Pengaruh Pendekatan Simple Explicit Animation (SEA) Terhadap Kemampuan Berpikir Logika Mahasiswa Pada Matakuliah Kimia Organik
DOI:
https://doi.org/10.33394/hjkk.v3i1.665Keywords:
SEA (Simple Explicit Animation), Kemampuan Berpikir Logika, Kimia Organik.Abstract
Karakteristik matakuliah kimia organik banyak mengandung konsep abstrak yang berimpilikasi pada rendahnya motivasi, minat belajar mahasiswa, dan dosen pengampu matakuliah seringkali kesulitan dalam menguraikan konsep pada tataran mikroskopis yaitu proses perpindahan elektron dalam sebuah reaksi senyawa organik. Berdasarkan fakta tersebut maka diperlukan suatu pendekatan pembelajaran yang tepat untuk mengajarkan materi mekanisme reaksi organik. Salah satu pendekatan yang efektif untuk diterapkan adalah pendekatan pembelajaran SEA (Simple Explicit Animation). Pembelajaran SEA memiliki media animasi yang mampu memvisualisasikan konsep abstrak yang tidak dapat diamati indera penglihatan secara langsung. Tujuan penelitian ini adalah untuk mengetahui pengaruh pendekatan pembelajaran SEA terhadap kemampuan berpikir logika mahasiswa pada matakuliah kimia organik. Jenis penelitian yang digunakan adalah penelitian eksperimen semu. Adapun desain penelitian yang digunakan adalah posttest only control group design. Dalam rancangan penelitian ini, tehnik pengambilan sampel yang digunakan adalah tehnik purposive sampling, sehingga diperoleh sampel sebanyak dua kelompok yaitu satu kelompok dengan eksperimen dan satu dengan kelompok kontrol. Pada penelitian ini instrumen penelitian yang digunakan adalah tes kemampuan berpikir logika melalui soal essay. Berdasarkan hasil uji coba insrumen, diperoleh validitas soal sebesar 0,80 dengan kategori tingkat validitas tinggi sedangkan reliabelitas soal sebesar 0,86 dengan kategori reliabelitas sangat tinggi. Hasil penelitian yang telah dilakukan dapat disimpulkan bahwa terdapat pengaruh kemampuan berpikir logika mahasiswa yang diajar menggunakan pendekatan SEA dibandingkan pembelajaran konvensional. Skor kemampuan berpikir logika mahasiswa lebih tinggi yang diajar menggunakan pendekatan SEA dibandingkan pembelajaran konvensional.
References
Ardac, D., & Akaygun, S. 2005. Using Static and Dynamic Visuals to Represent Chemical Change at Molecular Level. International Journal of Science Education, 27(11), 1269-1298.
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Ballstaedt SP, Mandl H, Molitor S. 1989. Problems in Knowledge Acquistion From Text and Pictures. In: Levin JR, Mandl H (eds) Knowledge Acquisition From Text and Pictures. Elsevier, Amsterdam,pp 3–29.
Bayram, H & Comek,A. 2009. Examining the Relations Between Science Attitudes, Logical Thinking Ability, Informations Literacy and Academy Achievement Through Internet Assisted Chemistry Education. Journal Procedia Social And Behavioral Sciences. 1: 1526-1532.
Dahar, Ratna Wilis. 2011. Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.
Gatot pramono, 2008. Pemanfaatan Multimedia Pembelajaran. Depdiknas: Pusat Teknologi Informasi dan Komunikasi.
Gilbert, J. K., & Treagust, D. 2009. Introduction: Macro, Submicro and Symbolic Representations and the Relationship Between them: Key Models in Chemical Education. In J. K. Gilbert & D. Treagust (Eds.), Multiple Representations in Chemical Education. The Netherlands: Springer.
Gilbert J, Priest M. 1997. Models and Discourse: a Primary School Science Class Visit To a Museum. International Journal of Science Education, 81(6):749–762.
Gilbert JK, Boulter CJ, Elmer R. 2000. Positioning Models in Science Education and in Designing and Technology Education. In: Gilbert JK, Boulter CJ (eds) Developing Models in Science Education. Kluwer, Boston, pp 3–18.
Jones, L. L., Jordan, K. D., & Stillings, N. A. 2005. Molecular Visualization in Chemistry Education: The Role of Multidisciplinary Collaboration. Journal Chemistry Education Research and Practice, 6(3), 136-149.
Kozma R, Russell J. 2007. Students Becoming Chemists: Developing Representational Competence. In: Gilbert J (ed) Visualization in Science Education. Kluwer, London, pp 121–146.
Levy, D. E. 2008. Arrow Pushing in Organic Chemistry. New Jersey: John Wiley & Sons.
Maryanto, Budi. 2010. Pengaruh Media Animasi Terhadap Penguasaan Konsep Sistem Sirkulasi Pada Siswa XI IPA SMA N 1 Indralaya. (Online) (http://pdfsearchpro.com/pdf/media-animasi-budi-maryanto.html, diakses tanggal 7 November 2014).
Montes, I., Prieti, J.A., & Garcia, M. 2002. Using Molecular Modeling in the Organic Chemistry Course for Majors. Journal of the Chemical Educator, 7: 293-296.
Plass, J. L., Milne, C., Homer, B. D., Schwartz, R. N., Hayward, E. O., Jordan, T., Verkuilen, J., Ng, F., Wang, Y., & Barrientos, J. 2012. Investigating the Effectiveness of Computer Simulations for Chemistry Learning. Journal of Research in Science Teaching, 49(3), 394-419.
Sagala, Syaiful. 2012. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Saunders AC. 1994. Graphics and How They Communicate. In: Dwyer FM, Moore DM (eds) Visual Literacy: a Spectrum of Visual Learning. Educational Technology Publications, Englewood Cliffs, NJ, pp 183–192.
Stieff, M. 2011. Improving Representational Competence Using Molecular Simulations Embedded in Inquiry Activities. Journal of Research in Science Teaching, 48(10), 1137-1158.
Sugiyono. 2011. Metode Penelitian Administrasi. Bandung: Alfabeta.
Talib, O., Nawawi, M., Zah, W., Ali, W., & Mahmud, R. (2012). Simple Explicit Animation (SEA) Approach in Teaching Organic Chemistry. Procedia-Social and Behavioral Sciences, 69 (Iceepsy), 227–232. doi:10.1016/j.sbspro.2012.11.403.
Williamson, V. M., & Abraham, M. R. 1995. The Effects of Computer Animation on the Particulate Mental Models of College Chemistry Students. Journal of Research in Science Teaching, 32(5), 521-534.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Hydrogen: Jurnal Kependidikan Kimia agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licensing for Data Publication
Hydrogen: Jurnal Kependidikan Kimia uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data: Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default) Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
