DEVELOPMENT OF ONLINE LEARNING USING MOODLE VERSION 2.5.3 (CASE STUDY AT SECONDARY SCHOOLS, JAKARTA)

Paper reports the study of designing and developing Colloid’s online learning using Moodle version 2.5.3 at Secondary Schools, Jakarta. Design and developmentalresearchmethodology are conducted based on Richey and Klein model. Developmental process consists of several steps: (1) identyfying problems;(2) design and development research methodology;(3) participant selecting;(4) collecting data;(5) interpreting data; and (6) future development. Participants of the study are (1) researchers as designers, developers, and instructors; (2) teachers as instructors; (3) the experts as evaluators; and (4) students as learners. Data collection implemented several instruments, such as: (1) instrument of needs analysis; (2) feasibility test instruments, and (3) trial tests instruments. The results show the use of computers and internet is limited for searching references and learning materials. The online learning in Chemistry subjects in schools is not yet available. Teachers have not been able to create the online learning materials. On feasibility and trial test, the results show good performance on subject matter, clarity of information, and design.Therefore, the online learning can be implemented in chemistry learning

“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

The value of social studies learning for junior high school students in several schools still needs to be higher. One of the factors of low student scores is the need for more variety in learning methods used by teachers, low student motivation, and the use of learning media that could be more optimal. One way to do this is to develop a learning model with engaging learning media. This research aims to develop mobile understanding by integrating artificial intelligence at the evaluation stage. The methodology used in this research is the waterfall approach method with requirements analysis, design, implementation, testing, operation, and maintenance. The mobile learning prototype was tested on media experts and junior high school student respondents. The dimensions of expert assessment are reviewed from media appearance, quality and use of media, navigation, product strength, media interface, product attractiveness, and material delivery in the media. The dimensions of questions for students consist of 4 points: content, interface, feedback and assessment, and personalization. The research results show a mobile application’s results, including a brain gym menu, problem identification, materials, discussion forums, assignment results, and quizzes. The menus presented make it easier for students to learn. The questionnaire results from experts show that the highest average is 5.00, with a standard deviation of 0.00. The questionnaire results from student respondents had the highest average of 49.714, with a standard deviation of 0.169. The results of the scores obtained in the expert and student respondent questionnaires show that mobile learning is acceptable

FLIPPED CLASSROOM: ALTERNATIVE OF THE MODEL OF LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES IN K-10

This study aimed to determine the effect of applying the flipped classroom model to students’ learning outcomes in oxidation-reduction reactions. It was conducted in SMAN 47 Jakarta. Research method is quasi-experimental with nonequivalent control group design. The sample consisted of 72 students were taken with purposive sampling. Independent variables are the flipped classroom model and direct instructional. Chemistry learning outcome became a dependent variable. The flipped classroom model is invers of the traditional learning model. Students learn the instructional material at home through videos and discussions in class. Analysis of the requirement’s test showed that the data were normally distributed and had homogeneous variances. Hypothesis testing showed different results in a significant level of 0.05. The differences of average value between pretest and posttest of the experimental group is 12.50. While the differences in the control group was 7.17. It can be concluded that the difference of average value between pretest and posttest of the experimental group is higher than the control group. The flipped classroom model can improve students’ learning outcomes in the oxidation-reduction reaction

ANALYSIS THE 21ST CENTURY SKILLS OF STUDENTS IN CHEMICAL EQUILIBRIUM LEARNING WITH FLIPPED CLASSROOM-COLLABORATIVE PROBLEM SOLVING MODEL

This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.Penelitian ini bertujuan untuk menganalisis keterampilan abad 21 peserta didik pada materi kesetimbangan kimia dengan model Flipped Classroom-Collaborative Problem Solving. Flipped Classroom merupakan model pembelajaran dimana peserta didik belajar terlebih dahulu di rumah, sedangkan Collaborative Problem Solving membantu peserta didik menghubungkan pengetahuan baru dan pengetahuan sebelumnya melalui kolaborasi yang efektif di kelas. Pembelajaran Flipped Classroom dilakukan dengan menggunakan mobile learning sebagai media pembelajaran yang berisi materi kesetimbangan kimia, contoh dan latihan soal, dan praktikum berbasis Education for Sustainable Development (ESD). Pembelajaran Collaborative Problem Solving dilakukan di kelas dengan membentuk kelompok diskusi untuk membahas dan menjawab Lembar Kerja Peserta Didik secara kelompok, peserta didik juga membuat poster dengan tema “kesetimbangan kimia dalam kehidupan sehari-hari”, dan praktikum dengan alat dan bahan yang di desain sendiri secara berkelompok oleh peserta didik. Metode penelitian yang digunakan pada penelitian ini adalah metode deskriptif kualitatif. Sampel yang digunakan adalah 36 peserta didik kelas XI IPA SMAN 2 Kota Tangerang Selatan. Teknik pengumpulan data pada penelitian ini melalui; observasi, wawancara, kuisioner, dan reflektif jurnal. Analisis data yang dilakukan terdiri dari beberapa tahapan, yaitu pengumpulan data, reduksi data, penyajian data, dan verifikasi atau kesimpulan. Berdasarkan analisis data, pembelajaran dengan menggunakan mobile learning sebagai media pembelajaran di rumah dan melakukan diskusi secara kolaboratif di kelas membuat peserta didik aktif di dalam pembelajaran. Sehingga, dapat disimpulkan bahwa Flipped Classroom-Collaborative Problem Solving dapat mengembangkan keterampilan berpikir kritis, kemampuan berkreativitas dan berinovasi, keterampilan berkomunikasi, dan keterampilan berkolaborasi pada pembelajaran kesetimbangan kimia

