Jurnal Inovasi Pendidikan IPA


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

Document Type



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


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


Last Page


Page Range






Digital Object Identifier (DOI)





Afshar, M., & Han, Z. (2015). Erratum to: Teaching and learning medical biochemistry: Perspectives from a student and an educator. Medical Science Educator, 25(2), 203-203. https://doi.org/10.1007/s40670-015-0120-z

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131-142. https://doi.org/10.1177/0013164485451012

Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. . Zanna (Eds.), The handbook of attitudes (pp. 173-221). Lawrence Erlbaum and Associates.

Almroth, B. C. (2015). The importance of laboratory exercises in biology teaching; case study in an ecotoxicology course. Högskolepedagogiska Texter, 1-11.

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2017a). Identification of the students' critical thinking skills through biochemistry laboratory work report. AIP Conference Proceedings. https://doi.org/10.1063/1.4995112

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2017b). Effective laboratory work in biochemistry subject: Students' and lecturers' perspective in Indonesia. International Journal of Higher Education, 6(2), 100. https://doi.org/10.5430/ijhe.v6n2p100

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2018a). The use of orientation/decision/do/discuss/reflect (OD3R) method to increase critical thinking skill and practical skill in biochemistry learning. Biochemistry and Molecular Biology Education, 46(2), 107-113. https://doi.org/10.1002/bmb.21096

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2018b). Meaningful biochemistry learning using the orientation-decision-do-discuss-reflect (OD3R) method. International Journal of Instruction, 11(3), 17-30. https://doi.org/10.12973/iji.2018.1132a

Bretz, S. L., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory. Journal of Chemical Education, 90(3), 281-288. https://doi.org/10.1021/ed300384r

Burnham, J. A. J. (2013). Opportunistic use of students for solving laboratory problems: Twelve heads are better than one. New Directions, 9(1), 42-48. https://doi.org/10.11120/ndir.2013.00003

Cacciatore, K. L., & Sevian, H. (2009). Incrementally approaching an inquiry lab curriculum: Can changing a single laboratory experiment improve student performance in general chemistry? Journal of Chemical Education, 86(4), 498. https://doi.org/10.1021/ed086p498

Campbell, S. (2015). Presentation anxiety analysis: comparing face-to-face presentations and webinars. Journal of Case Studies in Education, 7, 1-13.

Carr, J. M. (2013). Using a collaborative critiquing technique to develop chemistry students' technical writing skills. Journal of Chemical Education, 90(6), 751-754. https://doi.org/10.1021/ed2007982

Cheung, D. (2011). Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88(11), 1462-1468. https://doi.org/10.1021/ed1008409

Deiner, L. J., Newsome, D., & Samaroo, D. (2012). Directed self-inquiry: A scaffold for teaching laboratory report writing. Journal of Chemical Education, 89(12), 1511-1514. https://doi.org/10.1021/ed300169g

DeKorver, B. K., & Towns, M. H. (2015). General chemistry students' goals for chemistry laboratory coursework. Journal of Chemical Education, 92(12), 2031-2037. https://doi.org/10.1021/acs.jchemed.5b00463

Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76(4), 543. https://doi.org/10.1021/ed076p543

Galloway, K. R., & Bretz, S. L. (2015). Measuring meaningful learning in the undergraduate general chemistry and organic chemistry laboratories: A longitudinal study. Journal of Chemical Education, 92(12), 2019-2030. https://doi.org/10.1021/acs.jchemed.5b00754

Gragson, D. E., & Hagen, J. P. (2010). Developing technical writing skills in the physical chemistry laboratory: A progressive approach employing peer review. Journal of Chemical Education, 87(1), 62-65. https://doi.org/10.1021/ed800015t

Greenberg, K. P. (2015). Rubric use in formative assessment. Teaching of Psychology, 42(3), 211-217. https://doi.org/10.1177/0098628315587618

Gregory, R. J. (2004). Psychological testing: History, principles, and applications. Allyn & Bacon.

Gupta, T. (2012). Guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry. Iowa State University.

Halley, J., Heiserman, C., Felix, V., & Eshleman, A. (2013). Students teaching students: A method for collaborative learning. Learning Communities: Research & Practice, 1(3), 7.

Haryati, S. (2019). Directed reading thinking activity untuk meningkatkan kemampuan membaca siswa sekolah dasar. Teacher in Educational Research, 1(2), 58-65. https://doi.org/10.33292/ter.v1i2.18

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549

Hudha, M. N., Hakim, A. R., Aji, S. D., Tasi, M. I., Sundaygara, C., Laksana, E. P., Fajaruddin, S., Andi, T., Yusro, A. C., & Chaeruman, U. A. (2018). Scientific performance e-rubric-assisted problem-based learning for improving learning effectiveness. In International Journal of Engineering & Technology (Vol. 7). www.sciencepubco.com/index.php/IJET

Iimoto, D. S., & Frederick, K. A. (2011). Incorporating student-designed research projects in the chemistry curriculum. Journal of Chemical Education, 88(8), 1069-1073. https://doi.org/10.1021/ed1011103

Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chem. Educ. Res. Pract., 7(2), 49-63. https://doi.org/10.1039/B5RP90021B

Kelly, O. C., & Finlayson, O. E. (2007). Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory. Chem. Educ. Res. Pract., 8(3), 347-361. https://doi.org/10.1039/B7RP90009K

Mbajiorgu, N., & Reid, N. (2006). Factors influencing curriculum development in chemistry. Royal Society of Chemistry.

Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.

Miller, D. K., & Lang, P. L. (2016). Using the universal design for learning approach in science laboratories to minimize student stress. Journal of Chemical Education, 93(11), 1823-1828. https://doi.org/10.1021/acs.jchemed.6b00108

Niedenthal, P. M. (2007). Embodying emotion. Science, 316(5827), 1002-1005. https://doi.org/10.1126/science.1136930

O'Brien, G., & Cameron, M. (2012). Prelaboratory activities to enhance the laboratory learning experience. Proceedings of The Australian Conference on Science and Mathematics Education (Formerly UniServe Science Conference). https://openjournals.library.sydney.edu.au/index.php/IISME/article/view/6246

Oliver-Hoyo, M. T. (2003). Designing a written assignment to promote the use of critical thinking skills in an introductory chemistry course. Journal of Chemical Education, 80(8), 899. https://doi.org/10.1021/ed080p899

Ottander, C., & Grelsson, G. (2006). Laboratory work: the teachers' perspective. Journal of Biological Education, 40(3), 113-118. https://doi.org/10.1080/00219266.2006.9656027

Quitadamo, I. J., & Kurtz, M. J. (2007). Learning to improve: Using writing to increase critical thinking performance in general education biology. CBE"”Life Sciences Education, 6(2), 140-154. https://doi.org/10.1187/cbe.06-11-0203

Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chem. Educ. Res. Pract., 8(2), 172-185. https://doi.org/10.1039/B5RP90026C

Reynolds, J. A., Thaiss, C., Katkin, W., & Thompson, R. J. (2012). Writing-to-learn in undergraduate science education: A community-based, conceptually driven approach. CBE"”Life Sciences Education, 11(1), 17-25. https://doi.org/10.1187/cbe.11-08-0064

Rosenthal, L. C. (1987). Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 64(12), 996. https://doi.org/10.1021/ed064p996

Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. Asia Society.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670. https://doi.org/10.1002/sce.21069

Seery, M. K., Jones, A. B., Kew, W., & Mein, T. (2019). Unfinished recipes: Structuring upper-division laboratory work to scaffold experimental design skills. Journal of Chemical Education, 96(1), 53-59. https://doi.org/10.1021/acs.jchemed.8b00511

Setiawan, A., Fajaruddin, S., & Andini, D. W. (2019). Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school. Jurnal Prima Edukasia, 7(1), 9-19. https://doi.org/10.21831/jpe.v7i1.23117

Shallcross, D. E., Harrison, T. G., Shaw, A. J., Shallcross, K. L., Croker, S. J., & Norman, N. C. (2013). Lessons in effective practical chemistry at tertiary level: Case studies from a chemistry outreach program. Higher Education Studies, 3(5). https://doi.org/10.5539/hes.v3n5p1

Susskind, J. E. (2005). PowerPoint's power in the classroom: enhancing students' self-efficacy and attitudes. Computers & Education, 45(2), 203-215. https://doi.org/10.1016/j.compedu.2004.07.005

Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry "œtriplet." International Journal of Science Education, 33(2), 179-195. https://doi.org/10.1080/09500690903386435

Touroutoglou, A., Lindquist, K. A., Dickerson, B. C., & Barrett, L. F. (2015). Intrinsic connectivity in the human brain does not reveal networks for "˜basic' emotions. Social Cognitive and Affective Neuroscience, 10(9), 1257-1265. https://doi.org/10.1093/scan/nsv013

Tsaparlis, G., & Gorezi, M. (2007). Addition of a project-based component to a conventional expository physical chemistry laboratory. Journal of Chemical Education, 84(4), 668. https://doi.org/10.1021/ed084p668

Vallori, A. B. (2014). Meaningful learning in practice. Journal of Education and Human Development, 3(4). https://doi.org/10.15640/jehd.v3n4a18

Van Bramer, S. E., & Bastin, L. D. (2013). Using a progressive paper to develop students' writing skills. Journal of Chemical Education, 90(6), 745-750. https://doi.org/10.1021/ed300312q

Van Duzor, A. G. (2016). Using self-explanations in the laboratory to connect theory and practice: The decision/explanation/observation/inference writing method. Journal of Chemical Education, 93(10), 1725-1730. https://doi.org/10.1021/acs.jchemed.6b00093

Visser, T., Maaswinkel, T., Coenders, F., & McKenney, S. (2018). Writing prompts help improve expression of conceptual understanding in chemistry. Journal of Chemical Education, 95(8), 1331-1335. https://doi.org/10.1021/acs.jchemed.7b00798

Wackerly, J. W. (2018). Stepwise approach to writing journal-style lab reports in the organic chemistry course sequence. Journal of Chemical Education, 95(1), 76-83. https://doi.org/10.1021/acs.jchemed.6b00630

Wagner, T. (2014). The global achievement gap: Why even our best schools don't teach the new survival skills our children need-and what we can do about it. Basic Books.

Walker, J. P., & Sampson, V. (2013). Argument-driven inquiry: Using the laboratory to improve undergraduates' science writing skills through meaningful science writing, peer-review, and revision. Journal of Chemical Education, 90(10), 1269-1274. https://doi.org/10.1021/ed300656p

Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468-475. https://doi.org/10.5901/mjss.2014.v5n19p468