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Respon dan Aktivitas Siswa dan Guru Pada Penerapan Perangkat Pembelajaran Asam Basa Dengan Pendekatan Somatis Auditori Visual Intelektual (SAVI) Khery, Yusran; Raodyatun, Raodyatun
Hydrogen: Jurnal Kependidikan Kimia Vol 2, No 1 (2014): Hydrogen: Jurnal Kependidikan Kimia
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.814 KB) | DOI: 10.33394/hjkk.v2i1.644

Abstract

Penelitian ini bertujuan untuk melihat respon dan aktivitas siswa dan guru pada penerapan perangkat pembelajaran asam basa dengan berdasarkan pendekatan Somatis Auditori Visual Intelektual (SAVI) dalam kegiatan pembelajaran di kelas. Metode penelitian yang digunakan ialah pre-experimental design, dan desain penelitian yang digunakan ialah one-shot case study. Instrumen yang digunakan dalam penelitian ini ialah : (1) angket respon siswa; (2) lembar observasi kegiatan guru; (3) lembar observasi kegiatan siswa. Hasil penelitian menunjukkan bahwa: (1) respon siswa terhadap penerapan perangkat pembelajaran asam basa dengan pendekatan SAVI  baik, begitu juga dengan respon guru; (2) aktivitas siswa dan guru pada setiap pertemuan dalam penerapan perangkat pembelajaran asam basa dengan pendekatan Somatis Auditori Visual Intelektual (SAVI)  sangat baik. Berdasarkan hasil tersebut respon guru dan siswa terhadap penerapan perangkat pembelajaran asam basa dengan pendekatan SAVI dalam kelas baik.
TINGKAT PERANAN PEMBELAJARAN KIMIA DALAM MENDUKUNG GERAKAN SEKOLAH SEHAT, AMAN, RAMAH ANAK, DANMENYENANGKAN (STUDI KASUS) Khery, Yusran; Pahriah, Pahriah; Hasinarmi, Hasinarmi
Hydrogen: Jurnal Kependidikan Kimia Vol 4, No 2 (2016): Hydrogen: Jurnal Kependidikan Kimia
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.254 KB) | DOI: 10.33394/hjkk.v4i2.99

Abstract

This study aimed to determine the level of learning the role of chemistry in supporting a healthy school movement, a safe, child-friendly, and fun (a case study in SMAN3 Mataram). This study used qualitative design to find out how the learning process chemistry students in the school to support the movement of healthy, safe, child friendly, fun environment SMAN3 Mataram. Subject of research was teachers and students learning chemistry class III. The instrument used in this study was the observation of the environment of the school and the learning process, interviews with teachers to find out the learning process in learning chemistry related to school environment healthy, safe, child friendly and pleasant and the student questionnaire to determine the level of the role of chemistry learning in support of the movement schools healthy, safe, child friendly, and fun during the process of chemical learning. The results of the study was  indicate that the rate of learning the role of chemistry in supporting a healthy school movement, a safe, child-friendly, and fun can improve student learning SMAN 3 Mataram.
Pengaruh Strategi Pengembangan Keahlian Berpikir Divergen Dengan STAD Terhadap Karakter Berpikir Divergen Konvergen dan Kemampuan Berpikir Siswa Khery, Yusran; Supriani, Destri
Hydrogen: Jurnal Kependidikan Kimia Vol 2, No 1 (2014): Hydrogen: Jurnal Kependidikan Kimia
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.098 KB) | DOI: 10.33394/hjkk.v2i1.643