Sustainability Development-Based Agroindustry in Chemistry Learning to Improve the Preservice Chemistry Teachers’ Competence

This research aims to integrate agroindustry and sustainability development into chemistry learning through the Project-Based Learning model (PjBL) to improve the competence of preservice chemistry teachers. This research employed the qualitative method. The Summer Course program was held collaboratively by Universitas Negeri Jakarta, Institut Pertanian Bogor, and Villanova University. The program was implemented online within six weeks due to the COVID-19 pandemic. The participants consisted of 25 students. The data had been collected through interviews, questionnaires, observations, student portfolios, and reflection journals. Based on the analysis, several projects developed by preservice chemistry teachers increased the application to solve sustainability problems in the agroindustry field. Furthermore, the project was expected to be developed into a natural product that can increase the agroindustry value for coffee farmers. The findings also foster the preservice chemistry teachers to improve their creative thinking, collaboration, higher-order thinking skills, and problem-solving skills. Besides, they developed their communication and collaboration after participating in the program. The paper outline is a project development learning experience in a sustainable field and would be a good resource for student-teacher involvement in teacher education

SINTESIS DAN UJI ADSORPSI SILIKA TERMODIFIKASI 3-Aminopropiltrietoksisilan (APTS) PADA LOGAM Cu (II) DALAM LARUTAN

Pada penelitian ini dibuat adsorben silika termodifikasi APTS yang disintesis menggunakan bahan dasar sekam padi. Abu sekam padi ini diolah sedemikian rupa menjadi larutan natrium silikat hingga menghasilkan produk silika gel. Silika gel kemudian dimodifikasi secara kimia dengan reagen 3-aminopropiltrietoksisilan (APTS) sehingga menghasilkan silika termodifikasi APTS. Hasil FTIR menunjukkan bahwa silika termodifikasi APTS mengandung serapan gugus fungsi amino (-NH2), silanol (Si-OH), siloksana (Si-O-Si), dan rantai alifatik (-CH2-). Kandungan dari silika termodifikasi APTS yang ditunjukkan melalui hasil analisis EDX juga menunjukkan bahwa produk memiliki persentase massa masing-masing atom 35.26% silika, 48.47% oksigen, dan 16.27% nitrogen. Hasil penelitian menunjukkan bahwa pH optimum yang diperlukan untuk adsorpsi ion Cu(II) dengan silika termodifikasi APTS adalah 4.0 dan konsentrasi optimum sebesar 100 mg/L. Adsorpsi ion Cu(II) oleh silika termodifikasi APTS mengikuti isoterma adsorpsi Langmuir dengan nilai qmaks sebesar 48.36 mg/g. Dengan demikian adsorpsi terjadi secara kimia dengan membentuk lapisan monolayer. APTS modified silica adsorbent which has been synthesized, using rice hull ash as a raw material. This rice hull ash was carried out to sodium silicate which will be produced to silica gel product. Silica gel was modified with 3-Aminopropyltriethoxysilane (3-APTS) so that produced APTS modified silica. FTIR data indicated APTS modified silica showed the presence of amine (-NH2), silanol (Si-OH), siloxane (Si-O-Si) groups, and aliphatic chains (-CH2-). Contents of APTS modified silica were determined by EDX which had 35.26% silica, 48.47% oxygen, and 16.27% nitrogen. Research results showed that a pH value is 4.0 which is favorable for copper adsorption and optimum concentration value is 100 mg/L Cu(II). Adsorption process of Copper(II) ion by APTS modified silica followed Langmuir isotherm with qmaks 48.36 mg/g. Therefore adsorption happened chemically with monolayer.Key words: APTS modified silica, sol-gel, rice hull ash, adsorption, copper

