The Effect of Learning Management System (LMS) Assistance in Think-Pair-Share Strategy on Students’ Learning Outcomes and Motivation

Abstract: The purpose of this study was to determine the effect of Learning Management System (LMS) assistance in Think-Pair-Share (TPS) strategy and the effect of Think-Pair-Share (TPS) strategy on students’ learning outcomes and motivation. Fourty students of two science classes were involved in this study. The treatment instruments used in this study were acid-base teaching materials, syllabus, student worksheets (LKPD), lesson plans (RPP), and Learning Management System (LMS). The measurement instrument employed a test question sheet and a student motivation questionnaire. The results showed differences in learning outcomes between students who are taught with the assistance of LMS in TPS strategy compared to students who are taught using TPS only are observed. There are differences in motivation among participants. Students who are taught with the assistance of LMS in TPS strategy compared to students who are taught with TPS strategy only

Optimasi Metode Penetapan Senyawa Eugenol dalam Minyak Cengkeh Menggunakan Gas Chromatography – Mass Spectrum dengan Variasi Suhu Injeksi

Tanaman cengkeh merupakan salah satu tanaman asli yang tumbuh di Indonesia. Tanaman ini memiliki banyak manfaat, salah satunya dapat digunakan sebagai bahan dasar minyak atsiri yaitu minyak cengkeh yang dapat digunakan sebagai bahan baku dalam beberapa industri. Dalam minyak cengkeh komponen utamanya adalah eugenol yang juga digunakan sebagai parameter penentuan kualitas dari minyak cengkeh. Penentuan senyawa eugenol dapat dilakukan menggunakan metode kromatografi, salah satu pengaplikasian kromatografi yaitu pada alat Gas Chromatography – Mass Spectrum atau disebut GC-MS. Dalam penentuan profil eugenol menggunakan GC-MS dibutuhkan pemrograman suhu yang merupakan salah satu parameter penting dalam pemisahan senyawa dengan metode kromatografi. Terkait dengan hal tersebut maka dilakukan pengembangan metode pengujian menggunakan GC-MS dalam penentuan profil senyawa eugenol dengan variasi suhu injeksi, sehingga dapat diperoleh hasil maksimal dalam penentuan eugenol menggunakan GC-MS dengan kondisi pengujian yang optimal. Dari ketiga variasi suhu injeksi untuk penentuan kadar eugenol dengan alat GC-MS, metode yang paling optimal adalah suhu injeksi 200 °C. Metode tersebut paling optimal karena menghasilkan nilai yang paling mendekati kadar sesungguhnya larutan baku  eugenol yang sudah diketahui kadarnya.  Metode yang paling optimal kemudian digunakan untuk penentuan kadar eugenol pada minyak cengkeh komersial dan hasil menunjukkan kadar eugenol sebesar 21% yang berarti minyak cengkeh tersebut berkualitas rendah

The Effectiveness of Contextual-based Instructional Materials of Elements of Group 15 For Inorganic Chemistry

The purpose of research is determine the effectiveness of teaching materials based contextual elements of group 15 for the course of inorganic chemistry. The research design is one group pretest-posttet only. Subjects were students of Chemistry Education University of Palangka Raya as many as 47 people. Based on the research results, is obtained percentage of graduated postes amounted to 93.6%, mean of  n-gain score is 0,54 (moderate), and the probability value (p) is 0,000, showed no significant difference between the pretest and posttest. Therefore, teaching materials element of group 15 based on contextual for inorganic chemistry course effective to improve student’s learning result. Penelitian ini bertujuan untuk mengetahui efektivitas bahan ajar unsur golongan 15 berbasis kontekstual untuk mata kuliah kimia anorganik. Desain penelitian yaitu one group pretest-posttet only. Subyek penelitian adalah mahasiswa Program Studi Pendidikan Kimia Universitas Palangka Raya sebanyak 47 orang. Berdasarkan hasil penelitian, diperoleh persentase jumlah lulus postes sebesar 93,6%, rata-rata n-gain score sebesar 0,54 kategori sedang, dan nilai probabilitas (p) yaitu 0,000 yang menunjukkan ada perbedaan secara signifikan antara nilai pretes dan postes. Oleh karena itu, bahan ajar unsur golongan 15 berbasis kontekstual untuk mata kuliah anorganik efektif meningkatkan hasil belajar mahasiswa

