•  
  •  
 

Jurnal Inovasi Pendidikan IPA

Keywords

Scaffolding, IMWR, stoikiometri, inspiring, modeling, writing, reporting

Document Type

Article

Abstract

Stoichiometry is one of the essential chemistry topics that is an abstract concept, involves complex calculations, and is related to other chemical concepts. It can cause not a few students to have difficulty learning it. Scaffolding is needed in the learning process of stoichiometry concepts to help students understand concepts more easily and improve learning outcomes. This research aims to determine differences in students' cognitive learning outcomes on the stoichiometry topic after implementing the IMWR scaffolding model. This research used experimental research with the one-group pretest-postest design. Respondents were 32 high school students who were determined by purposive sampling. The instrument test consisted of 32 items of essays that were valid and reliable. Data is collected and carried out through pretest and posttest. The differences in students' cognitive learning outcomes were analyzed descriptively using the N-gain test and statistical analysis using the paired sample t-test. The paired sample t-test showed a significance value of 0.000 (sig. <0.05), meaning there were differences in student learning outcomes after implementing the IMWR Scaffolding learning model. However, the resulting difference is not significant and is in a low category (N-gain 0.27). Implementing IMWR scaffolding needs to be designed as best as possible by paying attention to students' character to help students understand the concept using procedural knowledge, which impacts better learning outcomes.

First Page

13

Last Page

22

Page Range

13-22

Issue

1

Volume

9

Digital Object Identifier (DOI)

10.21831/jipi.v8i1.38803

Source

https://journal.uny.ac.id/index.php/jipi/article/view/38803

References

Adigwe, J. C. (2013). Effects of mathematical reasoning skills on students' achievement in chemical stoichiometry. Education Institute of Education Journal, 23(1), 1-22.

Agustin, A., & dkk. (2018). Pengaruh Penggunaan Peta Konsep Berbasis Multilevel terhadap Pemahaman Konsep Kimia SMA. Chemistry in Education, 7(2), 8-13.

Amanah, P. D., Harjono, A., & Gunada, I. W. (2017). Kemampuan pemecahan masalah dalam fisika dengan pembelajaran generatif berbantuan scaffolding dan advance organizer. Jurnal Pendidikan Fisika Dan Teknologi, 3(1), 84-91.

Andarini, T., Masykuri, M., & Sudarisman, S. (2013). Pembelajaran Biologi Menggunakan Pendekatan CTL (Contextual Teaching and Learning ) Melalui Media Flipchart dan Video Ditinjau dari Kemampuan Verbal dan Gaya Belajar. Bioedukasi (Jurnal Pendidikan Biologi), 6(2), 102-119.

Astuti, S. P. (2015). Pengaruh Kemampuan Awal dan Minat Belajar terhadap Prestasi Belajar Fisika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(1), 68-75. https://doi.org/10.30998/formatif.v5i1.167

Ayu, H. D., Pratiwi, H. Y., Kusairi, S., & Muhardjito, M. (2017). Developing E-Scaffolding to Improve the Quality of Process and Learning Outcomes. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 1(2), 334-347.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological Testing and Assessment: An Introduction to Test and Measurement (9th ed.). New York: McGraw-Hill.

Devi, A., Mulyani., S. dan Haryono. 2014. Perbedaan Implementasi Pembelajaran Kimia Model PBL Materi Stoikiometri Kelas X SMA N di Kota Surakarta, Jurnal Pendidikan Kimia, 3(4): 126-135.

Etokeren, I. S., Ibemenji, K.-A. G., & Alamina, J. I. (2019). Effect of problem-solving teaching technique on student's stoichiometry academic performance in snior secondary school chemistry in nigeria. Asian Journal of Advanced Research and Reports, 4(3), 1-11.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How To Design and Evaluate Research in Education (8th ed.). New York: McGraw-Hill.

Hanson, R. (2016). Ghanaian Teacher Trainees' Conceptual Understanding of Stoichiometry. Journal of Education and E-Learning Research, 3(1), 1-8. https://doi.org/10.20448/journal.509/2016.3.1/509.1.1.8

Jespersen, N. D., Brady, J. E., & Hyslop, A. (2012). Chemistry: The Molecular Nature of Matter. New York: John Wiley and Sons, Inc.

Juniati, N. W. (2017). Penerapan Model Pembelajaran Inkuiri Untuk. Penerapan Model Pembelajaran Inkuiri Untuk, 1(2), 20-29.

