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Jurnal
Syntax Admiration |
Vol.
3 No. 10 October 2022 |
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p-ISSN :
2722-7782 e-ISSN : 2722-5356 |
Technical Social |
THE DEVELOPMENT OF INNOVATIVE LEARNING RESOURCES
WITH PROJECT TO IMPROVE STUDENT CRITICAL THINKING SKILL ON THE TEACHING OF
DISTILLATION
Grace Elisabeth Damanik, Manihar Situmorang
Department of
Chemistry, Universitas Negeri Medan
Email:
[email protected], [email protected]
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ARTICLE INFO |
ABSTRACT |
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Received 06 September 2022 Revised 08 October 2022 Published 14 October 2022 |
National education
in Indonesia is designated as one of the national development departments to
educate the nation's life. Learning innovation in the learning process in the
classroom is needed to improve student achievement. This research has a goal,
namely to develop a project-based learning resource innovation in the form of
Module in distillation subjects. in order to know its effectiveness to
improve critical thinking skills and student learning outcomes. The model
used in this research is ADDIE with three cycles in the implementation phase.
The results of the development of project-based MFIs have an average
according to BSNP standards = 85% with very feasible criteria and an N-gain
score of 0.77, the proportion of 77.8% which states that project-based MFIs
have high effectiveness. The field trial of the first cycle of the project
design obtained the same value with M1 = 50; M2 = 89.37; M3 = 90.48; M4 =
score 90.66 M4 > M3 > M2 >M1 which shows an increase in students'
abilities in the refining learning process. the results of the pretest and
posttest obtained the results of Mpostes = 46.25 and Mpostes = 88.23, so the
test results show t count > t table which means H0 is rejected and Ha is
accepted. project development results. based on the results of the
calculation of the correlation between critical thinking skills and student
learning outcomes obtained rxy count = 0.0066 with rxy table = 0.497 so that
rxy count < rxy table then H0 is rejected and Ha is accepted with a positive
correlation level with the conclusion that there is a relationship between
critical thinking ability and student learning outcomes taught by the LKM
developed on distillation material. |
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Keywords: Module, project-based
learning,distillation,critikal thinking,ADDIE. |
Introduction
National education in Indonesia has been set as
one of the national development sectors to educate the life of the nation (Sutiani et al., 2017). one of the efforts that can be done to improve students' critical
thinking skills is the use of project-based innovative learning resources (Safitri, 2022). In project-based chemistry learning, there are practical activities.
The commitment to implement competence based curriculum suited to the National
Qualifications Framework (in Indonesian Kerangka Kualifikasi Nasional
Indonesia, KKNI) requires improvement in the teaching and learning activities
toward outcomes based learning in accordance to the learning purposes (Simaremare et al., 2018). Learning innovation in the classroom teaching process really needs to
be done to improve student learning achievement (Parulian & Situmorang, 2013).
According to (Novita & Kasrawati, 2019) entitled Improving Student Chemistry Learning Outcomes on the Subject
of Colloidal Systems Using Project Based Learning Innovative Chemistry
Textbooks states that innovative chemistry books encourage students to study
independently and make students study intensively so as to improve student
learning outcomes.
According to (Sutrio et al., 2020), With high critical thinking skills, students will be able to achieve
the competency standards set in the curriculum.�
Research that is relevant to this research is the research conducted by (Situmorang, 2014) in 1011 which states that �Project-based learning is proven to be able
to develop students' critical thinking skills. Students have been directly
involved in planning, implementation, and reporting.� From the description presented, researchers
are interested in conducting research with the title �The Development of
Innovative Learning Resources with Project to Improve Student Critical Thinking
Skill on The Teaching of distillation� With the aim of developing innovative
project-based learning resources in the form of LKM in distillation subjects.
to determine its effectiveness in improving critical thinking skills and
student learning outcomes. The model used in this study is ADDIE with three
cycles in the implementation phase.
Method
Researchers conducted research at the Department of
Chemistry, Faculty of Mathematics and Natural Sciences, Unimed, specifically
using laboratory facilities.�
Determination of this location is based on relevance to the purpose of
this study.� Implementation time in
July-September 2021 odd semester 2021/2022 Academic Year. Population in this
study are: All students majoring in chemistry UNIMED semester V academic year
2021/2022. All chemistry lecturers at the Unimed and All Analytical Separation
book of Distillation
This type of research is Research and Development ( R
& D ). This model consists of five steps, namely: (1) analysis, (2) design,
(3) development,(4) implementation, and (5) evaluation.
