Development of A Learning Module Supported by Augmented Reality on Chemical Bonding Material to Improve Interest and Motivation of Students Learning for Senior High School

The chemical bonding material is a concept that requires visualization. For students to comprehend chemical bonding concepts better, molecular forms must be depicted in the materials. Consequently, a learning module that can show 3D things made from molecular structures is necessary. This study aims to create and evaluate an augmented reality-based learning module on chemical bonds while examining the similarities and differences between students' interests and learning motivation before and after utilizing the augmented reality-based learning modules. The product is designed utilizing a 4-D model, and this study uses a research and development model. A quasi-experimental method and one group pretest and posttest design were used to evaluate the module involving 53 students chosen randomly. A sample of Hotelling's T2 test was used to analyze the student responses to the questionnaire about interest and motivation for learning. Descriptive quantitative analysis was used to analyze the data from the product quality assessment. The results showed that the developed augmented reality-supported chemical bonding learning module was very suited for chemistry learning and that there were variations between pre- and post-usage in student interest and motivation to study simultaneously or separatel

Pengaruh Kompetensiprofesional Guru Kimia Terhadap Keterampilan Berpikir Kritis Siswa Kelas Xi IPA SMA Negeri Di Lombok Tengah

This study aims to describe the effect of the professional competence of chemistry teachers on critical thinking skills of students of XI IPA SMA in Central Lombok in the academic year 2019/2020. This type of research is an ex-post facto quantitative study. This study was used  XI IPA of SMA Negeri 1 Praya Timur and SMA Negeri 1 Janapria as research subjects which are divided into 5 classes. Data collection on teacher’s professional competence and critical thinking skills of student was used a questionnaire consist of 13 statements. The data analysis technique used was simple regression analysis technique. The results showed that there was a positive and significant effect on the teacher's professional competence on critical thinking skills. This proved by the value of rcount = 0.72 greater than rtable = 0.158 and Fcount = 117.12 greater than Ftable = 3.91 at 5% error level. Based on the result, a number of 51% of teachers professional competence contibuted to critical thinking skills and the remaining 49% were influenced by other factors which doesn’t examined in this study