TUGAS METODOLOGI PENELITIAN

MENGANALISIS JURNAL

Nama: Arum Dwisertyo Arini

Nim : 19070795033
Kelas : kelas C (Kimia)
Judul “Pengembangan perangkat pembelajaran berdasarkan aspek macroskopik dan mikroskopik berbasis pendekatan Ilmiah (Sceintific approach)
pada materi larutan penyangga untuk meningkatkan hasil belajar siswa SMA
No Aspek yang Sumber Jurnal Kutipan Komentar
dibahas
1 Pengembangan Pengembangan Perangkat Pembelajaran “Perangkat pembelajaran IPA berbasis Perangkat Pembelajaran adalah salah
Perangkat IPA Berbasis Pendekatan Saintifik pendekatan saintifik layak (valid, praktis, satu alat yang dapat digunakan untuk
Pembelajaran Untuk Menuntaskan Hasil Belajar dan efektif) digunakan untuk menuntaskan hasi belajar siswa
Siswa menuntaskan hasil belajar siswa”
Pokok Bahasan Sistem Gerak Manusia
di SMP
Jurnal Pendidikan Sains Pascasarjana
Universitas Negeri Surabaya
No. 1, November 2017
ISSN : 2089-1776
Netty M Arumisore1), Sifak Indana2),
Soetjipto3)
2 Implementation of Scientific Approach “Teachings and assessments conducted by “Pembelajaran dan Penilaian
 Based Learning To Think High Levels
in State Senior High School in
Ketapang
International Journal of Education and
Research Vol. 5 No. 8 August 2017
Wahyono, Ishak Abdulhak, Rusman
3 Macroscopik Studying Students’ Understanding of
dan microscopik The Interplay Between The microscopic
dalam kimia and The Macroscopic Descriptions in
Chemistry
Journal of Baltic Science Education,
No. 1 (7), 2005-03-30; pp. 51-62. ISSN
1648 - 3898
Liliana Mammino
Liberato Cardellini
teachers are reflected in the document
prepared,because the document is a guide
for carrying out teaching activities, designed
in the form of syllabus, annual program,
semester program, educational calendar,
student presentation, lattice, and RPP
referring to standard of content, and in it
there are media designs and learning
resources,
assessment tools, scenarios.”
The perception of the distinction and
interplay between concepts and models
pertaining to the
description of the microscopic level and
those pertaining to the description of the
macroscopic level is a
key feature largely determining conceptual
understanding in chemistry.
The fact that several students try to find the
disiapkan oleh guru dalam bentuk
dokumen, karena dokumen ini adalah
pedoman untuk aktivitas
pembelajaran yg direncanakan,
penyusunan silabus, prota dan
promes, kalender akedemik,
persentsi siswa, kisi-kisi dan RPP
yang terstandar, media belajar dan
sumber belajar”
Perangkat pembelajaran adalah hal
dasar yang harus disiapkan oleh
pengajar guna tercapainya proses
belajar
Perbedaan persepsi dan pengaruh
antara konsep dan hubungan model
untuk mendeskripsikan level
mikroskopis dan level makroskopis
adalah kunci utama dalam
memahami konsep di kimia.
Kenyataannya beberapa siswa
mencoba untuk menemukan
makroskopis hanya dari kehidupan

4 Understanding of Macroscopic,
Microscopic and Symbolic
Representations Among Form Four
Students in Solving Stoichiometric
Problems
Malaysian Online Journal of
Educational Sciences 2017 (Volume5 -
Issue 3Kamariah Binti Sujak [1],
Esther Gnanamalar Sarojini Daniel [2]
5 The representational levels: Influences
and contributions to
research in chemical education
Journal of Turkish Science Education
March 2016, Volume 13, Issue 1, 3-18
http://www.tused.org ISSN:1304-6020
macroscopic-case examples only from
everyday life can be associated with the
common statement that macroscopic refers
to the “world
around us”,
Based on the results in the study, it appears
that students of different achievement can
slowly succeed in solving Stoichiometry
problems by teaching metacognitive
strategies, especially in being able to convert visualisasi dari makroskopis ke
their visualization from macroscopic to
microscopic and to symbolic levels.