Kemendikbud. (2013). Kerangka Dasar Kurikulum 2013. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Dasar dan Menengah.

Khasanah, U. F. (2012). Imprioving student;s speaking skill using scaffolding strategy: A classroom action research at the seventh grade of SMP negeri 4 sukuharjo in the academic year of 2010/2011. Universitas Sebelas Maret.

Mamin, R. (2008). Penerapan Metode Pembelajaran Scaffolding Pada Pokok Bahasan Sistem Periodik Unsur. CHEMICA, 9(2), 55-60.

Merdekawati, K. (2013). Pengaruh Kemampuan Matematik Terhadap Prestasi Belajar Kimia. Januari, 2(1).

Minanti, N. N. A., Tika, I. N., & Karyasa, I. W. (2016). Komparasi hasil belajar kimia siswa SMA yang dibelajarkan menggunakan metode tutor sebaya dan metode kerja kelompok. Jurnal Wahana Matematika Dan Sains, 10(1), 2-33.

Morgan, K., & Brooks, D. W. (2012). Investigating a Method of Scaffolding Student-Designed Experiments. Journal of Science Education and Technology, 21(4), 513-522.

Nabila, F. M., Gani, A., & Habibati, H. (2017). Pengaruh Penerapan Strategi Scaffolding Terhadap Ketuntasan Hasil Belajar Peserta Didik SMA Negeri 4 Banda Aceh Pada Submateri Tata Nama Senyawa Hidrokarbon. Jurnal Penelitian Pendidikan Sains (JPPS), 6(2), 1310-1316.

Niaz, M., & Montes, L. A. (2012). Understanding stoichiometry: Towards a history and philosophy of chemistry. Educación Química, 23, 290-297. https://doi.org/10.1016/s0187-893x(17)30156-8

Nusu, A. (2010). Scaffolding Dalam Microteaching Kimia. Jurnal Ilmu Pendidikan, 20(1), 37-46.

Purnamasari, S. R. (2017). Penerapan Model Learning Cycle 7e (Elicit, Engange, Explore, Explain, Elaborate, Evaluate, And Extend) Untuk Meningkatkan Kemampuan Koneksi Matematis Dan Self-Efficacy Siswa SMA. Universitas Pasundan.

Rahmawati, I. (2019). Kemampuan siswa dalam memecahkan masalah pada konsep stoikiometri larutan dengan menggunakan diagram submikroskopik model pembelajaran MORE (model, observer, reflect, dan explain). Syntax Literate; Jurnal Ilmiah Indonesia, 4(4), 68-87.

Rusman. (2012). Model-Model Pembelajaran. Depok: Rajagrafindo Persada.

Sa'adah, N., Langitasari, I., & Wijayanti, I. E. (2020). Implementasi pendekatan science writing heuristic pada laporan praktikum berbasis multipel representasi terhadap kemampuan interpretasi. Jurnal Inovasi Pendidikan IPA, 6(2), 195-208. https://doi.org/10.21831/jipi.v6i2.31078

Sari, R. (2017). Paradigma Scaffolding : Alternative Learning Science As Stimulus Students Construction Linkungandi SDITLukmanul Hakim Langsa. BIOLINK (Jurnal Biologi Lingkungan Industri Kesehatan), 4(1).

Shadreck, M., & Ochonogor, C. E. (2018). Recurrent Difficulties: Stoichiometry problem-solving. African Journal of Educational Studies in Mathematics and Sciences, 14, 25-31.

Slameto. (2003). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Sunday, I., Ibemenji, K. G., & Alamina, J. I. (2019). Effect of Problem-solving Teaching Technique on Students ' Stoichiometry Academic Performance in Senior Secondary School Chemistry in Nigeria. 4(3), 1-11.

Tarigan, H. G. (2008). Menulis Sebagai Suatu Keterampilan Bahasa. Bandung: Angkasa.

Wakhidah, N. (2016). Strategi Scaffolding Inspiring-Modeling-Wraiting-Reporting (IMWR) dalam Menerapkan Pendekatan Saintifik Untuk Meningkatkan Keterampilan Proses Sains Dan Penguasaaan Konsep. Disertasi, Surabaya: UIN Sunan Ampel Surabaya.

Widiyanti, W., & Saptorini, S. (2014). Penerapan tugas berbasis modified free inquiry pada praktikum untuk meningkatkan pemahaman konsep. Chemistry in Education, 3(2).

Download

Share

COinS