PENGEMBANGAN BAHAN AJAR PENDUKUNG DALAM BENTUK KOMIK UNTUK SISWA SMP KELAS VII PADA MATERI UNSUR, SENYAWA, DAN CAMPURAN

This study aims to generate and test the feasibility of supporting teaching materials in the form of comics for junior high school students on elements, compounds and mixture subject. The study was conducted in September 2011 - May 2012 at Junior High School 47 and 148 Jakarta. It used a method of research and development which consists of three phases, namely requirements analysis phase, the stage of product development and product testing phase. Based on the analysis of the needs of students as much as 97.14% of respondents support the development of supporting materials in the form of comics, and 82.86% of respondents expressed interest in learning science students with the comic. The results of product trials to matter experts, linguists, media experts and pilot testing of products to students and teachers in small and large scale show that the interpretation for the comic value of learning that has made presentations range 72.9% - 90% so that these materials have been both viable and can be used as support materials for teaching science to the material elements, compounds and mixtures.   Keywords: Teaching Material Support, Comics Learning, Methods of Research and DevelopmentPenelitian ini bertujuan untuk menghasilkan dan mengujicoba kelayakan bahan ajar pendukung dalam bentuk komik bagi siswa SMP pada materi unsur, senyawa, dan campuran. Penelitian dilakukan pada bulan September 2011 – Mei 2012 di SMP Negeri 47 dan 148 Jakarta. Metode yang digunakan adalah metode penelitian dan pengembangan yang terdiri dari tiga tahap yaitu tahap analisis kebutuhan, tahap pengembangan produk, dan tahap uji coba produk. Berdasarkan hasil analisis kebutuhan sebanyak 97,14% responden siswa mendukung dikembangkannya bahan ajar pendukung dalam bentuk komik, dan 82,86% responden siswa menyatakan tertarik belajar IPA dengan komik. Hasil uji coba produk kepada ahli materi, ahli bahasa, ahli media dan uji coba produk kepada siswa dan guru dalam skala kecil maupun besar menunjukkan bahwa interpretasi untuk komik yang dibuat memiliki nilai rentang presentasi 72,9% - 90% sehingga komik tersebut memiliki kelayakan baik dan dapat digunakan sebagai bahan ajar pendukung untuk pembelajaran IPA pada materi unsur, senyawa dan campuran. Kata kunci : Bahan Ajar Pendukung, Komik Pembelajaran, Metode Penelitian dan Pengembanga

Pengaruh Metode Praktikum IPA Berbasis Science Writing Heuristic (SWH) dan Motivasi Berprestasi Terhadap Hasil Belajar Kognitif Peserta Didik

This research aims to analyze the effect of the applying of SWH-based experiment method and the achievement motivation of 7th-grade students toward the Science’s learning outcome in the chapter of Properties and Physical and Chemical Changes. The applied of SWH-based experiment method and achievement motivation is an approachment to support the process of learning. The research was conducted in October 2015 until June 2016 at private junior high school in Bekasi. The method of study that used is quasi-experiment with factorial design 2x2. The sample consisted of 40 students which determined by simple random sampling technique. The data of cognitive learning was measured by the learning outcome and learning motivation which determined based on the questionnaire. The gained data were distributed normally and homogeny. The data analysis result was using two-way ANAVA test, resulted: 1) the applied of SWH-based experiment method lead to an increasement of Science’s learning outcome compared to conventional method; 2) the applied of SWH-based experiment method toward student with high achievement motivation lead to a better learning outcome rather than conventional method; 3) the applied of SWH-based experiment method toward student with low achievement motivation didn’t lead to a higher of Science’s learning outcome than the applied of conventional method; 4) an interaction was found between experiment method and motivation of achievement toward the learning outcome. Keywords: Science Writing Heuristic, Achievement Motivation, Learning OutcomePenelitian ini bertujuan untuk menganalisis pengaruh metode praktikum IPA berbasis SWH dan motivasi berprestasi peserta didik terhadap hasil belajar IPA di kelas 7 pada materi Sifat dan Perubahan Fisika dan Kimia. Penerapan metode praktikum IPA berbasis Science Writing Heuristic (SWH) dan motivasi berprestasi merupakan pendekatan yang berperan dalam mendukung proses pembelajaran. Penelitian dilakukan pada bulan Oktober 2015-Juni tahun 2016 di salah satu SMP swasta yang ada di Bekasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan disain faktorial 2x2. Sampel terdiri atas 40 peserta didik yang diambil dengan diteknik simple random sampling. Data hasil belajar kognitif diukur menggunakan tes hasil belajar dan motivasi belajar ditentukan berdasarkan hasil kuesioner. Data yang diperoleh berdistribusi normal dan homogen. Hasil  analisis data menggunakan uji ANAVA 2 arah diperoleh hasil: 1) Penerapan metode praktikum SWH memberikan hasil belajar IPA yang lebih tinggi dibanding metode konvensional, 2) Penerapan metode praktikum SWH pada peserta didik dengan motivasi berprestasi tinggi memberikan hasil belajar IPA yang lebih tinggi dibanding metode konvensional; 3) Penerapan metode praktikum SWH pada peserta didik dengan motivasi berprestasi rendah tidak menghasilkan belajar IPA yang lebih tinggi dibanding metode konvensional; 4) Terdapat  interaksi metode praktikum dan motivasi berprestasi terhadap hasil belajar IPA. Kata Kunci: Science Writing Heuristic, Motivasi Berprestasi, Hasil Belaja