However, the medium and lower achieving
students perhaps need more time to enhance
their understanding and application of the
mole concept which can be seen in their
errors in balancing equations.
The works reviewed here have shown that
students face a lot of difficulties in operating
at all representational levels; they are able to
understand a chemical phenomenon more at
the macroscopic and symbolic level, but the
microscopic level is difficult to understand
sehari-hari.
Siswa dengan pembelajaran stategi
metakognitif sedikit lebih sukses
dalam mengerjakan soal stoikiometri.
Hal ini didukung karena adanya
mikroskoipis.
Perubahan makroskopis ke
mikroskopis ini membawa dampak
pada pemahaman siswa yang lebih
dalam
Siswa lebih memahami fenomena
kimia dari level makroskopik dan
simboliknya. Sedangkan level
mikrokopik sulit untu dimengerti
tanpa adanya visualisasi atau gambar
 Valéria Campos SANTOS1, Agnaldo
ARROIO2
6 If students
7 Identification of Misconceptions on
Buffer Material Using Three-Tier Test
in the Learning of Multiple
Representation
JISE 7 (1) 2018 : 95-100
Journal of Innovative Science
Education
Apriliana Drastisianti1,2,
Supartono2, Nanik Wijayati2, Endang
Susilaningsih2
8 The Effect of Different Textual
without proper explanation and visual
methodologies.
Siswa akan dapat mentranfer
understand the role of each level of chemical pengetahuan dari level satu ke yg
representation, they can often see how to lain jika mengetahui peranan dari
transfer knowledge from one level to tiap level sehingga siswa akan
another. Thus, when learners develop dengan mudah menghubungkan
relational understanding, they acquire ways bermaca-macam konsep.
to move easily and skillfully within the
macro-micro-symbolic
triangle, meaningfully linking the various
chemical concepts.
Components of teaching materials are Materi pembelajaran di design untuk
designed to maximize abstract concepts into memaksimalkan konsep yang abstrak
macroscopic, submicroscopic, and symbolic melalui aspek maksrokopis,
aspects. Exciting teaching materials are mikroskopis dan simbolik.
expected to stimulate students to learn the
teaching material
The results revealed that students who Hasil penelitian menunjukkan sisiwa
 Narrations on Students’ Explanations at
the Submicroscopic Level in Chemistry
Eurasia Journal of
Mathematics, Science & Technology
Education, 9(1), 3-10
DOI: 10.12973/eurasia.2013.911a
Sulaiman M. Al-Balushi
Published 27 January 2012
9 The effect of Macroscopic and
Submicroscopic
Pictorial representations on pre-service
Science teachers’ explanations
International Journal of Academic
Research Part B; 2012; 4(6),
10-14. DOI: 10.7813/2075-
4124.2012/4-6/B.2
Sulaiman M. Al-Balushi
10 Pendekatan Pengembangan Perangkat Pembelajaran
Ilmiah IPA Berbasis Pendekatan Saintifik
(Scientific Untuk Menuntaskan hasil belajar siswa
Approach) Pokok bahasan Sistem Gerak
Manusia di SMP
received the submicroscopic version and yang mendapatkan versi
those who received the guided imagery submicroscopic dan panduan gambar
version outperformed students who received memilki hasil yang lebih baik
the macroscopic version. These results dibandingkan makroskopic.
indicated that students’ use of the
submicroscopic understanding was not
spontaneous and they needed
to be cued to do so.
