanding of Lewis Structure, VSEPR Theory, Molecular Geometry, and Symmetry: A Cross-Sectional Study. JTK (Jurnal Tadris Kimiya), 8(1), 1–9.Habiddin, H., & Nagol, I. L. (2023). Chemistry Students’ Mathematics Ability and Their Understanding of Buffer Solution. Jurnal Penelitian Pendidikan IPA, 9(10 SE-Research Articles), 8140–8145. https://doi.org/10.29303/jppipa.v9i10.3682Malahayati, E. N., Corebima, A. D., & Zubaidah, S. (2015). Hubungan Keterampilan Metakognitif dan Kemampuan Berpikir Kritis dengan Hasil Belajar Biologi Siswa SMA dalam Pembelajaran Problem Based Learning (PBL). Jurnal Pendidikan Sains, 3(4), 178–185.Maysaroh, S., Luliani, E., & Wulandari, A. (2021). Hubungan Pemahaman Konsep Matematika terhadap Hasil Belajar Kimia. 214–221.Panggabean, F. T. M., Purba, J., Sutiani, A., & Panggabean, M. A. (2022). Analisis Hubungan Antara Kemampuan Matematika dan Analisis Kimia Terhadap Hasil Belajar Kimia Materi Kesetimbangan Kimia. Jurnal Inovasi Pembelajaran Kimia, 4(1), 18–30.Silitonga, P. M., & Sitepu, R. Y. (2022). Hubungan Kemampuan Matematika dan Kemampuan Fisika Terhadap Hasil Belajar Siswa Pada Materi Termokimia. Jurnal Inovasi Pembelajaran Kimia, 4(1), 10–17.Suliman, Sarwanto, & Suparmi. (2017). Pendekatan Saintifik Pada Pembelajaran Fisika Dengan Metode Eksperimen dan Demonstrasi Ditinjau Dari Kemampuan Berpikir Abstrak dan Kemampuan Analisis Siswa. Jurnal Inkuiri, 6(1), 21–30.Wahyuni, A., & Kurniawan, P. (2018). Hubungan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar Mahasiswa. Jurnal Matematika, 17(2), 1–8. https://doi.org/10.29313/jmtm.v17i2.4114Wijanarko, Y. (2017). Model Pembelajaran Make A Match. Jurnal Taman Cendekia, 1(1), 52–59.Yuliastusi. (2020). Peningkatan Ketuntasan Hasil Belajar Kimia pada Materi Hidrokarbon Melalui Pembelajaran Deduktif Siswa Kelas XI IPA Di SMA Negeri 4 Kota Denpasar. BRILIANT: Jurnal Riset Dan Konseptual, 5(1), 172–179

Inquiry Based Learning STEM Teaching Materials to Improve Students’ Thinking Skills in Stoichiometry

In stoichiometry learning process, mostly educators focus on calculations. Students are not invited to think more critically about stoichiometry application in life. This constraint makes teachers have to develop new learning models, including Inquiry Based Learning (IBL) model, and Science, Technology, Engineering, Mathematics (STEM) based on chemical literacy. This study aims to develop general chemistry teaching materials on stoichiometry using IBL and STEM models based on chemical literacy that are feasible (valid) and capable of improving students' LOTS and HOTS abilities. The development model used is the ADDIE model, with research subjects of 34 students. The result shows that stoichiometry teaching materials using the IBL STEM model based on chemical literacy are valid (feasible) to be applied in learning with an average score of 4.42 for the material aspect and 4.55 for the design aspect. The developed teaching materials have been proven to significantly improve students’ LOTS and HOTS abilities

The Correlation of Mathematics Ability and Chemistry Analysis Ability to Improve Student Learning Outcomes in Buffer Solution

