Pengaruh Gaya Kognitif Terhadap Hasil Belajar Kimia pada Materi Redoks dengan Menggunakan Model Contextual Teaching and Learning

Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar kimia pada materi redoks antara siswa yang memiliki gaya kognitif Field Dependent dengan Field Independent pada model Contextual Teaching and Learning. Penelitian ini dilakukan di kelas X MIA, SMA Negeri 36 Jakarta. Metode penelitian yang digunakan adalah kuantitatif dengan teknik komparasi. Pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling. Pembelajaran yang digunakan pada dua kelas adalah model Contextual Teaching and Learning. Instumen yang digunakan berupa Group Embedded Figure Test (GEFT) dan post-test. Data yang diperoleh dianalisis menggunakan uji-t. Rata-rata hasil belajar yang diperoleh siswa dengan gaya kognitif Field Independent adalah 80,77 dan pada siswa dengan gaya kognitif Field Dependent adalah 54,58. Hasil penelitian menunjukkan adanya perbedaan hasil belajar siswa antara siswa dengan gaya kognitif Field Independen dengan siswa dengan gaya kognitif Field Dependent (thitung = 10,62; ttabel = 1,68, thitung > ttabel). Sehingga dapat disimpulkan bahwa gaya kognitif  dapat berpengaruh positif pada hasil belajar siswa pada materi redoks dengan model Contextual Teaching and Learning. Kata kunci: Gaya Kognitif, Hasil Belajar, RedoksThis study aims to compare the chemistry learning outcomes in redox between students who have the cognitive style of the Field Dependent and Field Independent on the Contextual Teaching and Learning model. This research was performes in X MIA class, SMA 36 Jakarta. The research method used is quantitative with comparative techniques. Sampling in this study used a purposive sampling technique. Learning used in two classes is the Contextual Teaching and Learning model. The instruments used are in the form of Group Embedded Figure Test (GEFT) and posttest. The data obtained are then analyzed using the t-test. The average learning outcomes obtained by students with the Field Independent cognitive style were 80.77 and in students with the Field Dependent cognitive style was 54.58. The results showed differences in student learning outcomes between students with Independent Field cognitive style and students with Field Dependent cognitive style (tcount = 10.62; ttable = 1.68, tcount> ttable). So that it can be concluded that the cognitive style can have a positive effect on student learning outcomes at redox with the Contextual Teaching and Learning model

An analysis of preservice chemistry teachers’ misconceptions of reduction-oxidation reaction concepts

This article describes a study of 149 preservice chemistry teachers’ misconceptions of concepts related to a reduction-oxidation reaction. A mixed-method approach was used to obtain data through the ROXCI (Redox Concept Inventory) instrument and interviews. Result indicated that the highest misconceptions were for item number 10 (4.03% or only 6 of 149 students answered correctly) and the lowest misconception occurred on item number 1 (94.63% or 141 of 149 students answered correctly). These results were supported by the analysis of the interviews where the respondents produced misconceptions when explaining the process of electron transfer in redox reactions. The highest percentage of consistent answers in the six ROXCI categories was obtained in the surface feature concept category (6.71% or 10 out of 149 respondents consistently answered correctly). This shows that preservice chemistry teachers are not able to connect the three levels of chemical representation, macroscopic, microscopic, and symbolic in studying chemistry, especially for the redox concept. Analysis of the relationships between misconceptions and average student confidence shows that every distractor chosen by the respondents at every level was followed by a degree of confidence of between 50%-70%, indicating that misconceptions became stronger because the preservice chemistry teachers did not realize that a concept believed to be true is wrongPeer Reviewe

Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) Terhadap Hasil Belajar Siswa Kelas X MIA pada Pokok Bahasan Larutan Elektrolit dan Non Elektrolit

