Effectiveness of e-module based on guided discovery learning on learning outcomes of high school students

This study aims to analyze the effectiveness of e-module colligative properties of solutions based on guided discovery learning in improving high school student learning outcomes. The research was conducted on class XII students in a public high school space (MAN 1 Padang) with 36 students. The type of research used is quasi-experimental. The research design was a randomized control-group pretest-posttest design, and data analysis used a t-test. The sample was taken by a simple random sampling technique. The level of effectiveness of the e-module is analyzed from the results of the n-gain value. It obtained an n-gain value of 0.71 in the high category. In conclusion, guided discovery learning based on the chemistry e-module effectively improves student learning outcomes with high criteria. Keywords: Effectiveness, E-Module, Guided Discovery Learning, Learning Outcomes

Validitas E-Modul Hidrokarbon Berbasis Guided Discovery Learning untuk Pembelajaran Kimia Kelas XI SMA/MA

This study aims to develop and analyze the validity of the developed e-module. This research is a type of educational design research using the Plomp model. At the validation stage, the feasibility of the e-module was assessed by three lecturers from the chemistry department, FMIPA UNP and two teachers from SMA Negeri 1 Lintau Buo. The validation results were obtained from experts consisting of three chemistry lecturers from FMIPA UNP and two chemistry teachers at SMA N 1 Lintau Buo. The research instrument used in this study was a validity questionnaire which was analyzed using the Aikens'V formula. The validation results were obtained from experts. The validation stage was carried out in two stages. The first stage obtained an average V value of 0.82 with an average content component validity with a V value of 0.75 (invalid), the linguistic component with a V value of 0. 88 (valid), the presentation component with a V value of 0.78 (invalid), the graphic component with a V value of 0.85 (valid) and the programming aspect with a V value of 0.84 (valid). The average validity obtained in the second validation stage is 0.86 (valid) with an average content component validity with a V value of 0.85 (valid), the linguistic component with a V value of 0.88 (valid), the presentation component with a V value of 0.88 (valid). V 0.83(valid), component with V value 0.85(valid) and programming aspect with V value 0.87(valid). After validation, the next step is a one to one evaluation test with a one to evaluation questionnaire instrument to three class XI students with different abilities. The conclusion from the research results is that the hydrocarbon e-module based on guided discovery learning for class XI SMA/MA which was developed is valid and can be continued for further research

LSLC-BASED GUIDED DISCOVERY LEARNING MODEL ON LEARNING OUTCOMES OF ELECTROLYTE AND NON-ELECTROLYTE SOLUTIONS

The purpose of this study is to analyze the influence of the application of guided discovery learning models based on lesson study for community learning on student learning outcomes. The type of research that pseudo-experiments use with research design is pretest-postest control group design. The population consists of students of class X MIPA at public high school 1 Padang. Sample selection is carried out by random sampling techniques, and selected sample classes, namely X MIPA 1 and X MIPA 4. The instrument used in this study is a test instrument in the form of multiple choice questions consisting of 20 questions with 5 answer options. Data analysis techniques use n-gain tests, normality tests, F tests and hypothesis tests (t tests). The average learning outcomes of students of the experiment and control classes were 81, and 72, respectively,.The level of influence of LSLC-based guided discovery learning models is analyzed through n-gain test scores. From the results of the study obtained an n-gain score in the experimental class of 0.74 with a high category while the control class was 0.61 with a medium category. At the significance level of 0.05 indicates the value of tcount (2.746) > ttable (1.995). So that the implementation of a guided discovery learning model based on lesson study for community learning has a problem with improving student learning outcome

Implementation of Guided Discovery Learning Model with SETS Approach Assisted by Chemistry E-Module to Improve Creative Thinking Skills of Students

