Integrasi antara sains dengan Alquran menjadi topik yang terus berkembang di kalangan cendekiawan. Pembahasan mengenai dikotomi antara Alquran dan sains terus diperbincangkan. Beberapa cendekiawan menyatakan adanya hubungan erat antara sains dan islam. UIN Syarif Hidayatullah Jakarta sebagai transformasi dari Institut Agama Islam Negeri (IAIN) tidak dapat dipisahkan dari harapan pengintegrasian ilmu pengetahuan, salah satunya integrasi dengan keislaman. Implementasi integrasi keislaman perlu diterapkan dalam seluruh mata kuliah kimia. Penelitian ini bertujuan untuk menganalisis konten sains yang terintegrasi keislaman pada mata kuliah kimia pangan serta menguji keterpahaman konten tersebut. Metode yang digunakan adalah metode Four Steps Teaching Material Development (4 STMD) yang terdiri dari empat tahap, yaitu seleksi, strukturisasi, karakterisasi, dan reduksi. Penilaian yang dilakukan berupa validasi konten oleh ahli integrasi keislaman dan uji keterpahaman konten oleh 59 mahasiswa pendidikan kimia semester V. Hasil validasi materi diolah dengan menggunakan skala Guttman dan hasil uji keterpahaman diinterpretasikan berdasarkan kategori keterpaham teks menurut Rankin dan Culhane. Hasil validasi ahli didapatkan kumpulan konten kimia pangan valid dan layak digunakan, kemudian hasil uji keterpahaman konten didapatkan kategori tinggi sebesar 90% dengan kriteria konten mudah untuk dipahami. Berdasarkan hasil penelitian yang dilakukan didapatkan 10 indikator dengan tiga konsep utama yaitu karbohidrat, protein, dan lipid dengan aspek keislaman fokus pada ayat qauliyah (Alquran dan Hadits).
This study aims to analyze the connection between self-regulated learning and students’ chemistry outcomes by large and by gender. The study used correlational technique with a quantitative methodology. Sampling was done using random sampling technique. The quantity of exploration tests was 408 student respondents comprising of 159 males and 249 females. The data collection technique was carried out by using a questionnaire adapted from the Motivated Strategies for Learning Questioner (MSLQ) and documentation study. Data were analyzed using the Spearman Rank correlation analysis technique. The results was obtained that the correlation coefficient in general was 0.272. Meanwhile, the correlation coefficient value based on gender was 0.248 for male students and 0.284 for female students. This shows that there was a positive relationship between self-regulated learning with student chemistry learning outcomes and female students have a higher self-regulated learning relationship with chemistry learning outcomes than male students.
<p>The training module is a learning material with interesting illustrations, communicative language, and can be adapted to students' knowledge. Through this module, students can apply their knowledge to life. This study aims to reconstruct the practice module on the topic of adsorbents contained in NOS. The research design of the Educational Reconstruction Model (MER) as the primary reference in making the adsorbent practice module. The participant used was one of the secondary schools in the city of South Tangerang. The results of the calculation of the Content Validity Ratio (CVR) and Content Validity Index (CVI) show that the chemical concepts presented are valid and do not need to be improved. Test results show that from 30 student respondents, the overall percentage data was 89.8%, which means that this module is excellent and suitable as a source of learning in schools. The results of this study can be used as an example of innovating teaching materials.</p><p> <strong><em></em></strong></p>
Metacognitive is knowledge and understanding of the cognitive process or knowledge of mind, and it’s work. Metacognitive is needed on solving the problem. Every student has different metacognitive abilities. This research is to describe students metacognitive level on solving chemicals molarity problem. This research was held in SMAN in South Tangerang, by 104 students as the subject research. This research is a quantitative descriptive by the essay results as the data. This result is analyzed, and the metacognitive level is stated based on the indicators. As the results of this research are 14.42% students are in Aware Use level, 73.08% in metacognitive Strategic Use level and 12.50% in metacognitive Reflective Use level. Metacognitive Reflective Use is the level for the high score students. Metacognitive Strategic Use is for middle score students. And metacognitive Aware Use for the low score students. Metacognitive Strategic Use level as the average. Most of the students can use and realized the right strategy on solving problems. Male students have a metacognitive level that is higher than for women. Abstrak Metakognitif adalah pengetahuan dan kesadaran tentang proses kognisi, atau pengetahuan tentang pikiran dan cara kerjanya. Dalam memecahkan masalah kimia, memerlukan keterlibatan metakognitif. Setiap siswa memiliki kemampuan metakognitif yang berbeda-beda. Penelitian ini bertujuan untuk mendeskripsikan level metakognitif siswa dalam memecahkan masalah pada materi kelarutan dan hasil kali kelarutan. Penelitian ini dilakukan di SMA Negeri di Tangerang Selatan dengan subjek penelitian sebanyak 104 siswa. Penelitian ini merupakan penelitian deskriptif kuantitatif sehingga datanya berupa hasil tes essai. Hasil tes essai tersebut dianalisis dan ditentukan level metakognitifnya berdasarkan indikator yang telah dibuat. Hasil yang diperoleh dari penelitian ini adalah sebanyak 14.42 % siswa berada pada level metakognitif Aware Use, sebanyak 73.08 % siswa berada pada level metakognitif Strategic Use dan sebanyak 12.50 % siswa berada pada level metakognitif Relective Use. Siswa yang memiliki hasil belajar yang tinggi di dalam kelas berada pada level metakognitif Reflective Use. Siswa yang memiliki hasil belajar yang sedang di dalam kelas berada pada level metakognitif Strategic Use. Dan siswa yang memiliki hasil belajar yang rendah di dalam kelas berada pada level metakognitif Aware Use. Rata-rata level metakognitif siswa berada pada level metakognitif Strategic Use, karena rata-rata siswa dapat menggunakan dan menyadari strategi yang tepat dalam menyelesaikan masalah, tidak hanya mampu memahami masalah. How to Cite : Nurjanah, A., I. Milama, B. Fairusi, D. (2017). Students Metacognitive Level on Solving Chemistry Problems. TARBIYA: Journal of Education in Muslim Society, 4(1), 63-73. doi:10.15408/tjems.v4i1.5846. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5846
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.