Improving Learning Activity and Concep Mastery of Hydrocarbon Material by Implementation of Empirical-induktive Learning Cycle

Based on observation and interview with chemistry subject teacher in Grade X of State Senior High School 01 Simpang Pematang in Mesuji, the results showed that the average marks of Grade X students’ concept mastery on hydrocarbon material in academic year 2009-2010 was 50.35. The minimum accomplishment criteria established by the school for chemistry was that 100% of students should get more than 62 and only 45% of them got more than 62. The observation results showed that learning process was still dominated by teachers, while students were passive and on taskactivities were low. An effort to overcome this problem was by implementing empirical-inductive learning cycle model in giving hydrocarbon material.The objective of this research was to describe implementations of empirical-inductive learning cycle model to improve: (1) percentage average of on task students’ activities; (2) average of concept masteries; and (3) students’ learning accomplishment. This was a classroom action research which was conducted in three cycles. This research used quantitative data in forms of students’ on task activities, concept masteries, and students’ learning accomplishment.The results showed improvement from cycle 1 to cycle 2 and from cycle 2 to cycle 3 which included: (1) percentage average of each student’s on task activity including asking class mates (6.94% and 12.511% respectively), asking teachers (6.95% and 12.50% respectively), giving opinions (9.72% and 11.11% respectively, answering question (9.72% and 9.73% respectively); (2) concept mastery (8.81% and 7.83% respectively); and (3) student’s learning accomplishment (13.89% and 36.11% respectively ) Therefore, all established performance indicators were achieved

The Enhancement of Symbolic Language Skill and Concept Mastery in Redox Reaction by Numbered Head Together Learning Model

The objectives of this research are to describe effectiveness of Numbered Head Together (NHT) learning model in redox reaction in improving symbolic language skill and to describe effectiveness of NHT learning model in redox reaction material in improving concept mastery. Population in this research was all Grade X students in State Senior High School 1 Buay Bahuga in academic year 2011/2012. Samples were classroom X2 as experiment classroom and classroom X1 as control classroom. Samples were selected using purposive sampling. This reserach used quasi experiment menthod with Non Equivalent (Prestest and Posttest) Control Group Design). The effectiveness of NHT learning model was measured based on significant n-gain differences of symbolic language skill and concept mastery between NHT learning classroom and conventional learning classroom. The results showed that the average of n-gain of symbolic language skill for experiment and control clasrooms were 0.26 and 0.18 respectively, and the average n-gain of concept mastery for experiment and control classrooms were 0.29 and 0.23 respectively. Based on hypothesis test, classroom with NHT learning model had higher symbolic language skill and concept mastery than classroom with conventional learning. This indicated that NHT learning was effective in improving symbolic language skill and concept mastery of redox reaction

Peningkatan Keterampilan Mengkomunikasikan Dan Penguasaan Konsep Melalui Model Learning Cycle 5e

The aimed of research was to describe the increase of communicating skills and mastery of concept on acid-base material on Learning Cycle 5E model.  Quasi experimental method was used in this research, with Non-Equivalent (Pretest-Posttest) Control Group Design.  The population of this research was students of XI science SMAN 1 Kotaagung, Tanggamus, with XI science 1 class and XI science 2 class as samples.  The increase of communicating skills and mastery of concept measured base on the difference of a significant normalized gain (n-Gain).  The results show that mean value of n-Gain communicating skills in experimental class and control class ware 0.81 and 0.71; and mean value of n-Gain mastery of concept in experimental class and control class ware 0.68 and 0.45.  Based on hypotesis testing used t-test, it was conclude that Learning Cycle 5E model could increase communicating skills and mastery of concept.Penelitian ini bertujuan untuk mendeskripsikan peningkatan keterampilan mengkomunikasi-kan dan penguasaan konsep pada materi asam-basa melalui model Learning Cycle 5E.  Pe-nelitian ini menggunakan metode kuasi eksperimen dengan Non-Equivalent (Pretest-Posttest) Control Group Design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMAN 1 Kotaagung, Tanggamus dengan kelas XI IPA1 dan kelas XI IPA2 sebagai sampel.  Peningkat-an keterampilan mengkomunikasikan dan penguasaan konsep diukur berdasarkan perbedaan n-Gain yang signifikan. Hasil penelitian menunjukkan nilai rerata n-Gain keterampilan mengkomunikasikan untuk kelas eksperimen dan kelas kontrol yaitu 0,81 dan 0,71; serta re-rata n-Gain penguasaan konsep untuk kelas eksperimen dan kelas kontrol yaitu 0,68 dan 0,45.  Berdasarkan pengujian hipotesis menggunakan uji-t, didapat kesimpulan bahwa model Learning Cycle 5E dapat meningkatkan keterampilan mengkomunikasikan dan penguasaan konsep