Abstract

Tujuan penelitian ini untuk mengetahui ada tidaknya pengaruh strategi pengembangan keahlian berpikir divergen dengan STAD (STAD-Divergen) terhadap karakter berpikir divergen konvergen dan kemampuan berpikir divergen siswa kelas X SMA Islam Al-Azhar NW Batulayar pada materi Hidrokarbon. Populasi dalam penelitian ini adalah siswa kelas X di SMA Islam Al-Azhar NW Batulayar tahun ajaran 2012/2013. Penelitian ini menggunakan metode Eksperimen. Pengumpulan data dalam penelitian ini dilakukan dengan metode angket, dan tes. Analisis data dilakukan dengan statistik parametrik perbandingan dua sampel, uji t-sampel bebas dan deskriptif kualitatif menggunakan program SPSS 16.0 for windows. Hasil uji Hipotesis ini membuktikan Strategi pengambangan keahlian berpikir divergen (STAD-Divergen) tidak berpengaruh terhadap karakter berpikir divergen dan konvergen, tetapi berpengaruh terhadap kemampuan berpikir divergen siswa.  
Metacognitive awareness, Process Science and Chemistry Student Learning Outcomes Divergent and Convergent in PBL Khery, Yusran
Jurnal Pendidikan Sains Vol 1, No 4: Desember 2013
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.369 KB) | DOI: 10.17977/jps.v1i4.4183

Abstract

Kesadaran Metakognitif, Proses Sains, dan Hasil Belajar Kimia Mahasiswa Divergen dan Konvergen dalam PBL Abstract: The aim of this study are: (1) determine differences in metacognitive awareness and cognitive learning outcomes of students with PBL and conventional strategies; (2) determine differences in metacognitive awareness, science process skills, and cognitive learning outcomes between students with divergent thinking and convergent character that learned by PBL strategy. This study uses three kinds of designs are descriptive study design, quasi-experimental design and pre-experimental design to answer the research objectives. Instruments used in this research are: (1) questionnaire characters divergent thinking and convergent; (2) metacognitive awareness questionnaire; (3) observation sheets science process skills; and (4) tests the cognitive learning. Data were analyzed by inferential statistics. The results showed that: (1) there is no difference in metacognitive awareness and cognitive learning outcomes of students who gained from learning with PBL strategies and conventional strategies; (2) there is no difference metacognitive awareness and cognitive learning outcomes among students of divergent and convergent. Science process skills of students diverging better than converging. Key Words: metacognitive awareness, the process of science, learning outcomes, the characters think, PBL Abstrak: Tujuan dari penelitian ini adalah: (1) mengetahui perbedaan kesadaran metakognitif dan hasil belajar kognitif mahasiswa dengan strategi PBL dan konvensional; (2) mengetahui perbedaan kesadaran metakognitif, keterampilan proses sains, dan hasil belajar kognitif antara mahasiswa dengan karakter berpikir divergen dan konvergen yang dibelajarkan dengan strategi PBL. Penelitian ini menggunakan tiga macam rancangan yaitu rancangan penelitian deskriptif, rancangan eksperimental semu dan rancangan pra eksperimental untuk menjawab tujuan penelitian. Instrumen yang digunakan dalam penelitian adalah: (1) angket karakter berpikir divergen dan konvergen; (2) angket kesadaran metakognitif; (3) lembar observasi keterampilan proses sains; dan (4) tes hasil belajar kognitif. Data dianalisis secara statistik inferensial. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan kesadaran metakognitif dan hasil belajar kognitif mahasiswa yang diperoleh dari pembelajaran dengan strategi PBL dan strategi konvensional; (2) tidak terdapat perbedaan kesadaran metakognitif dan hasil belajar kognitif antara mahasiswa divergen dan konvergen. Keterampilan proses sains mahasiswa divergen lebih baik dibandingkan dengan yang konvergen.Kata kunci: kesadaran metakognitif, proses sains, hasil belajar, karakter berpikir, PBL
PENGARUH INTEGRASI NILAI-NILAI IMTAQ PADA MATERI STRUKTUR ATOM TERHADAP MOTIVASI DAN KARAKTER RELIGIUS Khatimah, Nurhusnul; Khaeruman, Khaeruman; Khery, Yusran
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 2: December 2014
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.417 KB) | DOI: 10.33394/j-ps.v2i2.1066

