Implementation of Electronic Module Based Multiple Representation on Buffer Solution Materials to Improve Students’ Self-Regulated Learning and Cognitive Learning Outcomes

Authors

Irfan Kamaludin Syam , Isana Supiah Yosephine Louise

DOI:

10.29303/jppipa.v9i10.3656

Published:

2023-10-25

Issue:

Vol. 9 No. 10 (2023): October

Keywords:

Buffer solution, Cognitive learning outcomes, E-module, Multiple representations, Self-regulated learning

Research Articles

Downloads

How to Cite

Syam, I. K., & Louise, I. S. Y. . (2023). Implementation of Electronic Module Based Multiple Representation on Buffer Solution Materials to Improve Students’ Self-Regulated Learning and Cognitive Learning Outcomes . Jurnal Penelitian Pendidikan IPA, 9(10), 7816–7825. https://doi.org/10.29303/jppipa.v9i10.3656
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This research aims to determine the differences between self-regulated learning (SRL) and cognitive learning outcomes (CLO) of students who use multiple representation-based e-modules with students who use other teaching materials without being based on multiple representations on buffer solution materials and to determine the percentage of effective contribution. The subjects of this study were students of class XI MIPA at one of the high schools in Yogyakarta. The sampling technique carried out is cluster random sampling with a quasi-experiment method by posttest-only control group design. The instruments used are questionnaires on self-regulated learning and cognitive learning outcomes. The data analysis technique used in the field test results used Hotelling's Trace test and the results of effective contribution were obtained from the Partial Eta Squared value. The results showed that the significance value of 0.000 < 0.05 so that H0 was rejected, which means that there are differences in SRL and CLO of students between students who use multiple representation-based e-modules and students who use other teaching materials without multiple representations based on buffer solution materials. The percentage of effective contribution of the use of e-modules to SRL by 16.5%, CLO by 11.8%, and SRL and CLO by 20.3%.

References

Agung, F. P., Suyanto, S., & Aminatun, T. (2020). E-Modul gerak refleks berbasis pendekatan kontekstual untuk meningkatkan pemahaman konsep siswa sma. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(3), 279–289. http://dx.doi.org/10.17977/jptpp.v5i3.13238

Aisyah, S., Noviyanti, E., & Triyanto. (2020). Bahan ajar sebagai bagian dalam kajian problematika pembelajaran bahasa indonesia. Jurnal Salaka, 2(1), 62–65. https://doi.org/10.33751/jsalaka.v2i1.1838

Akaygun, S. (2016). Is the oxygen atom static or dynamic? The effect of generating animations on students’ mental models of atomic structure. Chemistry Education Research and Practice, 17(4), 788–807. http://dx.doi.org/10.1039/C6RP00067C

Amalia, R., Yuliyanto, E., & Astuti, A. P. (2020). Pengembangan media pembelajaran android kelarutan dan hasil kelarutan berbasis multipel representasi. Seminar Nasional Edusainstek, 4(1), 160–167. Retrieved from https://prosiding.unimus.ac.id/index.php/edusaintek/article/view/556/559

Andani, D. T., & Yulian, M. (2018). Pengembangan bahan ajar electronic book menggunakan software kvisoft flipbook pada materi hukum dasar kimia di SMA Negeri 1 Panton Reu Aceh Barat. Jurnal IPA & Pembelajaran IPA, 2(1), 1–6. https://doi.org/10.24815/jipi.v2i1.10730

Anggraini, M., Huda, I., Safrida, Rahmatan, H., & Djufri. (2022). Penerapan model multiple representation berbasis somatis, auditory, visual, intelektual terhadap self efficacy peserta didik. Jurnal Pendidikan Sains Indonesia, 10(1), 11–20. https://doi.org/10.24815/jpsi.v10i1.21690

Apriadi, N. N. S., Redhana, I. W., & Suardana, I. N. (2018). Identifikasi miskonsepsi siswa kelas X pada topik reaksi redoks. Jurnal Pendidikan Kimia Indonesia, 2(2), 70–77. http://dx.doi.org/10.23887/jpk.v2i2.16617

Asmiyunda, Guspatni, & Azra, F. (2018). Pengembangan e-modul kesetimbangan kimia berbasis pendekatan saintifik untuk kelas XI SMA/ MA. Jurnal Eksakta Pendidikan (JEP), 2(2), 155–161. https://doi.org/10.24036/jep/vol2-iss2/202

Baptista, M., Martins, I., Conceição, T., & Reis, P. (2019). Multiple representations in the development of students’ cognitive structures about the saponification reaction. Chemistry Education Research and Practice, 20(4), 760–771. https://doi.org/10.1039/c9rp00018f

Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the rasch model fundamental measurement in the human sciences (4th Editio). New York: Routledge.

Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Dordrect: Springer Netherlands.

Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293–307. https://doi.org/10.1039/B7RP90006F

Chittleborough, G., & Treagust, D. F. (2007). The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level. Chemistry Education Research and Practice, 8(3), 274–292. https://doi.org/10.1039/B6RP90035F

Chiu, M.-H., & Wu, H.-K. (2009). The roles of multimedia in the teaching and learning of the triplet relationship in chemistry. In In: Gilbert J.K., Treagust D. (eds) Multiple Representations in Chemical Education. Models and Modeling in Science Education, 4, 251–283. https://doi.org/10.1007/978-1-4020-8872-8_12

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth Edit). Los Angeles: SAGE Publications.

Derman, A., & Ebenezer, J. (2018). The effect of multiple representations of physical and chemical changes on the development of primary pre-service teachers cognitive structures. Research in Science Education, 50(4). https://doi.org/10.1007/s11165-018-9744-5

Devi, N. D. C., VH, E. S., & Indriyanti, N. Y. (2018). Analisis kemampuan argumentasi siswa sma pada materi larutan penyangga. Jurnal Kimia Dan Pendidikan Kimia, 3(3), 152–159. https://doi.org/10.20961/jkpk.v3i3.23308

Dewi, I. G. A. K. K., Suja, I. W., & Sudiatmika, A. A. I. A. R. (2021). Modul kimia berbasis triplechem untuk meningkatkan model mental peserta didik. Jurnal Pendidikan Kimia Undiksha, 5(2), 60–66. https://doi.org/10.23887/jjpk.v5i2.37401

Fadloli, M., Kusumo, E., & Kasumi. (2019). Pengembangan model pembelajaran blended learning berbasis edmodo untuk pembelajaran kimia yang efektif. Jurnal Chemistry in Education, 8(1), 2019. Retrieved from https://journal.unnes.ac.id/sju/index.php/chemined/article/view/23124

Farida, I. (2009). The importance of development of representational competence in chemical problem solving using interactive multimedia. Proceeding of The Third International Seminar on Science Education “Challenging Science Education in The Digital Era", 259–277. Retrieved from http://digilib.uinsgd.ac.id/9954/3/The_Importance_of_Development_of_Represe.pdf

Gabby, S., Avargil, S., Herscovitz, O., & Dori, Y. J. (2016). The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes. Chemistry Education Research and Practice, 18(1), 214–232. https://doi.org/10.1039/C6RP00193A

Gevi, G. R., & Andromeda, A. (2019). Pengembangan e-modul laju reaksi berbasis inkuiri terbimbing terintegrasi virtual laboratory untuk sma/ma. EduKimia Journal, 1(1), 53–61. https://doi.org/10.24036/ekj.v1.i1.a8

Gkitzia, V., Salta, K., & Tzougraki, C. (2011). Development and application of suitable criteria for the evaluation of chemical representations in school textbooks. Chemistry Education Research and Practice, 12(1), 5–14. https://doi.org/10.1039/c1rp90003j

Hamdi, Halim, A., & Pontas, K. (2015). Pengembangan dan penerapan modul pembelajaran materi teori dasar bentuk muka bumi untuk meningkatkan kognitif mahasiswa pendidikan mipa fkip unigha sigli. Jurnal Pendidikan Sains Indonesia, 3(2), 22–34. Retrieved from http://jurnal.unsyiah.ac.id/JPSI/article/view/7676/6303

Handayanti, Y., Setiabudi, A., & Nahadi, N. (2015). Analisis profil model mental siswa sma pada materi laju reaksi. Jurnal Penelitian Dan Pembelajaran IPA, 1(1), 107–122. Retrieved from http://dx.doi.org/10.30870/jppi.v1i1.329

Harefa, N., & Silalahi, N. F. D. (2020). Improvement of student’s learning outcomes and motivation with chemical practicum e-module. Jurnal Pendidikan Kimia, 12(1), 10–19. https://doi.org/10.24114/jpkim.v12i1.17708

Hurrahman, M., Erlina, E., Melati, H. A., Enawaty, E., & Sartika, R. P. (2022). Pengembangan e-modul berbasis multipel representasi dengan bantuan teknologi augmented reality untuk pembelajaran materi bentuk molekul. Jurnal Pendidikan Sains Indonesia, 10(1), 89–114. https://doi.org/10.24815/jpsi.v10i1.22579

Julia, D., Rosilawati, I., & Efkar, T. (2016). Pengembangan modul berbasis multipel representasi pada materi garam hidrolisis. Jurnal Pendidikan Dan Pembelajaran Kimia, 5(3), 65–76. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPK/article/view/11741

Justi, R. S., & Gilbert, J. K. (2002). International journal of modelling , teachers ’ views on the nature of modelling , and implications for the education of modellers. Journal of Science Education, 24(4), 369–387. https://doi.org/10.1080/09500690110110142

Khattree, R., & Naik, D. N. (2000). Applied multivariate statistics (Second Edi). USA: SAS Institue Inc and John Wiley & Sons Inc.

Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representationl competence. In JK. Gilbert (Ed.), Visualization in Science Education, 1, 121–145. Retrieved from https://doi.org/10.1007/1-4020-3613-2_8

Kusumaningsih, W., Darhim, Herman, T., & Turmudi. (2018). Improvement algebraic thinking ability using multiple representation strategy on realistic mathematics education. Journal on Mathematics Education, 9(2), 281–290. https://doi.org/10.22342/jme.9.2.5404.281-290

Li, M.-C., & Tsai, C.-C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22(6), 877–898. https://doi.org/10.1007/s10956-013-9436-x

Li, W. S. S., & Arshad, M. Y. (2014). Application of multiple representation levels in redox reactions among tenth grade chemistry teachers. Journal of Turkish Science Education, 11(3), 35–52. https://doi.org/10.12973/tused.10117a

Linda, R., Zulfarina, Mas’ud, & Putra, T. P. (2021). Peningkatan kemandirian dan hasil belajar peserta didik melalui implementasi e-Modul interaktif ipa terpadu tipe connected pada materi energi SMP/MTs. Jurnal Pendidikan Sains Indonesia, 9(2), 191–200. https://doi.org/10.24815/jpsi.v9i2.19012

Mardhiyana, D., & Nasution, N. B. (2018). Kesiapan mahasiswa pendidikan matematika menggunakan e-learning dalam menghadapi era revolusi industri 4.0. Seminar Nasional Pendidikan Matematika Ahmad Dahlan, 6, 31–35. Retrieved from http://seminar.uad.ac.id/index.php/sendikmad/article/view/1034

Marsita, R. A., Priatmoko, S., & Kusuma, E. (2010). Analisis kesulitan belajar kimia siswa SMA dalam memahami materi larutan penyangga dengan menggunakan two-tier multiple choice diagnostic instrument. Jurnal Inovasi Pendidikan Kimia, 4(1), 512–520. Retrieved from https://doi.org/10.15294/jipk.v4i1.1308

Mentari, L., Suardana, I. N., & Subagia, I. W. (2014). Analisis miskonsepsi siswa SMA pada pembelajaran kimia untuk materi larutan penyangga. E-Journal Kimia Visvitalis Universitas Pendidikan Ganesha, 2(1), 76–87. Retrieved from http://dx.doi.org/10.23887/jjpk.v1i1.3975

Mufida, L., Subandowo, M., & Gunawan, W. (2022). Pengembangan e-modul kimia pada materi struktur atom untuk meningkatkan hasil belajar. JIPI (Jurnal Ilmiah Penelitian Dan Pembelajaran Informatika), 7(1), 138–146. https://doi.org/10.29100/jipi.v7i1.2498

Mujakir, & Rusydi. (2019). Pembelajaran kimia inovatif untuk melatih menjelaskan dan menyelesaikan masalah larutan pada peserta didik MAN di Aceh. Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan Dan Pengajaran, 20(1), 38–57. Retrieved from http://dx.doi.org/10.22373/jid.v20i1.4450

Nastiti, R. D., Fadiawati, N., Kadaritna, N., & Diawati, C. (2012). Development module of reaction rate based on multiple representations. Jurnal Pendidikan Dan Pembelajaran Kimia, 1(2), 1–15. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JPK/article/view/239/100

Nurhujaimah, R., Kartika, I. R., & Nurjaydi, M. (2016). Analisis miskonsepsi siswa kelas XI SMA pada materi larutan penyangga menggunakan instrumen tes three tier multiple choice. Jurnal Penelitian Dan Pendidikan, 19(1), 15–28. Retrieved from https://doi.org/10.20961/paedagogia.v19i1.36090

Nurusshobah, Leny, & Winarti, A. (2018). Penerapan model inkuiri terbimbing (it) terhadap pemahaman konsep mikroskopis larutan penyangga peserta didik kelas XI MIPA MAN 2 Model Banjarmasin. Prosiding Seminar Nasional Pendidikan Kimia “The Innovation of Chemistry in Confronting Disruption Era to Build Excellent and Productive Generation,†117–123. Retrieved from http://eprints.ulm.ac.id/4939/1/10-.pdf

Olimpo, J. T., Kumi, B. C., Wroblewski, R., & Dixon, B. L. (2015). Examining the relationship between 2D diagrammatic conventions and students’ success on representational translation tasks in organic chemistry. Chemistry Education Research and Practice, 16(1), 143–153. https://doi.org/10.1039/C4RP00169A

Pallant, J. (2020). SPSS survival manual (7 Edition). Australia: Taylor & Francis Group.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4

