Olan Ascorepta
Unknown Affiliation

Published : 1 Documents
Articles

Found 1 Documents
Search

PENINGKATAN KETERAMPILAN MENGELOMPOKKAN DAN MENGKOMUNIKASIKAN MELALUI MODEL PROBLEM SOLVING Ascorepta, Olan; Sofya, Emmawaty; Rudibyani, Ratu Betta
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 3 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Program Studi Pendidikan Kimia FKIP Unila

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this research was to describe the effectiveness of  model of problem solving which was effective in increasing of classifying and communicate skill in the subject of non electrolyte and electrolyte. The samples of this research were the students of SMAN 1 Talang Padang class X2 and X3 at even semester year of 2012-2013. This research used quasi experiment method by Non Equivalent (Pretest and Posttest) control group design. The result of this research showed the average of classifying skill n-Gain for control class and experimental class were 0,27 and 0,62 and the average of communicate skill n-Gain for control class and experimental class were 0,28 and 0,74. Based on hypothesis testing, it was known that the class which used model of problem solving had higher classifying and communicate skill than the class which used conventional learning. It showed that model of problem solvingwas effective in increasing the classifying and concluding skill.Penelitian ini bertujuan untuk mendeskripsikan efektivitas model problem solving yang efektif dalam meningkatkan keterampilan mengelompokkan dan mengkomunikasikan pada materi larutan non elektrolit dan elektrolit. Sample dalam penelitian ini adalah siswa SMAN 1 Talang Padang kelas X2 dan X3 semester genap Tahun Ajaran 2012-2013. Penelitian ini menggunakan metode quasi eksperimen dengan Non Equivalent (Pretest and Posttest) Control Group Design. Hasil penelitian menunjukkan nilai rerata n-Gain keterampilan mengelompokkan untuk kelas kontrol dan eksperimen masing-masing 0,27 dan 0,62  dan rerata n-Gain keterampilan mengkomunikasikan untuk kelas kontrol dan eksperimen masing-masing 0,28 dan 0,74. Berdasarkan uji hipotesis, diketahui bahwa kelas dengan model problem solving memiliki keterampilan mengelompokkan dan mengkomunikasikan yang lebih tinggi dibandingkan kelas dengan pembelajaran konvensional. Hal ini menunjukkan bahwa model problem solving efektif dalam meningkatkan keterampilan mengelompokkan dan mengkomunikasikan.Kata kunci:   keterampilan, mengelompokkan, mengkomunikasikan, model, problem solving