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Research paper thumbnail of The Distinction of Students’ Science Process Skill and Learning Activities between Guided Inquiry and Conventional Learning with Experiment

Journal of Physics: Conference Series, 2021

The chemical knowledge of students was low because learning activities tend to be teacher oriente... more The chemical knowledge of students was low because learning activities tend to be teacher oriented. For this reason, we need to develop knowledge acquisition process skill. Therefore we suggest scientific attitude which included in the “Science Process Skill”. The purpose of this research was to determine the type of learning model which was able maximize the students’ scientific processes skills. The results of the application can be observed in student learning activities during observation. A quasi-experimental control group with pre and post-test design was performed in this study. The sample were students in XII MIA-1 in SMAN 5 Binjai which applied Guided Inquiry learning model meanwhile XII MIA-2 applied conventional learning. The results showed that the Science Process Skills in both experiment classes obtained an average score of 93.78 and 75.32 respectively so that they were categorized as “Very Good” and “Good” on 6 (six) aspects: observing, grouping, applying concepts, in...

Research paper thumbnail of No miracles needed: how today’s technology can save our climate and clean our air

International Journal of Environmental Studies

Research paper thumbnail of Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction

Proceedings of the The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia, 2020

Research paper thumbnail of The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Jurnal Pendidikan Kimia, Apr 30, 2019

This study aimed to determine differences of students' learning outcomes and science process skil... more This study aimed to determine differences of students' learning outcomes and science process skill which taught by using the guided inquiry model and direct instruction where both models were integrated with practicum on the topic of colligative nature of electrolyte solutions. The population in this study were all students of class XII MIA Binjai SMA 5 consisting of 6 classes. The sample was determined by purposive sampling technique, which taking 2 classes: XII MIA-1 (as the experimental class-I) applied Guided Inquiry learning model and XII MIA-2 (as the experimental class-II) applied Direct Instruction where both were practicum integrated. This study was conducted using the Quasi Experimental design with nonequivalent group pretest-posttest design. Data collection was done for pre-test and post-test by using twenty items of multiple choices instruments which were valid and reliable for learning outcomes, meanwhile six items valid essay test for science process skill. The results showed that there were differences in the average value of learning outcomes and science process skill with the values of each tstatistics > ttable namely 7.082 > 2.0345 and 8.76 > 2.0345, while the difference in the average value of activities and attitudes of student learning during the learning process in the experimental classes I and II were 90.21 (very good) and 79.87 (good) and 88.54 (very good) and 77.43 (good). Based on the results of the questionnaire analysis, students agreed that Guided Inquiry model able to facilitat e them in understanding the topic of colligative nature of electrolyte solutions because they could design their own experiments in practical activities.

Research paper thumbnail of The Distinction of Students’ Science Process Skill and Learning Activities between Guided Inquiry and Conventional Learning with Experiment

Journal of Physics: Conference Series, 2021

The chemical knowledge of students was low because learning activities tend to be teacher oriente... more The chemical knowledge of students was low because learning activities tend to be teacher oriented. For this reason, we need to develop knowledge acquisition process skill. Therefore we suggest scientific attitude which included in the “Science Process Skill”. The purpose of this research was to determine the type of learning model which was able maximize the students’ scientific processes skills. The results of the application can be observed in student learning activities during observation. A quasi-experimental control group with pre and post-test design was performed in this study. The sample were students in XII MIA-1 in SMAN 5 Binjai which applied Guided Inquiry learning model meanwhile XII MIA-2 applied conventional learning. The results showed that the Science Process Skills in both experiment classes obtained an average score of 93.78 and 75.32 respectively so that they were categorized as “Very Good” and “Good” on 6 (six) aspects: observing, grouping, applying concepts, in...

Research paper thumbnail of No miracles needed: how today’s technology can save our climate and clean our air

International Journal of Environmental Studies

Research paper thumbnail of Difference of Science Process Skills and Learning Activity in Guided Inquiry and Direct Instruction

Proceedings of the The 3rd International Conference Community Research and Service Engagements, IC2RSE 2019, 4th December 2019, North Sumatra, Indonesia, 2020

Research paper thumbnail of The difference of students’ learning outcomes and science process skill which taught by guided inquiry and direct instruction with practicum integrated

Jurnal Pendidikan Kimia, Apr 30, 2019

This study aimed to determine differences of students' learning outcomes and science process skil... more This study aimed to determine differences of students' learning outcomes and science process skill which taught by using the guided inquiry model and direct instruction where both models were integrated with practicum on the topic of colligative nature of electrolyte solutions. The population in this study were all students of class XII MIA Binjai SMA 5 consisting of 6 classes. The sample was determined by purposive sampling technique, which taking 2 classes: XII MIA-1 (as the experimental class-I) applied Guided Inquiry learning model and XII MIA-2 (as the experimental class-II) applied Direct Instruction where both were practicum integrated. This study was conducted using the Quasi Experimental design with nonequivalent group pretest-posttest design. Data collection was done for pre-test and post-test by using twenty items of multiple choices instruments which were valid and reliable for learning outcomes, meanwhile six items valid essay test for science process skill. The results showed that there were differences in the average value of learning outcomes and science process skill with the values of each tstatistics > ttable namely 7.082 > 2.0345 and 8.76 > 2.0345, while the difference in the average value of activities and attitudes of student learning during the learning process in the experimental classes I and II were 90.21 (very good) and 79.87 (good) and 88.54 (very good) and 77.43 (good). Based on the results of the questionnaire analysis, students agreed that Guided Inquiry model able to facilitat e them in understanding the topic of colligative nature of electrolyte solutions because they could design their own experiments in practical activities.

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