This research is aiming to discover effect of the application of Team Assisted Individualization type of cooperative learning model towards learning outcomes students of class X MIA in the subject of electrolyte and non-electrolyte solutions. The design research used in this research is posttest-only nonequivalent control group. This research is performed in Class X MIA, 27 Senior High School Jakarta in academic year of 2018/2019. Sampling technique used in this research is purposive sampling, thus Class X MIA 1 defined as experiment class and Class X MIA 2 defined as control class. The learning model used in experiment class is Team Assisted Individualization learning model, while in the control class is using Active Learning. The results show that there’s a difference in student learning outcomes in experimental class and control class (tcount = 1,995; ttable = 1,668, tcount > ttable). It can be concluded that learning activities using Team Assisted Individualization learning models have a positive influence on student learning outcomes on the subject of electrolyte and non-electrolyte solutions.Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe Team Assisted Individualization terhadap hasil belajar siswa kelas X MIA pada pokok bahasan larutan elektrolit dan non elektrolit. Desain penelitian yang digunakan adalah posttest-only nonequivalent control group. Penelitian ini dilakukan di kelas X MIA, SMA Negeri 27 Jakarta pada tahun ajaran 2018/2019. Pengambilan sampel dalam penelitian ini menggunakan teknik purposive sampling, sehingga diperoleh kelas X MIA 1 sebagai kelas eksperimen dan kelas X MIA 2 sebagai kelas kontrol. Model pembelajaran yang digunakan pada kelas eksperimen adalah model pembelajaran Team Assisted Individualization, sedangkan pada kelas kontrol adalah Pembelajaran Aktif. Hasil penelitian menunjukkan adanya perbedaan hasil belajar siswa di kelas eksperimen dan kelas kontrol (thitung = 1,995; ttabel = 1,668, thitung > ttabel). Sehingga dapat disimpulkan bahwa kegiatan pembelajaran dengan menggunakan model pembelajaran Team Assisted Individualization memberikan pengaruh positif terhadap hasil belajar siswa pada pokok bahasan larutan elektrolit dan non elektrolit

Pengembangan Kemampuan Berpikir Analitis Peserta Didik Melalui Model Pembelajaran Prepare, Do, Review pada Materi Indikator Asam Basa

Penelitian ini bertujuan untuk mengembangkan kemampuan berpikir analitis peserta didik melalui penerapan model pembelajaran Prepare, Do, Review pada materi indikator asam basa. Penelitian ini dilakukan di SMAN 36 Jakarta pada tahun ajaran 2018/2019 pada 33 peserta didik. Penelitian dilakukan dengan menggunakan metode kualitatif dengan mengumpulkan data melalui tes esai, observasi, dan reflektif jurnal. Model pembelajaran Prepare, Do, Review memiliki tiga tahapan, yaitu persiapan, melakukan kegiatan, dan peninjauan. Kemampuan berpikir analitis meliputi tiga indikator, yaitu membedakan, menghubungkan, dan mengorganisasikan. Indikator kemampuan berpikir analitis yang ingin dicapai disesuaikan dengan indikator pencapaian kompetensi yang ada. Hasil penelitian secara keseluruhan menunjukkan sebanyak 84,85% peserta didik mencapai level pencapaian baik sekali; sebanyak 15,15% peserta didik mencapai level baik; dan tidak ada peserta didik yang berada pada level cukup, kurang serta kurang sekali. Pada tiap indikator kemampuan berpikir analitis pada materi indikator asam basa tidak terdapat peserta didik pada level kurang dan kurang sekali yang menunjukkan bahwa kemampuan berpikir analitis peserta didik mengalami perkembangan. Prepare, Do, Review menciptakan proses pembelajaran bermakna karena peserta didik memiliki pengalaman pada setiap proses pembelajaran, sehingga dapat mengembangkan kemampuan berpikir analitis peserta didik.This study aimed to develop students' analytical thinking skills through the Prepare, Do, Review learning model on acid and base indicator topics. The study was conducted at SMAN 36 Jakarta in the 2018/2019 academic year with the subjects 33 students of class XI MIPA 4. The study employed qualitative methods by collecting data through tests, observation, and reflective journals. The Prepare, Do, Review model implemented through three stages of learning, namely preparation, conducting activities, and review. Analytical thinking ability include of three indicators, namely diffrerentiating, connecting, and organizing. Indicators of analytical thinking ability to be achieved are adjusted to the indicators of achievement of existing competencies. The overall results of the study showed 84,85% of students reached very good levels, 15,15% reached good levels, and there were no more students who were at a fair level, poor level and not very poor level. In each indicator of analytical thinking ability on acid and base indicator topics, there are no students at poor level and very poor level which suggests that learners’ analytical thinking skills develop. Prepare, Do, Review creates a meaningful learning process because learners have experience in learning process, so this model can develop the ability of learners’ analytical thinking. Keywords Prepare Do Review, analytical thinking ability, acid base indicato