Hypotesis Testing
Research data processing is done with the excel
application. and use the arithmetic formula.
1.
Normality Test
2.
Homogenity Test
3.
t test Testing
Results and Discussion
A.
Analysis
Stage
Through the
results of this needs analysis, the learning resource developed in this
research is a project-based E- Module on the subject of distillation.
B.
Design
Phase
1. Drafting
an MFI
The draft LKM
made was adapted to the LKM component, the project-based learning component,
the results of the analytical chemistry GBPP analysis, the results of the
analysis of learning resources used in the learning process and the learning
situation during the COVID-19 pandemic.
2. Compile
MFI material content
The content of
the MFI material is compiled by collecting appropriate materials from various relevant
sources such as books, journals and blogs.
3. Assemble
mini project assignments
4. Prepare
project assignment assessments
C.
Development
stage
The first namely
product development in the form of project-based MFIs based on the analysis and
design that have been carried out in the previous stage.� Making the cover of the MFI is done with the
help of Microsoft Word, namely insert-shape. The second stage of this process
is the development of MFIs that focus on the mini-projects that have been
designed. The third stage is designing student assignments to create mini
projects based on videos that have been presented in the LKM. Final stage of
development. After being validated by an expert validator and declared suitable
for use in the refining learning process.
D.
Distillation
teaching mini project
The
mini-projects that have been prepared are based on the consideration that (1)
the mini-projects are designed in such a way that they can be carried out
easily, (2) this project can be implemented by following the project procedures
provided in the MFI, (3) this project is designed using natural materials that
easily available in the surrounding environment and (4) mini projects that are
designed to have alternative tools and materials so that they are easy to carry
out.
|
No |
Sub Topic |
Project |
project title |
|
1 |
Simple Distillation |
Project I |
Separation
of Alcohol in Tapai |
|
2 |
Fractional Distillation |
Project II |
Separation of Ethanol and
Methanol |
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3 |
Steam Distillation |
Project III |
Distillation of Bay Leaf |
E. Standardization of project-based innovative learning resources
From the diagram, we know that the
validation results by the validator, namely lecturers have an average of 82%
for the content feasibility aspect, 88% for the language feasibility aspect,
82% for the
presentation feasibility aspect, and
88% for the graphic aspect. With an average overall aspect of 85% which is included
in the Eligible criteria. Furthermore, the results of student responses
regarding the MFI developed by researchers with the results that the material
aspect is 88%, the benefit aspect is 88%, the media aspect is 74% with an
average overall aspect of 83% in the decent category. It can be seen in the
following diagram 2.
F. Implementation of project-based innovative learning
The implementation stage is the stage
of implementing project-based E- LKM as a result of development into learning
activities for the subject of distillation.
|
Assesment |
Rata-Rata |
|
Initial Proposal |
50 |
|
Final Proposal |
89 |
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Psychomotoric |
90 |
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Project Report |
91,3 |
|
Video Project |
90 |
G. Evaluation stage
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No |
Average |
N-gain ��Score |
% N-gain |
Criteria |
|
|
1 |
Pretest |
Postes |
|||
|
46.25 |
88.43 |
0.77 |
77.8 |
Tall |
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Conclusion
In developing innovative learning resources with
project-based improvement of students' critical thinking skills, this research
was carried out in several stages, namely the analysis stage, design stage,
development stage, implementation stage and evaluation stage.
In this study, there are three mini projects that can be
developed on distillation materials, namely Separation of Alcohol in Tapai,
Separation of Ethanol and Methanol, Distillation of Bay Leaf.
The MFI developed by the researcher meets the BNSP
eligibility standards, has an average of 82% for the content feasibility
aspect, 88% for the language feasibility aspect, 77% for the presentation
feasibility aspect, and 88% for the graphic aspect. With an average overall
aspect of 84% which is included in the Eligible criteria. Student
responses to the LKM with a mini project developed by researchers received a positive
and good response.
In this study, students' critical thinking skills and
student learning outcomes were carried out using project-based learning
resources on distillation material. Project-based
learning resources can be said to be effective through increasing critical
thinking and student learning outcomes, namely the N-gain value of 0.77 which
is included in the high category.
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Copyright holder : Grace Elisabeth Damanik,
Manihar Situmorang (2022) |
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First publication right
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Admiration This article is licensed under: |