The results show that participants who Siswa yang mendapatkan diagram
received the submicroscopic diagram submicroskopik memiliki hasil yang
statistically outperformed those who signifikan.
received the macroscopic. These
findings indicate that 1) adding
submicroscopic details to the macroscopic
experimental sketch encourages
students to think at the submicroscopic
level; and 2) students do not spontaneously
think at the submicroscopic level
Pendekatan saintifik dipilih karena
pembelajaran dengan menggunakan
pendekatan saintifik membuat pengetahuan
yang diperoleh siswa dapat bertahan lama
dan mudah diingat, dapat meningkatkan
 Pendidikan Sains Pascasarjana
Universitas Negeri Surabaya No. 1,
November 2017
ISSN : 2089-1776
Netty M Arumisore1), Sifak Indana2),
Soetjipto3)
11 The effectiveness of Scientific
Approach-Based Science Learning
Materials To Educate Students Science
Literacy
JPPS (Jurnal Penelitian Pendidikan
Sains)
p-ISSN: 2089-1776
12
e-ISSN: 2549-1597
Volume 8, No.1, November 2018
https://journal.unesa.ac.id/index.php/jp
ps/index
Arfiati Ulfa Utami1, Selly Candra Citra
Murti1
13 Development of Worksheet with
Chemoentrepreneurship Oriented on
colloid Matter to train creative thinking
penalaran siswa dan kemampuan untuk
berpikir bebas. Penerapan pendekatan
saintifik khususnya pada pelajaran IPA akan
memberikan pengalaman belajar yang
seutuhnya bagi siswa.
Scientific approach based sciences learning Pendekatan saintifik bertujuan untuk
materials in schools means learning that melatih siswa untuk berpikir secara
focuses on a scientific approach to school ilmiah
learning. This scientific approach aims to
enable students to think scientifically,
logically, and critically and be able to
apply the concept of IPA in everyday life
Effectiveness of scientific approach based Pendekatan Ilmiah sangat efektif bila
sciences learning material is measured based digunakan untuk mengukur proses
on aspects of learning activities, student belajar, hasil belajar, aktifitas siswa
learning outcomes, student activities, and dan respon siswa
student responses. Percentage of learning
achievement reaches 83,8% with well
executed category,
Elaboration thinking skills in the form of Berpikir secara ilmiah tidak lepas
student’s ability to develop their own ideas dari kemampuan dalam berpikir.
by giving detailed steps and developing, Kemampuan dalam
 skill
JPPS (Jurnal Penelitian Pendidikan
Sains) Vol 8, No. 2, Mei 2019
D Y Hartini1, U Azizah2
14 Achievement Motivation, Critical
Thinking Skills, and Reading
Comprehension Correlation with
Scientific Literacy among
Senior High School Students
Jurnal Pendidikan Sains
Volume 6, Number 2, June 2018, pp.
30–37
Available online at
http://journal.um.ac.id/index.php/jps/
ISSN: 2338-9117/EISSN: 2442-3904
15 Guided Inquiry Method Employing
Virtual Laboratory to
Improve Scientific Working Skills
Jurnal Pendidikan Sains
Volume 5, Number 1, March 2017, pp.
17–25. Available online at
http://journal.um.ac.id/index.php/jps/
adding to, enriching an idea to produce a
product.
Literacy skills among high school students
are influenced by many factors, both internal dalam berpikir secara ilmiah.
factors such as achievement motivation,
critical thinking skills, and students’ reading
comprehension ability, as well as external
factors such as parents, teacher
professionalism,school facilities, and
interest in learning.
When covariable controlled the prior
knowledge, students’ scientific working
skill is higher with guided inquiry method
employing virtual laboratory than those who
learned through conventional learning
mengembangkan, memberikan ide
untuk menghasilkan sebuah produk
Kemampuan literasi juga dibutuhkan
Kemampuan literasi pada SMA
dipengaruhi oleh banyak faktor baik
faktor internal ataupun faktor
ekternal.