Modern Analytical Chemistry Methods for Chalcogen Materials Analysis and Characterization

Analytical methods are needed to elucidate modern and complex compounds as well as to describe their physical properties. The underlying principles of chalcogen chemistry as well as the natural abundance of chalcogen elements are the base of building many biological substances, including sophisticated materials for future applications. Thus, the need for modern and state-of-the art analytical methods and techniques to characterize them, is obvious. In this chapter, challenges in analytical methods for chalcogen compounds and materials, as well as some examples of natural or synthesized materials or their combinations, including biomaterials, are discussed. Modern methods for chalcogen compounds analysis and structural determination discussed include: UV-Visible and infrared spectroscopy (UV-Vis and IR), thermo analysis, electrochemistry, magnetic analysis, chromatography, X-ray methods (mostly XRF, XRD, and EDX), high-resolution microscopy (SEM and TEM), multinuclear NMR, computational analysis, and bioassay. Also, the historical background and nature of chalcogen elements, including reactivity and magnetic properties as well as thermal behavior, common compounds of chalcogen elements: organic and inorganic materials, complex chalcogen materials, will be briefly discussed

THE APPLICATION OF PROBLEM BASED LEARNING ASSISTED BY BLENDED LEARNING IN ATOMIC SPECTROSCOPY MATERIAL ON COGNITIVE LEARNING OUTCOMES AND STUDENTS’ SELF SYSTEM BASED ON MARZANO TAXONOMY

This study aims to determine differences in cognitive learning outcomes and self-systems based on the marzano taxonomy student’s who are taught with a problem based learning model assisted by blended learning on the material of atomic spectroscopy. This study uses cognitive knowledge test instruments that have content validation of 90.17% with very good criteria and Alpha Cronbach reliability coefficient of 0.634 in the high category. The research sample was conducted in two research classes at Malang State University. The results showed a statistically significant difference in students’ cognitive knowledge in both research classes (α = 0.050) and the influence of the problem based learning model assisted by blended learning on students' self-systems based on the marzano taxonomy. The results of the study on student cognitive knowledge showed that there were differences in the two research classes and the influence of the learning model on student self-systems. The results of students’ cognitive knowledge are supported by student pretest and posttest scores.  Article visualizations

The application of silica-cellulose material as heavy metal adsorbent on laboratory wastewater

Environmental pollution is a complex problem because waste is generated in all areas of life. If not handled properly, laboratory waste can pollute and endanger the environment. Laboratory waste containing heavy metals such as Cadmium, Chromium, Nickel, and Zinc is hazardous if it pollutes the environment. An easy and inexpensive method of treating heavy metal waste is adsorption. This research applies silica-cellulose material as heavy metal adsorbent in laboratory waste. Variations in contact time were used to measure the adsorbent capacity and adsorbent effectiveness on heavy metals Cadmium, Chromium, Nickel, and Zinc. The results showed that the contact time affected the adsorption capacity and the adsorption effectiveness of silica-cellulose on heavy metal content in laboratory waste. For Cd and Zn metals, the highest adsorption capacity at the contact time of 1 h with adsorption effectiveness values above 90%. Whereas for Cr and Ni metals, the highest adsorption capacity was at the contact time of 3 h with different values of adsorption effectiveness. For Cr metal, almost entirely can be absorbed well, while Ni metal is only half of the total metal can be absorbed

Application of Model Problem Based Learning Assisted Blended Learning on Cognitive Knowledge of University Students in Analytical Chemistry Instrument