Peningkatan Keterampilan Memprediksi Dan Penguasaan Konsep Siswa Melalui Model Pembelajaran Predict-observe-explan

This study aims to determine the effectiveness of POE learning model on non-electrolyte and electrolyte material in improving predicting skills and  students concepts mastery. Subjects of this study was class X1 SMA Negeri 1 Negerikaton. This research uses a pre-experimental method with One Group Pretest Posstest Design. Research data was  predicting skills and students concepts mastery. Data analysis was using the percentage of mastery learning (KKM ) and n-Gain. The results showed that persentage of mastery learning predict skills who achieved by 97,75% and n-Gain predict skills 0.70 (medium of category). And than who achieved KKM 87,50% and n-Gain students concepts mastery 0.60 (medium of category). The conclusion of this research showed that the POE learning model of non-electrolyte and electrolyte solution material is effective in improving the predict skills and students concepts mastery for class X1 SMA Negeri 1 Negerikaton.Tujuan penelitian ini adalah mendeskripsikan efektivitas model pembelajaran POE pada materi larutan non-elektrolit dan elektrolit dalam meningkatkan ke-terampilan memprediksi dan penguasaan konsep siswa. Subjek penelitian ini yaitu siswa kelas X1 SMA Negeri 1 Negerikaton. Penelitian ini menggunakan metode Pre-eksperimental dengan One-group pretest-poss-test Design.  Data pe­neliti­an adalah keterampilan memprediksi dan penguasaan konsep siswa. Analisis data menggunakan persentase ketuntasan belajar (KKM) dan n-Gain. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar keterampilan memprediksi  mencapai KKM yaitu 97,75% dan n-Gain sebesar 0,70 (kategori sedang). Sedangkan penguasaan konsep siswa yang men­capai KKM yaitu 87,50% dan n-Gain sebesar 0,60 (kategori sedang). Kesimpulan penelitian ini menunjuk­kan bahwa pembelajaran dengan model POE pada materi larutan non-lektrolit dan elektrolit efektif dalam me­ningkat­kan keterampilan memprediksi dan penguaasaan konsep siswa kelas X1 SMA Negeri 1 Negerikaton.

Perbedaan Penguasaan Konsep Hidrokarbon Antara Model Pembelajaran Kooperatif Tipe Think Pair Share Dengan Tipe Number Head Together Siswa Man Pringsewu 2011/2012

The purpose of this study was (1) to describe the existence of hydrocarbon material difference between the mastery of concepts Cooperative Learning with NHT type and TPS type MAN Pringsewu students and (2) the average mastery of concepts which higher hydrocarbons between Cooperative Learning with NHT type and TPS type. The population in this study were all students of class X MAN Pringsewu academic year 2011/2012. Samples were taken using purposive sampling technique. Retrieved class X. 2 as a class experiment I conducted NHT cooperative learning model type, and class X. 4 as a class II experiments conducted cooperative learning model TPS type. The research design using a design-Only Matching Posttest-Only Control Group Design. Analysis of data using normality test, homogeneity of the two variances, and differences in the two trials showed average. The results showed (1) There is a difference between students\u27 mastery of concepts Hydrocarbons who received NHT and Cooperative Learning TPS type. (2) Average Hydrocarbon between student mastery of concepts that use Cooperative Learning TPS type higher than students who use learning NHT type

Pengembangan Virtual Lab Untuk Praktikum Penurunan Titik Beku Dan Tekanan Osmotik Larutan

