Development of problem-based learning module on electrolyte and nonelectrolyte solution to improve critical thinking ability

Sari, Dhita Ayu Permata; Ellizar, E; Azhar, Minda

doi:10.1088/1742-6596/1185/1/012146

Cited by 23 publications

(20 citation statements)

References 6 publications

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“…Learning emodule PBL model based on wetland environments uses issues that are often encountered every day so that the learning process becomes meaningful and makes it easier for students to build correct concepts. This is supported by research (Jaenudin et al, 2017;Sari et al, 2019;Seruni et al, 2020;Sujanem et al, 2020) PBL-based e-modules in the learning process provide an in-depth understanding of the cognitive, affective, and psychomotor domains that support improving critical thinking and problem-solving skills that improve student learning outcomes. In addition, participants have insight into the wetland environment, which is a local advantage in South Kalimantan.…”

Section: Resultsmentioning

confidence: 97%

The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes

Aufa

Rusmansyah

Hasbie

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze the effect of using an E-module with a wetland environment-based PBL model on students' critical thinking skills and environmental care attitudes. This study was a quasi-experimental study with a non-equivalent posttest only control group design. The study population was 150 students, while the sample was selected by random sampling. The number of samples in this study was 64 students who were divided into two classes. The instrument used was a test, namely a question of critical thinking skills in the form of an essay and a non-test in the form of a questionnaire for environmental care attitudes. The collected data were analyzed by using Multivariate Analysis of Variance. The results showed that the significance of the three hypotheses was 0.000, which means less than 0.05 (0,000 <0.05). So, it can be concluded that there is a positive effect of using the E-module with the PBL model on critical thinking skills and environmental care attitudes. The novelty of this study integrates the wetland environment in the learning process using teaching materials in the form of E-modules in the learning process of the topic of acid-base solutions on critical thinking skills and environmental care attitudes of students

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Section: Resultsmentioning

confidence: 97%

The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes

Aufa

Rusmansyah

Hasbie

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Larutan elektrolit dan non-elektrolit adalah salah satu materi kimia yang diajarkan di kelas X SMA. Materi yang mencakup pengetahuan konseptual, faktual dan prosedural [9]. Siswa merasa kesulitan mempelajari materi ini [10].…”

Section: Pendahuluanunclassified

Analisis Pemahaman Konsep Siswa pada Pembelajaran Larutan Elektrolit dan Non-Elektrolit dengan 8E Learning Cycle

Fitriyani

Rahmawati

Yusmaniar

2019

JRPK

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Penelitian ini bertujuan untuk mengembangkan pemahaman konsep siswa pada materi larutan elektrolit dan non-elektrolit menggunakan model pembelajaran 8E Learning Cycle. Subjek penelitian adalah 36 siswa kelas X MIA. Teknik pengumpulan data dilakukan dengan wawancara, tes pemahaman konsep, observasi, reflektif jurnal dan lembar kerja siswa. Berdasarkan penelitian, siswa selama mengikuti model pembelajaran 8E learning cycle mengalami pengembangan pemahaman konsep pada sub-materi karakteristik larutan dan sifat larutan. Berdasarkan grafik, pemahaman konsep siswa meningkat sampai 96% di sub-materi karakteristik larutan dan di sub-materi sifat larutan pemahaman siswa meningkat sampai 80%. Miskonsepsi terbesar terjadi pada tahap explore, karena siswa masih menggunakan pengetahuan awalnya. Siswa dapat mengelompokkan dengan benar larutan elektrolit dan non-elektrolit berdasarkan daya ionisasi larutan, namun siswa masih belum bisa menghubungkan larutan elektrolit dan non-elektrolit dengan jenis ikatannya. Model pembelajaran 8E learning cycle, selain berperan dalam mengembangkan pemahaman konsep siswa, model ini juga berperan mengembangkan keterampilan komunikasi dan berkolaborasi dalam pembelajaran kimia. Kata kunci Model pembelajaran 8E learning cycle, pemahaman konsep, larutan elektrolit dan non elektrolit

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“…All levels of education, including universities, need to apply innovative learning to develop the quality of learning physics, a critical science related to matter and energy (Abidin et al, 2019;Fidan & Tuncel, 2021;Widyaningsih & Yusuf, 2020). The concepts and principles of physics are used for various daily activities such as transportation technology, communication, energy production, exploration, and space exploration, where the teacher has delivered the material and also the practice, which is carried out in the laboratory (Astalini et al, 2019;Fidan & Tuncel, 2021;Sari et al, 2019). The number of physics questions concerning mechanics, heat, light, optics, electricity, magnetism, radiation, elasticity, etc.…”

Section: Introductionmentioning

confidence: 99%

The effect of science process skills of students argumentation skills

Astalini

Kurniawan

et al. 2022

jipi

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This study aims to determine the comparison of students' learning skills in each class and students' argumentative abilities in each class and to determine the effect of students' science process skills on students' argumentation abilities. This type of research is using the Mixed Method with an explanatory design. The number of samples studied were 70 students of class 11 science. With the sampling technique of simple random sampling. The results of data analysis using parametric statistics t test obtained sig value. (2-tailed) 0.034 0.05, so it can be said that the students' argumentative abilities in XI IPA 4 and IPA 1 are different, and for the variable science process skills students get sig. (2-tailed) 0.043 0.05 so that the students' science process skills in each class are different. The results of the regression test obtained the results of the sig value. 0.025 in class XI IPA 1 and class XI IPA 4 obtained a sig value. 0.030 where the value of sig. The means that the skills affect the students' argumentation skills, this is also the result of the interviews conducted. The conclusion is that improving the good skills of students will make students better in conveying their arguments.

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Development of problem-based learning module on electrolyte and nonelectrolyte solution to improve critical thinking ability

Cited by 23 publications

References 6 publications

The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes

The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes

Analisis Pemahaman Konsep Siswa pada Pembelajaran Larutan Elektrolit dan Non-Elektrolit dengan 8E Learning Cycle

The effect of science process skills of students argumentation skills

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