Creative thinking skills can train and develop thinking processes in finding new ideas and ideas to solve chemical problems and problems through discovery, exploration, experimentation, showing and demonstrating similarities, differences, and consistency. Therefore, it is necessary to update what has been learned, such as choosing the right strategy. This study aims to demonstrate the effect of implementing a guided discovery learning model using a SETS approach supported by the chemical Young's modulus on the creative thinking skills of students in the SMAN 1 Padang XI class. The method used was a quasi-experimental study with a randomized control group posttest-only design. The population of this study is all SMAN 1 Padang Class XI students enrolled in the 2021/2022 academic year, which includes 7 classes. A study population is grouped using random sampling techniques. The non-testing tools used were the Student Profile Assessment Form and the Creativity Assessment Criteria. The data analysis technique in this study was quantitative data analysis, testing hypotheses by using two unpaired samples in the mean similarity test analysis tcount> ttable. The result of the hypothesis test indicates that the research hypothesis is accepted. This means that the implementation of the Guided Discovery Learning Model using the SETS approach supported by the Electrochemistry module has had a significant impact on the creative thinking skills of students in Class XI at SMA 1 Negeri PadangKeterampilan berpikir kreatif dapat melatih dan mengembangkan proses berpikir dalam menemukan gagasan dan ide baru untuk menyelesaikan suatu permasalahan dan persoalan kimia melalui kegiatan penemuan, mengeksplorasi, eksperimen, menunjukkan dan mendemonstrasikan kesamaan, perbedaan, serta konsistensi. Sehingga diperlukan pembaharuan pembelajaran seperti pemilihan strategi yang tepat. Penelitian ini bertujuan untuk mengungkapkan pengaruh pengimplementasian model guided discovery learning dengan pendekatan SETS berbantuan e-modul kimia terhadap keterampilan berpikir kreatif peserta didik kelas XI di SMAN 1 Padang. Metode yang digunakan jenis penelitian eksperimen semu dengan rancangan penelitian yang digunakan yaitu randomize control-group posttest only design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI SMAN 1 Padang yang terdaftar pada tahun ajaran 2021/2022 yang terdiri dari 7 kelas. Sekelompok populasi penelitian ini dikelompokkan menggunakan teknik random sampling. Instrumen non tes yang digunakan dalam bentuk lembar penilaian portofolio peserta didik dan rubrik penilaian kreativitas. Teknik analisis data dalam penelitian ini adalah analisis data kuantitatif dengan menguji hipotesis menggunakan  dua sampel tidak berpasangan pada uji kesamaan analisis rata-rata. Hasil uji hipotesis thitung > ttabel, menunjukkan bahwa hipotesis penelitian diterima. Dengan artian bahwa implementasi model guided discovery learning dengan pendekatan SETS berbantuan e-modul kimia berpengaruh secara signifikan pada keterampilan berpikir kreatif peserta didik kelas XI di SMA 1 Negeri Padang

Implementation of the Lesson Study for Learning Community-Based GDL Model on Student Learning Outcomes

The purpose of the study was to analyze the effect of the LSLC-based GDL learning model on the reaction rate material on student learning outcomes at SMAN 1 Linggabayu. This type of research used quasi-experimental research design, namely pretest-posttest control group design. The population consists of students of class XI MIPA at SMAN 1 Linggabayu in the academic year 2021/2022. The sample was selected using random sampling technique, and the sample classes were XI MIPA 1 and XI MIPA 4. The instrument used in this study was a test instrument in the form of multiple-choice questions consisting of 20 questions with 5 answer choices. The data analysis technique used the n-gain test, normality test, F test and hypothesis testing (t test). The average learning outcomes of experimental and control class students were 81 and 72, respectively. From the results of the study, the n-gain value in the experimental class was 0.74 in the high category while the control class was 0.61 in the medium category. At a significance level of 0.05, the value of tcount > ttable. So, the application of the guided discovery learning model based on lesson study for the learning community has an influence on improving student learning outcomes.Tujuan penelitian ini adalah untuk menganalisis pengaruh model pembelajaran GDL berbasis LSLC pada materi laju reaksi terhadap hasil belajar siswa di SMAN 1 Linggabayu. Jenis penelitian ini menggunakan desain penelitian eksperimen semu, yaitu pretest-posttest control group design. Populasinya adalah siswa kelas XI MIPA SMAN 1 Linggabayu tahun pelajaran 2021/2022. Pemilihan sampel menggunakan teknik random sampling, dan kelas sampelnya adalah XI MIPA 1 dan XI MIPA 4. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes berupa soal pilihan ganda yang terdiri dari 20 soal dengan 5 pilihan jawaban. Teknik analisis data menggunakan uji n-gain, uji normalitas, uji F dan uji hipotesis (uji t). Rata-rata hasil belajar siswa kelas eksperimen dan kelas kontrol masing-masing adalah 81 dan 72. Dari hasil penelitian nilai n-gain pada kelas eksperimen sebesar 0,74 dalam kategori tinggi sedangkan kelas kontrol sebesar 0,61 dalam kategori sedang. Pada taraf signifikansi 0,05, nilai thitung > ttabel. Sehingga penerapan model pembelajaran penemuan terbimbing berbasis lesson study bagi masyarakat belajar berpengaruh terhadap peningkatan hasil belajar siswa