This study aims to determine the linear and significant relationship between mathematical ability and chemistry learning results; chemical analytical abilities and learning result: association between students' chemistry learning outcomes and mathematical skills and chemical analysis abilities. This type of research is causal research with a quasi-experimental research design. Students in this study were given tests in the form of mathematical ability instruments, chemical analysis abilities, and buffer solution tests. This study found a linear and significant relationship between mathematical ability and students' learning outcomes, a linear and meaningful relationship between chemistry analysis ability and students' learning outcomes, and a significant relationship between mathematical knowledge and chemistry ability.   REFERENCES Bain, K., Rodriguez, J. M. G., & Towns, M. H. (2019). Chemistry and mathematics: Research and frameworks to explore student reasoning. Journal of Chemical Education, 96(10), 2086-2096. Becker, N., & Towns, M. (2012). Students' understanding of mathematical expressions in physical chemistry contexts: An analysis using Sherin's symbolic forms. Chemistry Education Research and Practice, 13(3), 209-220. Cahyono, T., Masykuri, M., & Ashadi, A. (2016). Kontribusi Kemampuan Numerik Dan Kreativitas Terhadap Prestasi Belajar Siswa Pada Materi Pokok Hidrolisis Kelas XI MIA 1 Dan XI MIA 5 SMA Negeri 2 Karanganyar Tahun Pelajaran 2015/2016. Jurnal Pendidikan Kimia Universitas Sebelas Maret, 5(2), 81–88. Cholifah, E. N. U., Yamtinah, S., & VH, E. S. (2019). Hubungan Kemampuan Analisis dan Matematika dengan Prestasi Belajar Siswa pada Materi Larutan Penyangga Kelas XI SMA Negeri 4 Surakarta. Jurnal Pendidikan Kimia, 8(2), 179. https://doi.org/10.20961/jpkim.v8i2.25340 Daniyati, N. A., & Sugiman. (2015). Hubungan Antara Kemampuan Verbal , Kemampuan Interpersonal , dan Minat Belajar dengan Prestasi Belajar Matematika. Pthagoras : Jurnal Pendidikan Indonesia, 10, 50–60. Fitriani, F., Wirawan Fadly, & Ulinnuha Nur Faizah. (2021). Analisis Keterampilan Berpikir Analitis Siswa pada Tema Pewarisan Sifat. Jurnal Tadris IPA Indonesia, 1(1), 55–67. https://doi.org/10.21154/jtii.v1i1.64 Habiddin, H., Farizka, L., & bin Shuid, A. N. (2023). Chemistry Students’ Understanding of Lewis Structure, VSEPR Theory, Molecular Geometry, and Symmetry: A Cross-Sectional Study. JTK (Jurnal Tadris Kimiya), 8(1), 1–9. Habiddin, H., & Nagol, I. L. (2023). Chemistry Students’ Mathematics Ability and Their Understanding of Buffer Solution. Jurnal Penelitian Pendidikan IPA, 9(10 SE-Research Articles), 8140–8145. https://doi.org/10.29303/jppipa.v9i10.3682 Malahayati, E. N., Corebima, A. D., & Zubaidah, S. (2015). Hubungan Keterampilan Metakognitif dan Kemampuan Berpikir Kritis dengan Hasil Belajar Biologi Siswa SMA dalam Pembelajaran Problem Based Learning (PBL). Jurnal Pendidikan Sains, 3(4), 178–185. Maysaroh, S., Luliani, E., & Wulandari, A. (2021). Hubungan Pemahaman Konsep Matematika terhadap Hasil Belajar Kimia. 214–221. Panggabean, F. T. M., Purba, J., Sutiani, A., & Panggabean, M. A. (2022). Analisis Hubungan Antara Kemampuan Matematika dan Analisis Kimia Terhadap Hasil Belajar Kimia Materi Kesetimbangan Kimia. Jurnal Inovasi Pembelajaran Kimia, 4(1), 18–30. Silitonga, P. M., & Sitepu, R. Y. (2022). Hubungan Kemampuan Matematika dan Kemampuan Fisika Terhadap Hasil Belajar Siswa Pada Materi Termokimia. Jurnal Inovasi Pembelajaran Kimia, 4(1), 10–17. Suliman, Sarwanto, & Suparmi. (2017). Pendekatan Saintifik Pada Pembelajaran Fisika Dengan Metode Eksperimen dan Demonstrasi Ditinjau Dari Kemampuan Berpikir Abstrak dan Kemampuan Analisis Siswa. Jurnal Inkuiri, 6(1), 21–30. Wahyuni, A., & Kurniawan, P. (2018). Hubungan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar Mahasiswa. Jurnal Matematika, 17(2), 1–8. https://doi.org/10.29313/jmtm.v17i2.4114 Wijanarko, Y. (2017). Model Pembelajaran Make A Match. Jurnal Taman Cendekia, 1(1), 52–59. Yuliastusi. (2020). Peningkatan Ketuntasan Hasil Belajar Kimia pada Materi Hidrokarbon Melalui Pembelajaran Deduktif Siswa Kelas XI IPA Di SMA Negeri 4 Kota Denpasar. BRILIANT: Jurnal Riset Dan Konseptual, 5(1), 172–179

DEVELOPMENT OF PROBLEM BASED LEARNING (PBL) CHEMISTRY LEARNING MODULE ON SOLUBILITY AND SOLUBILITY PRODUCTS IN CLASS XI SMA NEGERI 15 MEDAN

This study aims to determine the development of a chemistry learning module based on Problem Based Learning (PBL) on Solubility and Solubility Products in Class XI SMA Negeri 15 Medan. The sample in this study consisted of one class consisting of 30 students who were taught using the Problem Based Learning model. The instrument used is a test in the form of essay questions. The results showed that 1) the learning module based on Problem Based Learning on the material solubility and solubility product of chemistry learning which was developed based on expert judgment had met the BSNP eligibility standard, the average validation results obtained an average content feasibility score (3.84), the feasibility language (3.75), feasibility of presentation (3.75) and feasibility of graphics (3.76); 2) based on the assessment of teacher and student responses that have met the BSNP eligibility standards obtained based on material (3.84), appearance (3.87) and benefits (3.69); 3) student learning outcomes after being taught using Problem Based Learning chemistry learning modules are higher than the KKM (75) with an average of 81.07