Peningkatan Motivasi Belajar Siswa pada Materi Reaksi Reduksi Oksidasi melalui Model Pembelajaran Flipped Classroom dengan Cooperative Learning

This study aims to improve student’s learning motivation on oxidation-reduction reaction material through flipped classroom learning model with cooperative learning. Cooperative learning which applied in this research is Number Head Together (NHT) type. The study was conducted in the 2nd term of academic year 2016/2017 at one of public senior high school in Jakarta. The research method which had been used is Classroom Action Research through four stages, planning, implementation, observation and reflection phase. This research was conducted in two cycles until all six indicators of student learning motivation are achieved. The indicators that used to determine student’s learning motivation include student’s interest in learning process, student’s attention in the learning process, the responses are shown to the stimulus given by the teacher, the spirit of the student’s to do the tasks, the responsibility at finished the work, happiness, and satisfaction of student’s in doing the task given by the teacher. The first cycle produces two indicators, student’s interest in the learning process and responsibility at finished the task. In the second cycle, all indicators have been reached. Along with the increase of student’s motivation, the average of student’s learning also increases. Flipped classroom learning with cooperative learning could make a positive impact for improvement of student learning motivation. Keywords: Student Learning Motivation, Flipped classroom, Number Head TogetherTujuan dari penelitian ini adalah untuk meningkatkan motivasi belajar siswa pada materi reaksi reduksi oksidasi melalui model pembelajaran flipped classroom dengan cooperative learning. Cooperative learning yang diterapkan dalam penelitian adalah tipe Number Head Together (NHT). Penelitian dilakukan pada Semester II Tahun Ajaran 2016/2017 di salah satu SMA Negeri di Jakarta. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas melalui 4 tahapan, yaitu tahap perencanaan, pelaksanaan tindakan, pengamatan serta tahap refleksi. Penelitian dilaksanakan selama 2 siklus sampai keenam indikator tercapai. Indikator motivasi belajar siswa yang digunakan adalah minat siswa dalam proses pembelajaran, perhatian siswa selama proses pembelajaran, respon siswa terhadap stimulus dari guru, semangat siswa dalam mengerjakan tugas belajar, Tanggungjawab dalam mengerjakan tugas serta rasa senang dan puas dalam mengerjakan tugas yang diberikan guru. Siklus I menghasilkan dua indikator motivasi belajar yang tercapai, yaitu minat siswa dalam proses pembelajaran dan Tanggungjawab dalam mengerjakan tugas–tugas belajar, pada siklus II semua indikator telah tercapai. Seiring dengan meningkatnya motivasi belajar siswa, hasil tes evaluasi siswa juga mengalami peningkatan. Model pembelajaran flipped classroom dengan cooperative learning memberikan dampak positif terhadap peningkatan motivasi belajar siswa. Kata Kunci: Motivasi Belajar Siswa, Flipped classroom, Number Head Together&nbsp

Studi Pendekatan Dilemmas Stories pada Materi Hidrolisis Garam dengan Metode Thinking Aloud Pair Problem Solving (TAPPS)