Kemampuan ilmiah siswa ternyata
lebih tinggi jika menggunakan
inkuiri terbimbing dari pada
pembelajaran konvensional
 ISSN: 2338-9117/EISSN: 2442-3904
16 Implementation of Scientific Approach
Based Learning To think high levels in
state senior high school in ketapang
International Journal of Education and
Research Vol. 5 No. 8 August 2017
17
Wahyono, Ishak Abdulhak, Rusman
18
19 The effectiveness chemistry module
based on search, solve, create, and share
(SSCS) to increase science generic skill
International Conference on
Mathematics and Science Education
Learning using a scientific approach Pembelajran dengan mengunakan
provides a positive influence on teachers and pendekatan saintifik memberikan
students,because its learning refers to a efek positive untuk guru dan siswa.
scientific thinking process that trains Pembelajaran ilmiah dibangun dari
systematic and holistic thinking. fakta atau fenomena
The ability to implement scientific learning
using high-level thinking in teachers will be
reflected in a well-organized assessment of
students’ learning outcome
Scientific learning is built from learning
materials based on facts or phenomena that
can be explained by certain logic or
reasoning done by teachers, student
responses, and educational interactions;
encourage and inspire students to think
critically, analytically and appropriately
in identifying, understanding, and solving
the problems, and being able to apply
The aspect of science generic skill that has
been trained was logical frame and symbolic
language in solve stage. In this stage,
students will be directed for group
discussion to collect data for finish the
 (ICMScE 2018) IOP Conf. Series:
Journal of Physics: Conf. Series 1157
(2019) 042018 IOP Publishing
doi:10.1088/1742-6596/1157/4/042018
D Nastiti*, S B Rahardjo and E S Van
Hayus
20 Hasil belajar Miskonsepsi Siswa Pada Materi
pada larutan Larutan Buffer
penyangga
Jurnal Pendidikan: Teori, Penelitian,
dan Pengembangan Volume: 1 Nomor:
12 Bulan Desember Tahun 2016
Halaman: 2307—2313
Widy Ika Parastuti, Suharti, Suhadi
Ibnu
21 Identification of Misconceptions on
Buffer Material Using Three-Tier Test
in the Learning of Multiple
Representation
JISE 7 (1) 2018 : 95-100
Journal of Innovative Science
Education
problem and completing the student
worksheet.
Kesulitan memahami konteks dalam larutan
buffer. Berdasarkan hasil analisis
miskonsepsi dalam larutan buffer salah satu
penyebab adalah siswa kesulitan dalam
memahami konteks larutan buffer. Siswa
cenderung menggunakan salah satu teori
asam basa dalam menjelaskan reaksi asam
basa. Salah satu contoh miskonsepsi yang
disebabkan kesulitan memahami konteks
dalam larutan buffer
Student misconception occurs in all
concepts of buffer material. The identified
misconceptions are the definition and
properties of the buffer solution of 3.421%;
buffer component of 2.149%; working
principle of 2.632%; pH of buffer solution
of 3.596%; and the role of buffer solution of
 Apriliana Drastisianti1,2,
Supartono2, Nanik Wijayati2, Endang
Susilaningsih2
22 Misconception Identification Of Buffer
Solution Concept And Students’
Learning Style
OSR Journal of Research & Method in
Education (IOSR-JRME) e- ISSN:
2320–7388,p-ISSN: 2320–737X Volume
8, Issue 2 Ver. V (Mar. – Apr. 2018),
PP 47-54 www.iosrjournals.org
Abdul Majid1), Usman1), M. Amir1),
Suyono2), Binar Kurnia Prahani3
23 Kurikulum 2013 POGIL berkonteks Socio Scientifik
Issue (SSI) dan literasi sains siswa SMK siswa indonesia adalah dengan memperbaiki
Pros. Seminar Pend. IPA Pascasarjana
UM
Vol 1,2016, ISBN:978-602-9286-21-2
0.965% with a total misconception of
12.763%.
Buffer solution is materials consisting of
concept definitions as well as calculations
that make students feel difficult to solve
problems from each question. So that if
students can not understand the concept of
buffer solution well, moreover if they use
their learning style characteristic in
understanding each concept of buffer
solution, there will be a misconception in
themselves that will reduce student learning
outcomes
Upaya untuk mengatasi kemampuan literasi
pembelajaran sains dengan cara
memasukkan komponen-komponen literasi
sains dalam pembelajaran dan menjadikan
literasi sains sebagai tujuan utama
pendidikan sains