The Problem-Based Learning Model Integrated with The Integrated Learning Model in Science Learning: A Systematic Literature Review

This study aims to identify and analyze publications on the Problem-Based Learning (PBL) model integrated with the integrated learning model in learning Natural Sciences (IPA) based on research journal articles from 2018 to 2023. The systematic literature review method followed the PRISMA diagram. Data were obtained from 476 national and international articles through Mendeley and Google Scholar. After the screening, 15 articles that met the inclusion criteria were found as samples. The analysis showed that integrated science learning with various models effectively improves student learning outcomes. The development of modules or learning tools can also improve students' abilities and religious characters through integration at every stage of learning. Integrated science learning models such as webbed, connected, nested, and shared have been tested and proved their effectiveness in improving student learning outcomes. However, further exploration is needed regarding integrating the PBL model with the integrated learning model to implement it with better innovation. This research is expected to contribute to the development of education in the future

Pengembangan Modul Kesetimbangan Kimia Berbasis Pendekatan Saintifik Untuk Kelas XI Sma/ma

This developmental research aimed to produce scientific approach-based module in chemistry equilibrium topic, determine its validity, practicality, and effectiveness on grade XI students' learning outcome. It was based on 4-D development model that included defining, designing, and developing stage. Module was validated by expert and tested to senior high school (SMA) students. Research instruments used were questionnaire in the form of validity and practicality sheets and learning outcome test. Validity sheets were completed by 5 chemistry lecturers and 3 chemistry teachers. Practicality sheets were completed by 4 chemistry teachers and 25 grade XI students in public SMA (SMAN) 2 Batusangkar. Data were analyzed with Kappa Moment. The mean score of Kappa Moment for validity was 0.84 indicating a high degree of validity. The mean score of Kappa Moment for practicality were 0.87 (for students) and 0.84 (for teachers) indicating a very high degree of practicality. Effectiveness of the module was obtained from cognitive test score of students in SMAN 4 Padang. Analysis showed that the test score of students taught with module was siginificantly higher than that of students who were not. It can be concluded that the module developed was valid, practical, and effective for senior high school instruction

Effectiveness of STEM Learning Based on Design Thinking in Improving Critical Thinking Skills in Science Learning: A Meta-Analysis

This study aims to determine the effectiveness of Design Thinking-based STEM learning in improving students' critical thinking skills in science learning. This research is a type of meta-analysis research. Data sources in the study came from 100 national and international journals published from 2017-2023. Search for data sources through google scholar, Eric, Wiley, Taylor of Francis, Sciencedirect, and ProQuest. Data collection techniques through direct observation through the journal database. The keywords used in the search are STEM model, Design Thinking, Critical thinking skills and Science learning. Data analysis technique is quantitative descriptive analysis with JSAP application. The effect size of each study on the STEM learning model based on design thinking in science learning is 0.84 with large criteria. The results of the study can be concluded that the STEM learning model based on design thinking is effective for improving critical thinking skills in science learning. STEM learning model based on design thinking is very good to be applied in science learning in Indonesi

Efektivitas Penggunaan Modul Larutan Penyangga Berbasis Discovery Learning terhadap Hasil Belajar Siswa Kelas XI MIA SMAN 7 Padang

Quasi experiment research with randomized control posttest group only design was carried out to determine the effectiveness of using a discovery learning based module on students learning outcome. Grade XI MIA-1 to MIA-4 students academic year 2015/2016 in SMAN 7 Padang became population of this study. Through cluster sampling technique, grade XI MIA-1 and grade XI MIA-4 were chosen as experiment and control classes respectively. The experiment class was taught using discovery learning based module in buffer solution topic while the control class was taught the same topic conventionally without the module. Research instrument used was cognitive learning outcome test with multiple choice form. Data showed that the mean test score of experiement class (78.84) was higher than that of control class (71.09). Normality and homogenity test proved that both classes were homogeneous and normally distributed. T-test, as data analysis taken, showed that t-count (3,51) is bigger than t-table (1.67). Thus, it could be concluded that students’ cognitive learning outcome in experiment class is significantly higher than that in control class. The use of discovery learning-based module in buffer solution topic was effective in increasing learning outcome of grade XI MIA students in SMAN 7 Padang