This study aims to investigate the application and implication of Dilemmas Stories approach on the Salt Hydrolysis subject by using Thinking Aloud Pair Problem Solving (TAPPS) method toward students’ soft skills. The population of the study is 36 of public senior high school’s students at Jakarta. The study was conducted from February to April in 2015. The dilemmas stories which used in this study was the dilemmas of the use of fertilizer, Sodium Nitrite in processed meats, bleach apparel, and rice bleacher. This study was used a qualitative method by using multiple data collection techniques through the interview, reflective journal and classroom observation which is supported by CCVLES questionnaire with indicators, namely: feeling related to the story, story’s contents, teacher’s support, teamwork, empathetic communication, critical thinking, and contextual chemistry. The quality standards which used was credibility by using prolonged engagement, progressive subjectivity, and member checking. The results of the study have shown that the indicators in CCVLES were achieved. Moreover, it was also found other soft skills as the implication of learning which are motivation, the reflection of the values, curiosity, responsibility, and encourage to argue. The implication of the creativity was perceived by students both by poster and drama output. This study also discovered that there some preparation needed in applying Dilemmas Stories approach, including teacher’s practice, time efficiency, and appropriate materials selection. Thus, it can be concluded that Dilemmas Stories approach can be applicated in chemistry learning.  Keywords: Dilemmas Stories, Salt Hydrolysis, Thinking Aloud Pair Problem Solving, CCVLESPenelitian ini bertujuan mengetahui penerapan dan implikasi pendekatan Dilemmas Stories pada materi Hidrolisis Garam dengan metode Thinking Aloud Pair Problem Solving (TAPPS) terhadap soft skills siswa. Subjek penelitian adalah siswa kelas XI IPA di salah satu SMA Negeri di Jakarta sebanyak 36 siswa. Penelitian dilaksanakan dari Februari hingga April 2015. Cerita dilema yang digunakan yaitu dilema penggunaan pupuk, Natrium Nitrit pada daging olahan, pemutih pakaian dan pemutih beras. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data yaitu wawancara, reflektif jurnal, dan observasi kelas yang didukung oleh kuesioner CCVLES dengan indikator, yaitu: perasaan terkait cerita, isi cerita, dukungan guru, kerjasama, empati komunikasi, berpikir kritis, dan kimia kontekstual. Quality standards yang digunakan adalah credibility dengan menggunakan prolonged engagement, progressive subjectivity, dan member checking. Hasil penelitian menunjukkan telah tercapainya indikator dalam CCVLES. Selain itu, ditemukan soft skills lain sebagai implikasi dari pembelajaran yaitu motivasi, refleksi terhadap nilai-nilai, rasa ingin tahu, bertanggung jawab, dan berani berargumentasi. Implikasi kreativitas dirasakan siswa melalui output poster dan drama. Penelitian ini juga menemukan bahwa dalam penerapan pendekatan Dilemmas Stories perlu persiapan diantaranya: pelatihan guru, efisiensi waktu dan pemilihan materi yang tepat. Oleh karena itu, dapat disimpulkan bahwa pendekatan Dilemmas Stories dapat diterapkan dalam pembelajaran kimia.  Kata Kunci: Dilemmas Stories, Hidrolisis Garam, Thinking Aloud Pair  Problem Solving, CCVLE

Development of 21st Century Skills Through Steam PJBL in The Topic of Salt Hydrolysis and Buffer Solutions

Globalization influences various aspects, including education, so learning is needed to improve skills and quality of life abilities. This research aims to develop 21st-century skills through project-based learning (PjBL) and STEAM (Science, Engineering, Technology, Art, and mathematics). Participants in this study were 40 students in eleventh grade in the science program. This study used qualitative methods, which focused on the integration and implications of PjBL with the STEAM model on salt hydrolysis and buffer solutions. The STEAM project is a mockup of electrical conductivity and water purification on salt hydrolysis and hydroponic plant cultivation for projects on buffer solution—data collection techniques through interviews, reflective journals, classroom observations, and teacher diaries. The results showed that students were interested and motivated in making STEAM projects. 21st Century skills consisting of life and career skills can be seen from the initiative and a sense of responsibility in doing projects, learning and innovating skills seen from student creativity and innovation, and technology skills seen through marketing project creative ideas through information media and technology. Other implications, such as curiosity, motivation, and confidence, arise in the learning process. Based on its integration and implications, the STEAM approach with PjBL can be used as an alternative to improve 21st-century skills in chemistry learnin