This study aims to determine differences in cognitive knowledge of students who are taught with a problem based learning aided by blended learning on the material of the uv-vis spectroscopy. This study uses a cognitive knowledge test instrument that has content validation of 87,92% with very good criteria and a Cronbach Alpha reliability coefficient of 0.653 in the high category. The research was conducted at the Universitas Negeri Manado in two classes. The experimental class was taught by the problem based learning model assisted by blended learning and the control class that was taught with a problem based learning model. The results showed a statistically significant difference in students' cognitive knowledge in both study classes (α = 0.050)

Pengaruh Pembelajaran Berbasis Web terhadap Hasil Belajar Mahasiswa Jurusan Kimia pada Materi Kimia Inti dengan Kemampuan Self Regulated Learning Berbeda

This research aimed to identify the influence of web-based learning on the learning outcomes of the students which was seen from different self regulated learning and interaction between students with, contens, students, and teacher on web based learning with different self regulated learning ability. This research employed quasi-experimental design with posttest only control group design. Subjects were the students in the second semester of Chemistry Department in Malang. The treatment instruments used in this research were syllabus, RPP, teaching materials, LKM, and online media. The other instruments of this research was measurement instrument which consists of self regulated learning questionnaire and learning outcomes test consist of 23 multiple choices. Data analysis was done with t-test and post hoc anova. The results of the study showed that (1) there is no significant difference in the cognitive learning outcomes of the students that are taught to use either blog or moodle as the web based learning media on different self regulated learning, and (2) on the blog class learning media more contribute to the learning process rather than students' SRL ability, while on the moodle class students' SRL ability more contribute to the process of learning rather than learning media.Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis web terhadap hasil belajar ditinjau dari kemampuan self regulated learning yang berbeda, serta interaksi antara mahasiswa dengan konten, mahasiswa, dan dosen pada pembelajaran berbasis web dengan kemampuan self regulated learning yang berbeda. Penelitian ini menggunakan rancangan penelitian eksperimen semu dengan posttest only control group design. Subjek penelitian adalah mahasiswa semester 2 jurusan kimia salah satu perguruan tinggi negeri di Malang. Instrumen perlakuan terdiri dari silabus, RPP, bahan ajar, LKM, dan media online, yaitu blog dan moodle. Instrumen pengukuran terdiri dari angket self regulated learning dan tes hasil belajar yang terdiri dari 23 soal pilihan ganda. Analisis data dilakukan dengan uji-t dan post hoc anava. Hasil penelitian menunjukkan bahwa: (1) tidak ada perbedaan hasil belajar kognitif mahasiswa yang dibelajarkan menggunakan pembelajaran berbasis web dengan media blog maupun moodle dari SRL yang berbeda, dan (2) pada kelas blog media pembelajaran lebih memberikan kontribusi pada proses pembelajaran daripada kemampuan SRL yang dimiliki mahasiswa, sedangkan pada kelas moodle kemampuan SRL yang dimiliki mahasiswa lebih memberikan kontribusi pada proses pembelajaran daripada media pembelajaran

Penerapan Model Pembelajaran Problem Solving Berbantuan Web Pada Materi Ekstraksi Terhadap Hasil Belajar Dan Motivasi Mahasiswa