ANALISIS KEMAMPUAN KOMUNIKASI DAN KERJA SAMA SISWA PADA PEMBELAJARAN KIMIA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (Team Assisted Individualization)

Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi dan kerja sama siswa kelas X SMAN 30 Jakarta pada pembelajaran kimia melalui model pembelajaran kooperatif tipe TAI (Team Assisted Individualization). Penelitian ini dilakukan pada semester genap tahun ajaran 2012/2013 dengan subjek penelitian 35 orang siswa kelas X-1 SMA Negeri 30 Jakarta.  Metode penelitian yang digunakan adalah analisis deskriptif. Data yang diperoleh dari instrumen penilaian dideskripsikan sehingga kemampuan komunikasi dan kerja sama siswa melalui model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) dapat dianalisis. Kemampuan komunikasi dan kerja sama siswa diukur menggunakan instrumen self report, peer review, dan observasi. Masing-masing instrumen terdiri dari tujuh indikator yang masing-masing terdiri dari beberapa pernyataan yang merupakan penjabaran dari indikator komunikasi dan kerja sama. Hasil penelitian menunjukkan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) meningkatkan kemampuan komunikasi dan kerja sama siswa. Kata kunci: TAI (Team Assisted Individualization), Kemampuan Komunikasi dan Kerja Sama, Model Pembelajaran Kooperati

THE EFFECT OF LEARNING MODEL CONCEPTUAL CHANGE BASED INSTRUCTION (CCBI) AND GENERATIVE LEARNING MODEL (GLM) AND CRITICAL THINKING SKILLS TO THE LEARNING OUTCOMES OF ACID-BASE

The purpose of this study was to determine effect of learning model Conceptual Change Based Instruction (CCBI) and Generative Learning Model (GLM) and critical thinking skills to the learning outcomes of acid-base.The research was conducted in SMA Bakti Mulya 400 lesson year 2015-2016. In this study were randomly selected sample (cluster random sampling). Data of learning outcomes and critical thinking skills are collected in the form of multiple-choice written test type. Data were analyzed using descriptive statistics and two ways ANOVA. Based on research, it was found. First there is a difference in student learning outcomes significantly between models CCBI with GLM model (F = 4.288, p <0.05), the second there is a difference in student learning outcomes significantly in the group of students with high critical thinking skills among models CCBI with GLM model (F = 4.34, p<0.05), the third there was no difference in student learning outcomes significantly in the group of students who have the ability to think critically low between models CCBI with GLM model (F = 0.194, p<0.05), and the fourth there are significant interaction between the learning model with the ability to think critically (F = 5.122, p<0.05).The purpose of this study was to determine effect of learning model Conceptual Change Based Instruction (CCBI) and Generative Learning Model (GLM) and critical thinking skills to the learning outcomes of acid-base.The research was conducted in SMA Bakti Mulya 400 lesson year 2015-2016. In this study were randomly selected sample (cluster random sampling). Data of learning outcomes and critical thinking skills are collected in the form of multiple-choice written test type. Data were analyzed using descriptive statistics and two ways ANOVA. Based on research, it was found. First there is a difference in student learning outcomes significantly between models CCBI with GLM model (F = 4.288, p <0.05), the second there is a difference in student learning outcomes significantly in the group of students with high critical thinking skills among models CCBI with GLM model (F = 4.34, p<0.05), the third there was no difference in student learning outcomes significantly in the group of students who have the ability to think critically low between models CCBI with GLM model (F = 0.194, p<0.05), and the fourth there are significant interaction between the learning model with the ability to think critically (F = 5.122, p<0.05)