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Jurnal Inovasi Pendidikan IPA

Keywords

laporan praktikum, metode presentasi, pra-laboratorium, sikap terhadap kimia, attitudes toward chemistry, laboratory work report, pre-laboratory, presentation method

Document Type

Article

Abstract

Penelitian ini bertujuan untuk melihat pengaruh implementasi metode presentasi pada tahap pra-laboratorium terhadap skor laporan praktikum dan sikap terhadap kimia. Desain penelitian yang digunakan adalah posttest control group design yang terdiri atas kelas kontrol dan kelas eksperimen. Jumlah total responden yang terlibat sebanyak 67 mahasiswa dimana sebanyak 33 mahasiswa berada di kelas kontrol dan 34 mahasiswa di kelas eksperimen. Instrumen penelitian yang digunakan adalah rubrik penilaian laporan praktikum dan kuesioner sikap mahasiswa terhadap kimia. Komponen laporan praktikum yang diukur adalah abstrak, sumber informasi, organisasi, relevansi, konten, dan presentasi. Kategori sikap terhadap kimia yang digunakan adalah sikap terhadap materi kimia, sikap terhadap praktikum kimia, kepercayaan terhadap belajar kimia, dan kecenderungan sikap untuk belajar kimia. Pengaruh implementasi metode presentasi pada tahap pra-laboratorium terhadap skor laporan praktikum dan skor sikap terhadap kimia dianalisis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa implementasi metode presentasi pada tahap pra-laboratorium memberikan pengaruh yang positif terhadap skor laporan praktikum dan sikap terhadap kimia. Semua komponen laporan dan kategori sikap pada kelas eksperimen memberikan skor yang lebih tinggi dibandingkan kelas kontrol. Hal ini disebabkan karena implementasi metode presentasi pada tahap pra-laboratorium mampu meningkatkan motivasi dan kesiapan mahasiswa dalam melakukan penyelidikan.

Implementation of the presentation method in the pre-laboratory stage of writing skill and attitudes toward chemistry

Abstract

This study aims to examine the implementation of the presentation method in the pre-laboratory stage to improve writing skills and attitudes toward chemistry. A post-test only controls group design was employed, with a total sample of 67 students taking a general chemistry course. There were 33 students in the control class and 34 students in the experimental class. The research instruments used were rubric for laboratory work assessment and questionnaire for attitudes toward chemistry assessment. The components of laboratory work report measured are abstract, source of information, organization, relevance, content, and presentation. Attitudes toward chemistry are measured with 4 categories namely liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about chemistry, and behavioural tendencies to learn chemistry. The effect of the implementation of the presentation method in the pre-laboratory stage on the two variables was analyzed using MANOVA. The results showed that the implementation of the presentation method in the pre-laboratory stage has a positive effect on laboratory work report score and attitudes toward chemistry score. The class that applied the presentation method in the pre-laboratory stage achieve a higher score in laboratory work report and attitudes toward chemistry.

First Page

216

Last Page

228

Page Range

216-228

Issue

2

Volume

5

Digital Object Identifier (DOI)

10.21831/jipi.v5i2.24053

Source

https://journal.uny.ac.id/index.php/jipi/article/view/24053

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