The Development of Project-Based Innovative Learning Resources for Teaching Organic Analytical Chemistry

Pakpahan, Dessy Novianty; Situmorang, Manihar; Sitorus, Marham; Silaban, Saronom

doi:10.2991/assehr.k.211110.180

Cited by 7 publications

(7 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Analytical skills must be practiced contextually carried out in the laboratory [17]. Global problems due to the Covid-19 pandemic have forced the implementation of learning to be carried out online to break the transmission of the corona virus, resulting in the teaching of Analytical Chemistry not being carried out holistically, and minus practices that build analytical skills in the laboratory [18,19]. The application of inquiry-based learning in this study is a blended learning model, a combination of online and face-to-face which is designed to facilitate independent active learning to achieve competence in the field of qualitative analytics.…”

Section: Discussionmentioning

confidence: 99%

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

Harahap¹,

Situmorang²,

Nurfajriani³

2022

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

View full text Add to dashboard Cite

This study aims to develop and implement an innovative guided inquiry-based learning resource as a strategy for achieving student competence in the teaching of Analytical Chemistry. The research was conducted during the Covid 19 pandemic, involving 30 undergraduate students. Research stages include the development of innovative learning resources with guided inquiry to facilitate students to conduct investigations, include asking, researching, reporting investigation result, and share finding information to hone students higher-order thinking skills (HOTS). A standard inquiry-based learning resource package has been compiled for teaching Cation analysis for undergraduate students. Learning resources and supporting facilities are effective in facilitating students to learn actively in planning and carrying out inquiry assignments and presenting their findings. Thinking skills in the HOTS category have been developed for three aspects, namely the skills to analyze, evaluate, and create for analytical chemistry activities, all of which are classified as very good (M=85.07±1.70). The availability of guided inquiry-based learning resources has succeeded in teaching students to master Cation Analysis, as indicated by the achievement of learning outcomes (M=83.16±4.82) which are classified as good. Guided inquiry-based learning is very appropriate to be used for active learning as a strategy for achieving competence in the field of analytical chemistry

show abstract

Section: Discussionmentioning

confidence: 99%

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

Harahap¹,

Situmorang²,

Nurfajriani³

2022

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

View full text Add to dashboard Cite

show abstract

“…This kind of research used to produce particular products (Manalu et al 2016;Sariani, 2017). In this research the product is the learning product (Manalu et al 2018;Pakpahan et al 2021). This research used the ADDIE model but in incomplete form where is only the analysis stages, design, development and evaluation, without the implementation stage.…”

Section: Methodsmentioning

confidence: 99%

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

Nisa

Silaban

2022

J. Pend Kimia

Self Cite

View full text Add to dashboard Cite

This research is a development research that aims to determine the feasibility of chemic media based on problem based learning on chemical bonding material for class X students based on BSNP standards. In this research, a modified ADDIE development model was used where only the analysis, design, development and evaluation stages were carried out. This research will be conducted at the Department of Chemistry State University of Medan, SMAN 1 Secanggang and SMAS Bintang Langkat. The feasibility of the media is seen through a feasibility questionnaire based on the BSNP standard with a Likert scale of 1 to 5. The validity of the chemic media is obtained from the results of the validation of lecturers and teachers, while the respondents' assessment of chemic media is obtained from the results of the assessments of teachers, students, and students. The results obtained indicate that the chemical media developed is valid or feasible to use. This can be seen from the validation data in terms of content, presentation feasibility, language feasibility, graphic feasibility and problem based learning assessment, respectively, obtaining a percentage of 80.83%; 82.50%; 94.38%; 82.19% and 82.14% so that an average percentage of 82.00% is obtained which is included in the very high category. The results of respondents' assessments of chemic media were reviewed based on aspects of appearance, material and benefits which respectively obtained a percentage of 88.96%; 86.73%; and 86.67% with an average percentage of 87.6% which is included in the very high category.

show abstract

“…Students become more active in learning because learning is student-centered (Juniar et al 2019a;Asni et al 2020). Students are allowed to find and collect basic concepts through practical activities so that students can formulate answers based on the problems given and prove them through experimental activities carried out (Juniar & Fardilah, 2019;Pakpahan et al 2021;Silaen & Silaban, 2022;Mawaddah & Silaban, 2022).…”

Section: Learning Outcomesmentioning

confidence: 99%

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

Juniar

Sianipar²

2022

J. Pendidik. Kim

View full text Add to dashboard Cite

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%.

show abstract

The Development of Project-Based Innovative Learning Resources for Teaching Organic Analytical Chemistry

Cited by 7 publications

References 22 publications

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

The Development of Guided Inquiry-Based Learning Resources as a Strategy to Achieve Student Competence in Analytical Chemistry

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

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

Contact Info

Product

Resources

About