Development of chemic media (chemistry comic) based on problem based learning on chemical bond materials for class x students

This study aims to (1) obtain i-spring-based media teaching materials from Project Based Learning which meet the criteria for content eligibility, language eligibility, and presentation eligibility under the National Education Standards Agency (BSNP), and (2) know the increase in student learning outcomes after using i-spring-based media Project Based Learning. The type of research used is Research and Development (R&D), which has been modified as needed. This research was conducted on students of class XII IPA 4 at Senior High School in Indonesia in the academic year 2021/2022, separately purposive sampling. The results showed that: 1) The developed i-spring-media based on Project Based Learning on the material of alkane derivative compounds meets the BSNP criteria, with the result: material feasibility is 3.31 and media feasibility is 3.51. It means the criteria are valid and do not need to be revised; 2) The developed media can improve student learning outcomes with an N-gain of 0.52 medium category.

Section: Resultsmentioning

confidence: 99%

Developing the i-spring media based on project based learning model on the alkane derivatives topic

Dibyantini

Harahap²

2022

“…This means that students play an active role in learning activities and the teacher only acts as a facilitator and mediator. The 2013 curriculum learning activities include several activities, namely observing, asking questions, gathering information, associating, and communicating (Nisa et al 2022).…”

Section: Introductionmentioning

confidence: 99%

The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material

Juniar

Sianipar²

2022

This study aims to determine the effect of the guided inquiry model on improving science process skills and learning outcomes of its correlation in chemistry. This research was conducted at SMA Negeri 1 Siantar Narumonda. The sample in this study consisted of two classes, each of which consisted of 30 students who were taught using guided and conventional inquiry learning models. The instruments used were multiple choice tests (Learning Outcomes), essay tests (Science Process Skills), student worksheets, and observation sheets on the implementation of science process skills. The results of the analysis obtained that the average gain of student learning outcomes who were taught using the guided inquiry learning model (0.789) was different from the conventional model (0.698) and the average gain of science process skills using the guided inquiry model (0.858) was different from the use of conventional learning models (0.789). Hypothesis testing using a two-party t-test for student learning outcomes and science process skills was obtained at 4.465 > 2.00172 and 7.051 > 2.0172. Thus, it was found that there was an influence of the guided inquiry learning model on student learning outcomes and science process skills. The correlation test showed that there was a correlation between learning outcomes and students' science process skills with an r count of 0.525 > 0.361 with a contribution of 27%.

“…Based on previous research conducted by Nisa et al (2021) regarding the development of comicbased learning media on the reaction rate, it showed that student learning outcomes met the KKM and some even exceeded the KKM. The researcher concluded that students were very enthusiastic about using chemistry comic books in understanding reaction rates (Sari & Harahap, 2021;Nisa et al 2022) and of course increasing student motivation and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The development of sets-based chemic media on hydrocarbon material

Silaban

Nisa²,

Silaban³

et al. 2022

Self Cite

Learning media is a tool that is inseparable from the learning process in the world of education, especially in the current era of the media world which is increasingly utilizing media innovation. This research is a development research that aims to develop hydrocarbon chemical media. The development method used is ADDIE (Analysis, Design, Development, Implementation, Evaluation) which is modified by the researcher so that in this development research, only four stages are carried out, namely analysis, design, development and evaluation. The validation of the developed hydrocarbon chemical media was managed on a Likert scale of 1-4 by five expert validators, namely chemistry lecturers and teachers. The results of the analysis from the validation by expert validators on the feasibility of hydrocarbon chemical media according to the BSNP (National Education Standards Agency) modified with SETS eligibility are the content feasibility aspect of 3.58 (89.50 %); language feasibility aspect 3.68 (92.00%); presentation feasibility aspect 3.49 (87.25%); aspects of the feasibility of graphics 3.41 (85.25%); the feasibility aspect of implementing SETS 3.41 (85.25%). The average score of validation by the five validators is 3.54 with valid criteria and a presentation of 86.80% in a very feasible category. Based on the results of the validation of the hisrocarbon chemic media, it was concluded that the hydrocarbon chemical media was in accordance with the feasibility of the BSNP (National Education Standards Agency) modified with SETS eligibility and showed that the SETS-based hydrocarbon chemic media (chemistry comic) was very suitable to be used as a learning medium on hydrocarbon material.