PENGEMBANGAN BAHAN AJAR KIMIA ORGANIK BERBANTUAN MEDIA KOMPUTASI TERHADAP KEMAMPUAN BERPIKIR KREATIF

Hulyadi Hulyadi, Khusnul Khotimah

Abstract


The results of observations and interviews on lecturers and students show that students tend to pay less attention when the lecturer explains the material. The interaction is also still impressed one way, only lecturers to students. It shows that students' interest toward organic chemistry learning is still low and considered difficult by them. Students are less directed in constructing their knowledge, resulting in many misconceptions and low student's thinking ability. This happens because the union has not multi-level chemical representation that includes the macroscopic, microscopic and symbolic levels in the learning process undertaken. This research was conducted on chemical education students at IKIP Mataram who took organic chemistry course II. This research was conducted from September to December 2016 consisting of preliminary research, product trial, data processing and preparation of research result report. This study aims to determine the feasibility and effectiveness of teaching materials with inquiry assisted approach Computational Chemistry program in improving students' creative thinking ability. This research uses R & D procedure which includes define, design and develop stage. The result of the research shows that the teaching materials developed meet the valid criteria, and effectiveness in improving the ability of creative thinking this can be seen from the result of the n-gain test which shows the improvement of students' creative thinking ability after learning using inquiry materials of computational media in organic chemistry.

 


Keywords


Materials Teaching, Media Computing, Creative Thinking.

Full Text:

PDF

References


Aclufi, A., 2005. Doing Science: The Process of Scientific Inquiry. Center for Curriculum Development. Mark Dabling Boulevard Colorado Springers.

Colomuc, A., Tekin, S. 2011. Chemistry Teachers’ Misconceptions Concerning Concept of Chemical Reaction Rate. Eurasian J. Phys. Chem. Educ. 3(2): 84-101.

Donlly, O’reilly., Mc Garr. 2013. Enhancing the Student Experiment Experience: Visible Scientific Inquiry Through a Virtual Chemistry Laboratory. Research Science Education. 43: 1571-1592

Ibrahim, M. 2010. Dasar-Dasar Proses Belajar Mengajar. Surabaya: Unesa University Press.

Ketpichainarong, W., Panijpan, B., & Ruenwongsa, P. 2009. Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. Journal of Environmental & Science Education. 5(2): 169-187

Khan, S. 2007. Model-Based Inquiries in Chemistry. Journal Science Education. 91:877 – 905.

Liliasari. 2005. Membangun Keterampilan Berfikir Manusia Indonesia Melalui Pendidikan Sains. Pidato Pengukauhan Jabatan Guru Besar Dalam Ilmu Pendidikan IPA Pada Fakultas FPMIPA Universitas Pendidikan Indonesia. Bandung.

Liu, C.H., Andre, T., Greenbowe, T., 2008. The Impact of Learner’s Prior Knowledge on Their Use of Chemistry Computer Simulations. J Sci Educ Technol. 17:466–482

Mahmudatussa’adah, A. 2012. Pendekatan Inkuiri-Kontekstual Berbasis Teknologi Informasi Untuk Meningkatkan Keterampilan Berfikir Kritis Mahasiswa. Invotec. 7(2): 115 – 130

Munandar, Utami. 2009. Pengembangan Kreatifitas Anak Berbakat. Jakarta :Rineka Cipta

Rahayu, T., Yonata, B. 2013. Kemampuan Kognitif Siswa Kelas XI IPA 1 SMA Negeri 18 Surabaya Pada Tingkat Analisis, Evaluasi, dan Kreasi Pada Materi Titrasi Asam Basa Dengan Penerapan Model Pembelajaran Inkuiri. UNESA Jurnal Of Chemical Education. 2(2): 12-16.

Rustaman, N.Y., 2005. Perkembangan Penelitian Pembelajaran Berbasis Inkuiri dalam Pembelajaran Sains.

Sailendra, M.,Sibbala, S., Tripuramallu, Kasula, S., Raj, S. 2012. Design of new Rivastigmine analogs based on Molecular Docking and Binding Free Energy calculations. Journal of Drug Design and Discovery. 3(3): 869-877

Sugiyono, 2010. Metode Penelitian Kualiatatif dan R & D, Alfabeta, Bandung.

Tseng, C.H., Tuan, H.L., Chin, C.C., 2012. How to Help Teachers Develop Inquiry Teaching Perspectives from Experienced Science Teachers. Research Scient Education. 43: 809–825




DOI: https://doi.org/10.33394/hjkk.v4i2.100

Refbacks

  • There are currently no refbacks.


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