Abstract

Lack of awareness of: courtesy, dishonesty while performing individual tasks, being dishonest in daily tests, and not being obedient to the teacher's instructions is due to the lack of Imtaq process. To solve it is by integrating Imtaq values with learning materials. This study aims to determine the effect of integration of Imtaq values on the material of atomic structure to motivation and religious character. The research was conducted in class X MAN 1 Mataram during August until September 2014. The subjects of the study were students of class X IPA-2 (as experiment) and X IPS-3 (as control) were 37 and 39 students respectively. This research is a quasi- experiment with posttest-control group design. Data of research result are motivation and religious character. The instrument of data collection is a questionnaire of motivation and questionnaire of religious character which has been tested its validity and reliability on 76 subjects who have the same characteristics of age and level of education with the subject of research. The data were analyzed using normality test followed by kolmogorov-smirnov test. The results showed that there is an effect of integration of imtaq values on the material of atomic structure to motivation and religious character.
Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep Khery, Yusran; Khaeruman, Khaeruman
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 4, No 2: December 2016
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (964.061 KB) | DOI: 10.33394/j-ps.v4i2.1151

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The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.
Pengaruh Context-Rich Problems Terhadap Keterampilan Berpikir Kritis, Berpikir Kreatif, dan Proses Sains Mahasiswa Pada Mata Kuliah Kimia Dasar II Pahriah, Pahriah; Khery, Yusran
Hydrogen: Jurnal Kependidikan Kimia Vol 3, No 2 (2015): Hydrogen: Jurnal Kependidikan Kimia
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.983 KB) | DOI: 10.33394/hjkk.v3i2.686

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Dalam mata kuliah kimia dasar II, mahasiswa belum mampu menerapkan keterampilan berpikir kritis, berpikir kreatif, dan proses sains secara maksimal. Oleh sebab itu mahasiswa sering tidak memahami dengan baik, kehilangan arah, tidak dapat memberi alternatif dalam proses penyelesaian permasalahan kimia baik di kelas maupun laboratorium. Penerapan Context-rich Problems dapat mendorong mahasiswa untuk menerapkan kemampuan berpikir kritis, kreatif, dan proses sains secara maksimal. Penelitian ini bertujuan untuk mengetahui pengaruh Context-rich Problems terhadap keterampilan berpikir kritis, berpikir kreatif, dan proses sains mahasiswa dalam mata kuliah kimia dasar II. Penelitian ini dilaksanakan dengan rancangan quasy eksperimental. Subjek penelitian adalah mahasiswa tahun pertama Fakultas Pendidikan Matematika dan IPA IKIP Mataram tahun pelajaran 2014/2015. Hasil penelitian menunjukkan bahwa penerapan context-rich problems dapat menyebabkan keterampilan berpikir kritis, keterampilan beprikir kreatif dan keterampilan proses sains mahasiswa lebih baik dalam mata kuliah kimia dasar II daripada tanpa contet-rich problems. Hal ini ditunjukkan melalui skor rata-rata kemampuan beprikir kritis mahasiswa di kelas eksperimen (67,85) lebih baik daripada kelas kontrol (54,61) dengan uji t-polled varians, diperoleh  thitung = 3,56  > ttabel = 1,99 pada taraf signifikan 5%. Skor rata-rata keterampilan berpikir kreatif kelas eksperimen (71,80) lebih tinggi daripada kelas kontrol (61,54) dengan thitung > ttabel (4,67 > 2,008) pada taraf signifikan 5%. Nilai rata-rata keterampilan proses sains kelas eksperimen (74) lebih tinggi daripada kelas kontrol (63). Dengan hasil uji kolmogorov-smirnov, terhadap data keterampilan proses sains siswa menunjukkan KD hitung = 0,34 > KD tabel = 0,29 pada taraf signifikan 5%. Hal ini membuktikan bahwa terdapat perbedaan yang signifikan pada keterampilan proses sains siswa antara kelas eksperimen dan kelas kontrol.
METAKOGNITIF, PROSES SAINS, DAN KEMAMPUAN KOGNITIF MAHASISWA DIVERGEN DAN KONVERGEN DALAM PBL Khery, Yusran; Subandi, Subandi; Ibnu, Suhadi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 1, No 1: June 2013
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (685.57 KB) | DOI: 10.33394/j-ps.v1i1.517

