Pengembangan E-Modul Terintegrasi Media Berbasis Adobe Flash CS6 Untuk Meningkatkan Kemampuan Pemecahan Masalah Kimia Mahasiswa

Panggabean, Freddy Tua Musa; Purba, Jamalum

doi:10.24114/jipk.v3i2.28108

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Fakta menunjukkan bahwa dalam proses pembelajaran khususnya pembelajaran kimia, peserta didik cenderung lebih menghafal konsep, teori, dan prinsip tanpa memaknai proses perolehannya. Akibatnya, peserta didik menjadi kurang terlatih untuk berpikir dan menggunakan daya nalarnya dalam memahami fenomena alam yang terjadi ataupun ketika menghadapi masalah (Panggabean & Purba, 2021).…”

Section: Pendahuluanunclassified

Hubungan Self-Efficacy dan Kemampuan Berpikir Kreatif dengan Hasil Belajar Kimia Siswa SMA

Susanti

Simatupang

Dibyantini

et al. 2022

J. Inov. Pembelajaran Kim.

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The quality of an education always refers to the results or academic achievements achieved by students. Chemistry can be a place or means for students to practice critical thinking skills, be creative and be able to solve problems where students relate them to everyday phenomena. Certainly, there are many factors that influence the success of students in learning chemistry. This study aims to determine the relationship between self-efficacy and creative thinking skills with student chemistry learning outcomes. The sample of this study was 50 students of class XI taken by random sampling technique. Data were collected using a self-efficacy questionnaire as well as creative thinking ability tests and chemistry learning outcomes tests. Data analysis using multiple linear regression test. The results showed that there was a positive and significant relationship between self-efficacy and student chemistry learning outcomes, there was a positive and significant relationship between creative thinking skills and student chemistry learning outcomes; there is a significant and simultaneous relationship between self-efficacy and creative thinking skills with student chemistry learning outcomes with a coefficient of determination of 36.2%.Kualitas suatu pendidikan selalu mengacu pada hasil atau prestasi akademik yang dicapai oleh peserta didik. Ilmu kimia dapat menjadi wadah atau sarana bagi siswa untuk melatih kemampuan berpikit kritis, kreatif dan mampu memecahkan masalah dimana siswa mengaitkannya dengan fenomena sehari-hari. Tentunya ada banyak faktor yang mempengaruhi keberhasilan siswa dalam belajar kimia. Penelitian ini bertujuan untuk mengetahui hubungan self-efficacy dan kemampuan berpikir kreatif dengan hasil belajar kimia siswa. Sampel penelitian ini adalah siswa kelas XI sebanyak 50 orang yang diambil dengan teknik random sampling. Data dikumpulkan menggunakan angket self-efficacy serta tes kemampuan berpikir kreatif dan tes hasil belajar kimia. Analisis data menggunakan uji regresi linier berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara self-efficacy dengan hasil belajar kimia siswa, terdapat hubungan yang positif dan signifikan antara kemampuan berpikir kreatif dengan hasil belajar kimia siswa; terdapat hubungan yang signifikan dan simultan antara self-efficacy dan kemampuan berpikir kreatif dengan hasil belajar kimia siswa dengan koefisien determinasi sebesar 36,2%.

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Section: Pendahuluanunclassified

Hubungan Self-Efficacy dan Kemampuan Berpikir Kreatif dengan Hasil Belajar Kimia Siswa SMA

Susanti

Simatupang

Dibyantini

et al. 2022

J. Inov. Pembelajaran Kim.

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“…This digital media can be in the form of websites, social media, digital images and videos, digital audio and others (Abdulrahaman et al, 2020;Basar et al, 2021;Indariani et al, 2018). Various studies have shown that interactive digital teaching modules are valid and feasible to use in the learning process with an outstanding category that can improve learning outcomes and problem solving skills (Aisyah et al, 2021;Herawati & Muhtadi, 2018;Panggabean & Purba, 2021). So based on the description above, this research is essential for the purpose develop interactive digital teaching modules based on DI (Different Instruction) on chemistry problem-solving abilities as a form of independent learning.…”

Section: Introductionmentioning

confidence: 99%

Interactive Digital Teaching Module Based on Differentiated Instruction and Its Impact on Students' Problem-Solving Skills

Rahayu,

Rosti

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Differentiated Instruction (DI) is a solution offered in the Merdeka Belajar curriculum, where students study chemistry material according to their abilities, what they like, and their individual needs so that they are not frustrated and feel like they have failed in their learning experience. This study aims to develop interactive digital teaching modules based on Differentiated Instruction (DI) that meet valid, practical, and effective criteria for problem-solving abilities. This research is development research based on the ADDIE model with stages: analysis, design, development, implementation, and evaluation. The trial sample was class X students of SMAN 1 Latambaga. The results showed validity with a value of 2.59, Practical with a value of 3.31 on teacher activity and a weight of 3.41 on student activity. Effective with good student response 74%. Problem-solving ability increases with a test score gain of 0.32 in the medium category. It is concluded that the interactive digital teaching module based on Differentiated Instruction (DI) can be used in the learning process because it begins with a diagnostic assessment so that learning is by students' abilities and learning styles

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“…Students can read by feeling like reading a book physically because there is an animation effect where when switching pages it will look like physically opening a book. The final result can be saved to html, exe, zip, screen saver and app formats [16].…”

Section: Introductionmentioning

confidence: 99%

Development of CBT Integrated E-Module to Improve Student Literacy HOTS

Panggabean¹,

Silitonga²,

Sinaga³

2022

IJCATR

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Generations in the 21st century must be prepared to have HOTS literacy competencies and skills. The application of HOTS literacy in the learning process makes students more resilient and able to solve their own problems. This study aims to develop an integrated CBT e-module to improve student literacy HOTS. The resulting e-module has met the valid criteria and has proven to be effective in increasing student literacy HOTS. Student responses to the resulting e-modules are also very positive because the e-modules are designed using the Kvisof Flipbook Maker application which can be opened on laptops, computers or Android devices so that material can be repeated anytime and anywhere as well as HOTS materials and questions. compiled based on CBT to train and improve student literacy HOTS.

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Pengembangan E-Modul Terintegrasi Media Berbasis Adobe Flash CS6 Untuk Meningkatkan Kemampuan Pemecahan Masalah Kimia Mahasiswa

Cited by 8 publications

References 3 publications

Hubungan Self-Efficacy dan Kemampuan Berpikir Kreatif dengan Hasil Belajar Kimia Siswa SMA

Hubungan Self-Efficacy dan Kemampuan Berpikir Kreatif dengan Hasil Belajar Kimia Siswa SMA

Interactive Digital Teaching Module Based on Differentiated Instruction and Its Impact on Students' Problem-Solving Skills

Development of CBT Integrated E-Module to Improve Student Literacy HOTS

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