Innovation in Using the Quizizz-Assisted Zoom Application in  Chemistry Learning during the Covid-19 Pandemic

Purba, Leony Sanga Lamsari; Afridika, Sali; Junita, Yohana

doi:10.21580/phen.2021.11.1.8733

Cited by 2 publications

(2 citation statements)

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“…So that it affects the increase in academic scores, which still do not meet the expected maximum results. Several studies that obtained N-Gain results in the medium category include research by [23], [24], and [25].…”

Section: Table 2 Summary Of Pretest Posttest and N-gain Datamentioning

confidence: 99%

Teaching Chemical Equilibrium in High School Using Android-Based Interactive Multimedia

Namira¹,

Muchtar²,

Sudrajat³

2022

Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 Se

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This study aims to determine the improvement of student learning outcomes using the developed multimedia, knowing the effect of learning motivation on student learning outcomes and knowing student responses. The study used the ADDIE model. The sampling technique was purposive sampling in XI grade. The data collection instruments included student learning outcomes and questionnaires on motivation and responses. The learning instrument data from the pretest and posttest were composed of multiple-choice questions analyzed with the Rasch model assisted by the Winstep program. Analysis of data on motivation and learning outcomes by test using SPSS. The results showed an increase in student learning outcomes with an average N-Gain of 0.66 in the medium category, the impact of learning motivation students towards learning outcomes with a percentage of 12.3%, and student responses obtained results of 81.25% in the excellent category.

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Section: Table 2 Summary Of Pretest Posttest and N-gain Datamentioning

confidence: 99%

Teaching Chemical Equilibrium in High School Using Android-Based Interactive Multimedia

Namira¹,

Muchtar²,

Sudrajat³

2022

Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 Se

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“…Achieving cognitive abilities and generic science skills in chemistry learning during the Covid-19 pandemic requires distance learning using online learning media (Nuriansyah, 2020). Many online learning media, both free and paid or subscribed, can be used by teachers, such as free google meet (Laeli, 2021;Nyoto, 2021), zoom which is paid (Haqien and Rahman, 2020;Purba et al 2021). By using the online learning media, the pandemic condition is not a reason to improve students' critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Analysis of critical thinking ability based on student gender through the implementation of independent curriculum in chemistry learning

Purba

2022

J. Pendidik. Kim

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The implementation of the independent curriculum in high schools after the Covid-19 pandemic has become a challenge for teachers and education implementers because the demands of 21st century education must fulfill the 4C skills, one of which is critical thinking for male and female students. This research is a descriptive quantitative research, with a one group control posttest only research design, to analyze students' critical thinking skills in chemistry learning with an independent curriculum when viewed from gender differences. The population in this study is students senior high school in Jakarta, and the samples used in this study were 58 students consisting of 34 male students and 22 female students who were taken by random technique. Instrument test in this study was multiple choice questions consisting of 15 questions, which consisted of 3 sections according to Bloom's taxonomy, namely questions number 1-5 on C4, numbers 6-10 on C5 and numbers 11-15 on C6. The test instrument used is valid through the revision results according to the expert validator's input. The instruments used to obtain information regarding critical thinking skills were analyzed descriptively and the average male score was 56.67 (N=34), while for female it was 57.27 (N=22). Based on these data, the difference in critical thinking ability when viewed from gender differences is only 0.60 on a scale of 100 (Sig. <0.05). Furthermore, further test results show that there are differences in the critical thinking abilities of male and female students when learning chemistry in the independent curriculum.

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Innovation in Using the Quizizz-Assisted Zoom Application in Chemistry Learning during the Covid-19 Pandemic

Cited by 2 publications

References 5 publications

Teaching Chemical Equilibrium in High School Using Android-Based Interactive Multimedia

Teaching Chemical Equilibrium in High School Using Android-Based Interactive Multimedia

Analysis of critical thinking ability based on student gender through the implementation of independent curriculum in chemistry learning

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