Virtual lab of freezing point depression and osmotic pressure experiment has been constructed by using R&D method. Validator judgment to content suitability, construction, and easy to use aspect of developed virtual lab were 95.24%, 93.94%, and 87.18%, respectively. The preliminary testing was conducted at SMAN 1 Labuhan Maringgai to find out teachers and students responses about developed virtual lab. Teachers gave good responses to content suitability and easy to use aspect with the percentage of them were 97.62% and 98.72%, respectivity. Students also gave good responses to easy to use with the percentage was 98.85%. Based on the result, the developed virtual lab have high validity and feasible to be used in learning. Penelitian virtual lab untuk praktikum penurunan titik beku dan tekanan osmotik larutan ini menggunakan metode penelitian dan pengembangan (R & D). Hasil validasi ahli pada aspek kesesuaian isi, konstruksi, dan kemudahan penggunaan virtual lab yang dikembangkan masing-masing adalah 95,24%, 93,94%, dan 87,18%. Uji coba terbatas dilakukan di SMAN 1 Labuhan Maringgai untuk mengetahui tanggapan guru dan tanggapan siswa tentang virtual lab dikembangkan. Guru memberikan tanggapan yang baik pada aspek kesesuaian isi dan kemudahan penggunaan dengan persentase masing-masing 97,62% dan 98,72%. Siswa juga memberikan tanggapan yang baik pada aspek kemudahan oenggunaan dengan persentase 98,85%. Berdasarkan hasil penelitian dapat disimpulkan bahwa, virtual lab yang dikembangkan memiliki validitas tinggi dan layak digunakan dalam pembelajaran

Biodistribusi 177lutetium-(r)-nodaga-psma pada Ginjal dan Kandung Kemih Tikus Galur Wistar Jantan

177Lutetium (Lu) –(R)-NODAGA-PSMA merupakan perkembangan terapi radionuklida yang dapat digunakan untuk terapi metastasized castration-resistant prostate cancer (mCRPC). Penelitian ini dilakukan untuk mengetahui biodistribusi 177Lu–(R)-NODAGA-PSMA pada ginjal dan kandung kemih hewan coba berupa tikus galur wistar jantan. Penelitian eksperimental laboratorik ini dilakukan di laboratorium Departemen Ilmu Kedokeran Nuklir dan Pencitraan Molekuler RSUP Dr. Hasan Sadikin Bandung. Subjek penelitian adalah 10 tikus galur wistar jantan dengan usia 8-12 minggu; berat 200-250 gram; dalam keadaan sehat. Tikus akan ditidurkan dengan agen anestesi ketamin, lalu dilakukan injeksi 1,3-1,7 mCi radiofarmaka 177Lu–(R)-NODAGA-PSMA pada vena bagian ekor. Perhitungan cacahan organ total dilakukan pada menit ke 60,90, dan 120, pasca injeksi radiofarmaka 177Lu–(R)-NODAGA-PSMA sebesar 1.300-1.700 mCi pada vena bagian ekor. Hasil yang diperoleh dari uji adalah tangkapan ginjal dan kandung kemih.Rata-rata persentase tangkapan radiofarmaka pada menit ke-60 adalah ginjal kanan sebesar 4,35%, ginjal kiri 5,91%, kandung kemih 6,54%; pada menit ke-90 adalah ginjal kanan sebesar 6,31%, ginjal kiri 7,6%, kandung kemih 7,95%; serta pada menit ke-120 adalah ginjal kanan sebesar 6,89%, ginjal kiri 8,48%, kandung kemih 9,60%. Hasil persentase tangkapan organ target akan disajikan dalam tabel dan grafik.Biodistribusi radiofarmaka 177Lu–(R)-NODAGA-PSMA pada tikus galur wistar jantan ditangkap oleh ginjal kanan dan kiri serta kandung kemih. Peningkatan radioaktivitas tangkapan organ target tercatat seiring dengan berjalannya waktu penelitian. Hal ini disebabkan karena ginjal berperan sebagai organ ekskresi dari radiofarmaka