Abstract

The purpose of this study was: (1) determine differences in metacognitive awareness and cognitive abilities of students who learned with PBL and conventional strategies, (2) determine differences in metacognitive awareness, science process skills, and cognitive abilities among students with divergent thinking and character convergent strategies are learned with PBL. This study uses three different kinds of design that is descriptive research design, quasi-experimental design, and pre-experimental design to answer the research objectives numbered one through three in a row. The instrument used in this study were: (1) questionnaire divergent thinking and convergent character, (2) metacognitive awareness questionnaire, (3) observation sheets science process skills, and (4) tests of cognitive ability. Data were analyzed by inferential statistics. The results showed that: (1) there is no difference in metacognitive awareness and cognitive skills of students with learning strategies derived from PBL and conventional strategies, (2) there are no differences in metacognitive awareness and cognitive abilities among students divergent and convergent. Science process skills students better than the divergent-convergent.
Pengembangan Bahan Ajar Laju Reaksi Dengan Modelinquiry Berbasis Android Untuk Menumbuhkan Literasi Sains Siswa Zohrani, Erly; Suryati, Suryati; Khery, Yusran
P-2623-0291
Publisher : Prosiding Seminar Nasional Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (920.244 KB)

Abstract

Penelitian ini bertujuan mengembangkan prototipe berupa bahan ajar yang berbasis android pada materi laju reaksi untuk menumbuhkan literasi sains siswa. Penelitian ini merupakan penelitian pengembangan dengan rancangan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Hasil pengembangan divalidasi oleh tiga validator ahli, satu validator praktisi dan sepuluh siswa SMAN 1 Wanasaba sebagai validator uji terbatas siswa. Data kuantitatif hasil validasi kelayakan dan hasil penilaian sikap siswa terhadap sains dianalisis dengan rumus persentase dan data hasil ujicoba terbatas bagaimana penggunaanbahan ajar yang berbasis android pada materi laju reaksi dihitung dengan N-gain. Data kualitatif berupa tanggapan dan saran perbaikan dari validator digunakan sebagai pertimbangan untuk melakukan revisi terhadap bahan ajar yang dikembangkan. Kelayakan media pembelajaran berbasis android yang dikembangkan yakni sangat layak dengan persentase kelayakan oleh ahli materi sebesar 92,5% dan ahli media sebesar 86,5%, praktisi dari guru kimia 89%, praktisi dari siswa 85%, serta uji praktisi dari soal literasi sains siswa sebesar 92 % dengan kesimpuan sangat layak.. Di samping itu dari uji kelayakan tahap lanjut didapatkan rata-rata skor N-gain yakni 0,52 dengan kategori sedang dan % sikap siswa terhadap sains sebesar 81 % dengan kategori sangat layak. Jadi dapat disimpulkan bahawa pertumbuhan literasi sains siswa dikategorikan sedang dan hasil ini layak untuk dilanjutkan ke ujicoba skala luas
PENGEMBANGAN KARAKTER RELIGIUS SISWA MELALUI PENERAPAN CONTEXT RICH PROBLEMS YANG TERINTEGRASI DALAM PEMBELAJARAN KIMIA PADA MATERI IKATAN KIMIA Wahyuni, Sri; Khaeruman, Khaeruman; Khery, Yusran
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 2, No 2: December 2014
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.913 KB) | DOI: 10.33394/j-ps.v2i2.1067

Abstract

The concept of chemistry is difficult and complicated because it is abstract. Students are encouraged to have a religious mindset. The current learning process in chemistry subjects is still teacher-centered. Different students' understanding needs to be addressed. Therefore, low-ability students can not understand the concepts; consequently the students' learning outcomes and mindset are less religious while learning chemistry. An effort for students to think religiously and improve student learning outcomes is through the use of learning methods and adequate learning resources to improve learning activities and students more active in the learning process. This problem can be solved by developing the 'religious character' of students through the application of Context Rich Problems. This research is PTK (class action) with qualitative and quantitative approach. This research was conducted in MA Nahdlatus Shaufiah Wanasaba. Sampling using simple technique. The sample of the research is the students of class X. The results show that, the religious character and learning outcomes from cycle to cycle have increased. The average score of the students' religious characters in the first cycle was 66.67% and the second cycle was 94.63%. The completeness of each learning outcomes in the first cycle is 44.44% and cycle II is 92.59%. We conclude that the development of the religious character of the students through the application of integrated Context Rich Problems can be used as an alternative to enhance the ability of religious character and student learning outcomes.