Rau, M. A. (2015). Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representation. Chemistry Education Research and Practice, 16(3), 654–669. https://doi.org/10.1039/C5RP00065C

Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/10.1016/j.edurev.2010.12.001

Ristiyani, E., & Bahriah, E. S. (2016). Analisis kesulitan belajar kimia siswa di SMAN X Kota Tangerang Selatan. Jurnal Penelitian Dan Pembelajaran IPA, 2(1), 18–29. https://doi.org/10.30870/jppi.v2i1.431

Salirawati, D. (2011). Pengembangan instrumen pendeteksi miskonsepsi kesetimbangan kimia pada peserta didik SMA. Jurnal Penelitian Dan Evaluasi Pendidikan, 15(2), 232–249. https://doi.org/10.21831/pep.v15i2.1095

Smith, J. K. (2005). Reconsidering reliability in classroom assessment and grading. Educational Measurement: Issues and Practice, 22(4), 26–33. https://doi.org/10.1111/j.1745-3992.2003.tb00141.x

So, W. W. M., Chen, Y., & Wan, Z. H. (2019). Multimedia e-learning and self-regulated science learning: A study of primary school learners ’experiences and perceptions. Journal of Science Education and Technologgy, 28(5), 508–522. https://doi.org/10.1007/s10956-019-09782-y

Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th Ed). New York: Routledge. https://doi.org/10.4324/9780203843130

Stieff, M. (2011). Improving representational competence using molecular simulations embedded in inquiry activities. Journal of Research in Science Teaching, 48(10), 1137–1158. https://doi.org/10.1002/tea.20438

Stojanovska, M., Petruševski, V. M., & Šoptrajanov, B. (2014). Study of the use of the three levels of thinking and representation. Contributions, Section of Natural, Mathematical and Biotechnical Sciences, 35(1), 37–46. https://doi.org/10.20903/csnmbs.masa.2014.35.1.52

Suja, I. W., Yuanita, L., & Ibrahim, M. (2017). Implementation impact of the triplechem learning model on personal and social attitudes of chemistry prospective teachers. Journal of Education Research and Evaluation, 1(4), 269–275. http://dx.doi.org/10.23887/jere.v1i4.12556

Sumintono, B., & Widhiarso, W. (2014). Aplikasi model rasch untuk penelitian ilmu-ilmu sosial. Cimahi: Trim Komunikata Publishing House.

Sunyono, Yuanita, L., & Ibrahim, M. (2013). Efektivitas model pembelajaran berbasis multipel representasi dalam membangun model mental mahasiswa topik stoikiometri reaksi. Journal of Progressive Education, 3(1), 73–87. Retrieved from http://jurnal.fkip.unila.ac.id/index.php/jpp/article/view/5336/3339

Suyoso, & Nurohman, S. (2014). Pengembangan modul elektronik berbasis web sebagai media pembelajaran fisika. Jurnal Kependidikan, 44(1), 73–82. https://doi.org/10.21831/jk.v44i1.2193

Syarifuddin, M. K., & Dwiningsih, K. (2020). The validity multimedia interactive bases android on ionic bond material. Journal of Chemistry Education Research, 4(2), 63–70. https://doi.org/10.26740/jcer.v4n2.p63-70

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

Treagust, D., Chittleborough, G., & Mamiala, T. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368. https://doi.org/10.1080/0950069032000070306

Triyono, M. B. (2015). The indicators of instructional design for e- learning in indonesian vocational high schools. Procedia-Social and Behavioral Sciences, 204, 54–61. https://doi.org/10.1016/j.sbspro.2015.08.109

Wallace, R. M. (2003). Online Learning in higher education: A review of research on interactions among teachers and students. Education, Communication & Information, 3(2), 241–280. https://doi.org/10.1080/14636310303143

Wiyarsi, A., Sutrisno, H., & Rohaeti, E. (2018). The effect of multiple representation approach on students’ creative thinking skills: A case of “Rate of Reaction†topic. Journal of Physics: Conference Series, 1097(1), 1–9. https://doi.org/10.1088/1742-6596/1097/1/012054

Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 465–492. https://doi.org/10.1002/sce.10126

Zhang, J., Cai, Z., Zhao, Z., & Ji, K. (2017). Cell phone-based online biochemistry and molecular biology medical education curriculum. Medical Education Online, 22(1). https://doi.org/10.1080/10872981.2017.1374135

Author Biographies

Irfan Kamaludin Syam, Universitas Negeri Yogyakarta

 

 

Isana Supiah Yosephine Louise, Yogyakarta State University

License

Copyright (c) 2023 Irfan Kamaludin Syam

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. 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 Jurnal Penelitian Pendidikan IPA.
  3. 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 (See The Effect of Open Access).