Abstract: Development of teaching and learning aided by communication technology is rapid today. Chemistry teaching and learning in higher education is now commonly used. This study aimed to determine: (1) students learning outcomes and; (2) students motivation after being taught by problem solving learning model assisted by web. The study was carried out using pre-experimental design (one-shot case study). The subjects were given treatment and followed by posttest. The treatment was problem solving learning model assisted by web. Subject of research were 32 students of fourth semester of Chemical Education UM, they were selected using random cluster sampling technique. Instruments used were achievement test which was consist of 20 item of essay questions, motivation questionnaire, and observation sheet student learning activities. Descriptive analysis were used to analyze the data. The results of the study showed that 26 or 81.25% of the 32 students gained scores above 70 with an average of 77.969. Learning motivation of students has increased after the learning. Key Words: problem solving, web, exstraction, learning outcomes, motivation Abstrak: Kemajuan pembelajaran berbantuan teknologi komunikasi sangat pesat dewasa ini. Pembelajaran kimia di perguruan tinggi menggunakan teknologi komunikasi mulai digunakan secara umum. Tujuan penelitian ini adalah untuk mengetahui: (1) hasil belajar mahasiswa setelah diajarkan dengan model pembelajaran problem solving berbantuan web; (2) motivasi belajar mahasiswa setelah diajarkan dengan model pembelajaran problem solving berbantuan web. Rancangan penelitian yang digunakan adalah pra-eksperimental dengan bentuk posttes dalam satu kelompok (one shot case study). Subjek yang dipilih dikena­kan perlakuan dan dilanjutkan de­ngan posttes. Pembelajaran menggunakan model problem solving berbantuan web. Subjek penelitian ini adalah 32 orang mahasiswa semester IV Pendidikan Kimia UM yang dipilih menggunakan teknik cluster random sampling. Instrumen pengukuran yang digunakan adalah soal tes yang berjumlah 20 butir soal uraian, angket motivasi belajar, dan lembar observasi aktivitas belajar mahasiswa. Analisis data menggunakan analisis deskriptif. Hasil penelitian menunjukkan sebanyak 26 atau 81,25% dari 32 mahasiswa memperoleh nilai tes di atas 70 dengan rata-rata sebesar 77,969. Motivasi belajar mahasiswa mengalami peningkatan dari sebelum hingga setelah pembelajaran. Kata kunci: problem solving, web, ekstraksi, hasil belajar, motivas

PENGARUH PEMBELAJARAN BERBASIS WEB TERHADAP HASIL BELAJAR MAHASISWA JURUSAN KIMIA PADA MATERI KIMIA INTI DENGAN KEMAMPUAN SELF REGULATED LEARNING BERBEDA

This research aimed to identify the influence of web-based learning on the learning outcomes of the students which was seen from different  self regulated learning and interaction between students with, contens, students, and teacher on web based learning with different self regulated learning ability. This research employed quasi-experimental design with posttest only control group design. Subjects were the students in the second semester of  Chemistry Department in Malang. The treatment instruments used in this research were syllabus, RPP, teaching materials, LKM, and online media. The other instruments of this research was measurement instrument which consists of self regulated learning questionnaire and learning outcomes test consist of 23 multiple choices. Data analysis was done with t-test and post hoc anova. The results of the study showed that (1) there is no significant difference in the cognitive learning outcomes of the students that are taught to use either blog or moodle as the web based learning media on different  self regulated learning, and (2) on the blog class learning media more contribute to the learning process rather than students’ SRL ability, while on the moodle class students’ SRL ability more contribute to the process of learning rather than learning media. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran berbasis web terhadap hasil belajar ditinjau dari kemampuan self regulated learning yang berbeda, serta interaksi antara mahasiswa dengan konten, mahasiswa, dan dosen pada pembelajaran berbasis web dengan kemampuan self regulated learning yang berbeda. Penelitian ini menggunakan rancangan penelitian eksperimen semu dengan posttest only control group design. Subjek penelitian adalah mahasiswa semester 2 jurusan kimia salah satu perguruan tinggi negeri di Malang. Instrumen perlakuan terdiri dari silabus, RPP, bahan ajar, LKM, dan media online, yaitu blog dan moodle. Instrumen pengukuran terdiri dari angket self regulated learning dan tes hasil belajar yang terdiri dari 23 soal pilihan ganda. Analisis data dilakukan dengan uji-t dan post hoc anava. Hasil penelitian menunjukkan bahwa: (1) tidak ada perbedaan hasil belajar kognitif mahasiswa yang dibelajarkan menggunakan pembelajaran berbasis web dengan media blog maupun moodle dari SRL yang berbeda, dan (2) pada kelas blog media pembelajaran lebih memberikan kontribusi pada proses pembelajaran daripada kemampuan SRL yang dimiliki mahasiswa, sedangkan pada kelas moodle kemampuan SRL yang dimiliki mahasiswa lebih memberikan kontribusi pada proses pembelajaran daripada media pembelajaran