Pengaruh Strategi “REACT” Terhadap Literasi Kimia Peserta Didik Kelas X MIA Pada Pembelajaran Reaksi Redoks

Penelitian ini bertujuan untuk mengetahui pengaruh strategi REACT terhadap literasi kimia peserta didik kelas X MIA pada pembelajaran reaksi redoks.  Penelitian dilakukan pada semester genap tahun ajaran 2018/2019 di salah satu SMA di Jakarta. Metode penelitian yang digunakan adalah Quasi Exsperiment dengan desain penelitian Posttest Only Control Group Design. Sampel yang digunakan dalam penelitian diperoleh melalui teknik purposive sampling, kelas X MIA 2 ditetapkan sebagai kelas eksperimen dengan menerapkan strategi REACT dan kelas X MIA 1 sebagai kelas kontrol yang menerapkan strategi pembelajaran active. Data yang diambil berupa nilai pretest dan posttest menggunakan instrumen literasi kimia. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest literasi kimia kelas eksperimen (67,324) lebih besar daripada kelas kontrol (54,030). Berdasarkan perhitungan uji t diperoleh nilai thitung (3,8274) dan  ttabel (1,668) pada taraf signifikansi 5%. Oleh karena nilai thitung > ttabel, maka H0 ditolak dan H1 diterima, oleh karena itu dapat disimpulkan bahwa penggunaan strategi REACT berpengaruh positif terhadap literasi kimia peserta didik pada materi reaksi redoks. Kata kunci Literasi kimia, reaksi redoks, strategi REACTThis study aims to determine the effect of REACT strategy on the chemical literacy of 10th  grade students on learning redox reactions. The survey conducted in the even semester of the 2018/2019 academic year at one of public senior high school in Jakarta. The method used in this research  was Quasi Experiment with Posttest Only Control Group Design.  The sample used in this study was obtained through a purposive sampling technique to get two classes, X MIA 2 as an experimental class applied REACT strategy, and X MIA 1 as a control class applied active learning. The data was taken based on pretest and posttest score from using chemical literacy instruments. The results showed that the average posttest score of experimental class (67,324) was higher than the control class (54,030).  Based on the calculation of the t-test obtained the value of count (3.827) and table (1,668) at the significance level of 5%. Therefore, the value of count > table, Then H0 is rejected and H1 is accepted. So, it can be concluded that the use of REACT strategy has a positive effect on student’s chemical literacy on redox reaction material. Keywords Chemical literacy, redox reactions, REACT strateg

Pengaruh Laboratorium Virtual dalam Kegiatan Praktikum Terhadap Keterampilan Laboratorium Siswa pada Materi Titrasi Asam Basa

This research aims to determine the effect of virtual laboratory on student laboratory skills on acid-base titration in SMAN 26 Jakarta. The subject of this study was XI IPA 1 as control group and XI IPA 3 as experiment group and was conducted on February through March 2019. The method that used in this research is quasi experiment with posttest only control group design. The sample was chosen by purposive sampling technique. The experiment group uses virtual laboratory in practical activities, while the control group uses assistance in practical activities. The result showed that the average score of the posttest in experiment group was 80.77 while the control group is 67.04. Meanwhile, the result of t-test shows that tobtined was 6,625 > ttable was 1,67. It means there is a difference on student’s laboratory skills between the experiment group and control group. Therefore, it can be conclude that the virtual laboratory in practical activities has a positive effect on student’s laboratory skills on acid base titration. Keywords Virtual laboratory, Laboratory skills, Acid base titrationPenelitian ini bertujuan untuk mengetahui pengaruh positif laboratorium virtual terhadap keterampilan laboratorium siswa pada materi titrasi asam basa di SMA Negeri 26 Jakarta. Penelitian ini dilakukan di kelas XI IPA 1 (kelas kontrol) dan XI IPA 3 (kelas eksperimen), dilaksanakan pada semester genap. Metode penelitian yang digunakan adalah quasi eksperimen dengan Posttest Only Control Group Design. Teknik sampling yang digunakan pada penelitian ini adalah Purposive Sampling. Penelitian ini terdiri atas kelas eksperimen dan kelas kontrol, masing-masing berjumlah 36 siswa. Kelas eksperimen menggunakan laboratorium virtual dalam kegiatan praktikum, sedangkan kelas kontrol menerapkan asistensi dalam kegiatan praktikum. Hasil penelitian menunjukkan rata-rata nilai posttest kelas eksperimen sebesar 80,53 dan kelas kontrol sebesar 67,14. Hasil pengujian terhadap hipotesis diperoleh dengan nilai thitung sebesar 5,821 > ttabel sebesar 1,67 dengan nilai taraf signifikan 0,05, hal tersebut menunjukkan bahwa terdapat pengaruh positif laboratorium virtual dalam kegiatan praktikum terhadap terhadap keterampilan laboratorium siswa pada materi titrasi asam basa.  Kata kunci Laboratorium virtual, Keterampilan Laboratorium, Titrasi asam bas

Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Pendekatan Berbasis Kontekstual (CBA) terhadap Literasi Kimia Peserta Didik Kelas XI MIPA SMA Negeri Jakarta pada Materi Hidrolisis Garam

This study aims to determine the positive effects of a guided inquiry learning model with a contextual based approach (CBA) on the chemical literacy of students of class XI MIPA SMA Negeri Jakarta in the hydrolysis of salt. This research was conducted in the even semester of the 2018/2019. This study uses quasi-experimental with post-test only non-equivalents design. The research sample amounted to 64 students of class XI MIPA C (control) and XI MIPA D (experiments) selected by purposive sampling technique. The posttest used to measure students' level of chemical literacy about salt hydrolysis. The results of this study indicate that the chemical literacy skills of experimental class students were 60.84% with a moderate category while the chemical literacy ability of the control group was 50.82% with a low category. After Independent Sample T-test (α = 0.05) t-stat value (2.597)> t-critical one tail value (1.669). It can be concluded that there is a positive effect of the guided inquiry learning model with a contextual based approach (CBA) on the chemical literacy of students of class XI MIPA SMA Negeri Jakarta in salt hydrolysis. Keywords: Guided Inquiry, Contextual Based Approach (CBA), Chemical Literacy, Salt Hydrolisis.Penelitian ini bertujuan untuk mengetahui pengaruh positif model pembelajaran inkuiri terbimbing dengan pendekatan berbasis kontekstual (CBA) terhadap literasi kimia peserta didik kelas XI MIPA SMA Negeri Jakarta pada materi hidrolisis garam. Penelitian dilakukan pada semester genap tahun ajaran 2018/2019. Metode penelitian yang digunakan adalah quasi-experiment dengan menggunakan the post-test only non-equivalent design. Sampel penelitian berjumlah 64 peserta didik kelas XI MIPA C (kelas kontrol) dan XI MIPA D (kelas eksperimen) yang dipilih dengan teknik purposive sampling. Instrumen posstest digunakan untuk mengukur tingkat literasi kimia peserta didik pada materi hidrolisis garam. Hasil penelitian menunjukkan bahwa kemampuan literasi kimia peserta didik kelas eksperimen 60,84% dengan kategori sedang sedangkan kemampuan literasi kimia kelompok kontrol 50,82% dengan kategori rendah. Berdasarkan perhitungan uji beda dengan Independent Sample T-test (α = 0,05) diperoleh nilai thitung (2,597) > ttabel (1,669). Berdasarkan hasil analisis penelitian dapat disimpulkan bahwa terdapat pengaruh positif pada penerapan model pembelajaran inkuiri terbimbing dengan pendekatan berbasis kontekstual (CBA) terhadap literasi kimia peserta didik kelas XI MIPA SMA Negeri Jakarta pada materi hidrolisis garam. Kata kunci: Inkuiri Terbimbing, Pendekatan Kontekstual (CBA), Literasi Kimia, Hidrolisis Garam