PENGARUH BAHAN AJAR UNSUR DAN PERSENYAWAAN LOGAM ALKALI BERBASIS KONTEKSTUAL TERHADAP HASIL BELAJAR MAHASISWA PADA MATAKULIAH KIMIA ANORGANIK DESKRIPTIF

Dayu Ardhiyatmita Nur Rahmawati, I Wayan Dasna, Siti Marfuah

Abstract


This study aims to know the effect of contextual teaching material towards undergraduate students’ learning outcomes in inogranic descriptive chemistry course. The research method used in this study is quasi experiments with posttest only control group design. 31 undergraduate students in experimental group and 37 undergraduate students in control group were taught with different teaching material on elements and compounds of alkali metals topic. The result of the study shows that there is difference learning outcomes between undergraduate students who were taught with contextual teaching material and undergraduate students who were taught with teaching material that usually used in inogranic descriptive chemistry course.

Penelitian ini bertujuan untuk mengetahui pengaruh bahan ajar berbasis kontekstual terhadap hasil belajar mahasiswa pada matakuliah kimia anorganik deskriptif. Rancangan penelitian yang digunakan adalah rancangan eksperimen semu dengan posttest only control group design. Sebanyak 31 mahasiswa pada kelas eksperimen dan 37 mahasiswa pada kelas kontrol dibelajarkan menggunakan bahan ajar yang berbeda pada topik unsur dan persenyawaan logam alkali. Hasil penelitian menunjukkan adanya perbedaan hasil belajar antara mahasiswa yang dibelajarkan menggunakan bahan berbasis kontekstual dan mahasiswa yang dibelajarkan menggunakan bahan ajar yang biasa digunakan pada matakuliah kimia anorganik deskriptif.


Keywords


teaching materials; descriptive inorganic chemistry; alkali metals; contextual; bahan ajar; kimia anorganik deskriptif; logam alkali; kontekstual

Full Text:

PDF

References


Abdu-Raheem, B. O. & Oluwagbohunmi, M. F. 2015. Pre-Service Teachers’ Problems of Improvisation of Instructional Materials in Social Studies in Ekiti State University. Journal of Education and Practice. (Online), 6 (4):15—18, (http://www.iiste.org/Journals/index.php/JEP/article/view/19788/20352).

Adebule, S. O. & Ayoola, O. O. 2016. Impact of Instructional Materials on Students’ Academic Performance in Mathematics in Secondary School in Ekiti State, Nigeria. Research Journal of Educational Studies and Review. 2 (1):1—4.

Anderson, T. H., Beck, D.P. & West, C.K. 1994. A Text Analysis of Two Pre-Secondary Science Activities. Journal of Curriculum Studies. 26 (2):163—186. https://doi.org/10.1080/0022027940260203.

Basolo, F. 1980. Can Descriptive Inorganic Chemistry be Taught in General Chemistry Course?. Journal of Chemical Education. 57 (1):45—46.

Bennet, S. & Holman, J. 2002. Context-based Approaches to the Teaching of Chemistry: What are They and What are Their Effects?. Dalam J.K. Gilbert dkk (Eds.), Chemical Education: Towards Research-based Practice (hlm. 165). Netherland: Kluwer Academic Publishers.

Brewer, L. 1959. A Meaningful Inorganic Chemistry Course. Journal of Chemical Education. 36 (9):446—451.

Canham, G.R. & Overton, T. 2010. Descriptive Inorganic Chemistry 5th Edition. USA: W.H. Freeman and Company.

Crawford, M. L. 2001. Teaching Contextually. Texas: CCI Publishing, Inc.

CORD. 1999. Teaching Science Contextually. Texas: CORD Communications, Inc.

Dewit, D. G. 1994. Using Formal Charges in Teaching Descriptive Inorganic Chemistry. Journal of Chemical Education. 71 (9):750—755.

Enu, J., Agyman, O. K. & Nkum, D. 2015. Factors Influencing Students’ Mathematics Performance in Some Selected Colleges of Education in Ghana. International Journal of Education Learning and Development. 3 (3):68—74.

Etsey, K. 2005. Causes of Low Academic Performance of Primary School Pupils in the Shama Sub-Metro of Shama Ahanta East Metropolitan Assembly (SAEMA) in Ghana. Makalah disajikan dalam Regional Conference on Education in West Africa, Department of Educational Foundations University of Cape Coast, Senegal, 1-2 November.

Gilbert, J. K. 2006. On the Nature of “Context” in Chemical Education. International Journal of Science Education. 28 (9):957—976. https://doi.org/10.1080/09500690600702470.

Gillespie, R.J. 1994. The Changing Roles of Descriptive Chemistry. Journal of Chemical Education. 71 (8):665—666.

Ilhan, N., Yildirim, A. & Yilmaz, S. S. 2016. The Effect of Context-based Chemical Equilibrium on Grade 11 Students’ Learning, Motivation, and Constructivist Learning Environment. International Journal of Environmental & Science Education. 11 (9):3117—3137.

Magwilang, E. B. 2016. Teaching Chemistry in Context: Its Effects on Students’ Motivation, Attitudes, and Achievement in Chemistry. International Journal of Learning, Teaching, and Educational Research. (Online), 15 (4):60—68, (http://ijlter.org/index.php/ijlter/article/view/670/289).

Malm, L. E. 1956. Trends: Descriptive Inorganic Chemistry Against a Background of Summarizing Principles. Journal of Chemical Education. 33 (8):390—391.

Nakhleh, M.B. 1992. Why Some Students Don’t Learn Chemistry-Chemical Misconceptions. Journal of Chemical Education. 69 (3):191—196.

Nwike, M. C. & Onyejegbu Catherine. 2013. Effects of Use of Instructional Materials on Students Cognitive Achievement in Agricultur Science. Journal of Educational and Social Research. (Online), 3 (5):103—107, DOI: 10.5901/jesr.2013.v3n5p103.

Nyholm, R.S. 1957. The Renaissance of Inorganic Chemistry. Journal of Chemical Education. 34 (4):166—169.

Olayinka, A. R. B. 2016. Effects of Instructional Materials on Secondary Schools Students’ Academic Achievement in Social Studies in Ekiti State, Nigeria. World Journal of Education. 6 (1):32—39. DOI: https://doi.org/10.5430/wje.v6n1p32.

Wulfsberg, G. 1983. A Piaget Learning-Cycle Laboratory Approach to Teaching Descriptive Inorganic Chemistry. Journal of Chemical Education. 60 (9):725—728.

Wulandari, A. 2016. Pengembangan Bahan Ajar Unsur Golongan 15 Berbasis Kontekstual untuk Matakuliah Kimia Anorganik. Tesis tidak diterbitkan. Malang: Pascasarjana Universitas Negeri Malang.

Zumdhal, S.S., Zumdahl, S.L. & DeCoste, D.J. 2007. World of Chemistry. USA: Houghton Mifflin Company.




DOI: http://dx.doi.org/10.17977/jptpp.v2i12.10293

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Dayu Ardhiyatmita Nur Rahmawati, I Wayan Dasna, Siti Marfuah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License