Resti Yektyastuti, et.al. The Development Of
… ISBN. 978-979-99314-8-1
CE-88 Quality mobile game Brainchemist is also rated by the students, but without including
aspect of subject matter. The result of the quality assessment by the students shows an average score of 80.76. Based on the ideal assessment criteria table, this score qualifies Very Good
because it lies within the range of score 79.8. Maximum score mobile game quality assessment Brainchemist by students is 95, so that the average score of 80.76 indicates the
ideal percentage of 85. Details of student assessment results can be seen in Table 2. Table 2. Quality Assessment of Mobile Game Brainchemist
by High School Student No
Assessment Aspect
Average Score
Range of Score
Quality Categories
Maximum Score
Ideal Percentage
1. Language 8.16
6.8 ≤8.4 Good
10 81.60
2. Operating Process 17.16
16.8 Very Good
20 85.80
3. Audio and Visual 34.04
33.6 Very Good
40 85.10
4. Software Design 21.40
21 Very Good
25 85.60
Overall Score 80.76
79.8 Dery Good
95 85
The comparison of the ideal percentage of each aspects in quality assessment of mobile game Brainchemist, both based on the chemistry teachers and high school students is
presented in Figure 3.
Figure 3. Ideal Percentage of Mobile Game “Brainchemist”
Data of student’s responses indicate that mobile game Brainchemist is interesting, joyfull, and make chemistry learning more attractive. Although the subject matter presented in the mobile
game is limited and can not be used to measure mastery learning, generally this game can be
81.6 85.8
85.1 85.6
92.33 86
89 85.5
91.2
65 70
75 80
85 90
95 100
Id ea
l p er
ce ntag
e
Student Teacher
Very Good
Good
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-89 used as a learning media that support the learning process for reaction rate and chemical
equilibrium. This game has met the criteria of good learning media according to Mulyanta, they are relevance, convenience, attractiveness, and benefit.
CONCLUSION
Mobile game “Brainchemist” as chemistry learning media for senior high school on reaction rate and chemical equilibrium has successfully developed through analysis, design,
development, and implementation steps. Quality of mobile game Brainchemist as chemistry learning media based on chemistry teacher assessment shows an average score of 110.6 Based
on the ideal assessment criteria table, this score qualifies Very Good because it lies within the range of scores X 105. Maximum score mobile game quality assessment Brainchemist by
teachers is 125, so the average score of 110.6 indicates the ideal percentage of 88.48. Quality of mobile game Brainchemist as chemistry learning media based on high school student
assessment shows an average score of 80.76. Based on the ideal assessment criteria table, this score qualifies Very Good because it lies within the range of score X 79.8. Maximum score
mobile game quality assessment Brainchemist by students is 95, so that the average score of 80.76 indicates the ideal percentage of 85. Based on this assessment, the mobile game
Brainchemist fit for using as chemistry learning media for senior high school on reaction rate and chemical equilibrium. Students assume the media is interesting, joyfull, and make chemistry
learning more attractive.
REFERENCES
Azhar Arsyad. 1996. Media Pembelajaran. Jakarta: RajaGrafindo Persada. Bermani Munthe. 2009. Desain Pembelajaran. Yogyakarta: Pustaka Insan Madani.
Cahya Dwi Wahyudi. 2010. Pengembangan Permainan Who Wants to be a Great Chemist? sebagai Media Pembelajaran Kimia untuk Siswa Kelas XI. Skripsi Program Studi
Pendidikan Kimia FMIPA UNY. Daryanto. 2010. Media Pembelajaran. Yogyakarta: Penerbit Gava Media.
Dewi Padmo. 2004. Teknologi Pembelajaran. Jakarta: Pusat Teknologi Komunikasi dan Informasi Pendidikan.
Dwi Andi Susanto. 2012. Pengguna Android di Tahun 2012 Meningkat 4x Lipat. Downloaded from
http:www.m.merdeka.comteknonogipengguna-android-di-tahun-2012- meningkat-4x-lipat.html.
Eko Putro Widoyoko. 2011. Evaluasi Program Pembelajaran. Yogyakarta: Pustaka Pelajar. George Boeree. 2009. Metode Pembelajaran dan Pengajaran. Penerjemah Abdul Qodir
Shaleh. Yogyakarta: Ar-ruzz Media. Malachowski. 2002. ADDIE Based Five-Step,Method Towards Instructional Design. Diambil
pada 23 Februari 2012 dari http:fog.ccsf.cc.ca.us~mmalachoOnLineADDIE.html
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… ISBN. 978-979-99314-8-1
CE-90 Punaji Setyosari. 2012. Metode Penelitian Pendidikan dan Pengembangan. Jakarta: Kencana
Prenada Media Group. Stephanus Hermawan S. 2011. Mudah Membuat Aplikasi Android. Yogyakarta: Penerbit
ANDI. Sugiyono. 2007. Metode Penelitian Kuantitatif Kualitatif dan RD. Bandung: Penerbit
Alfabeta. Tim Pengembang JENI. 2008. Permainan Edukatif Berbasis Mobile Sebagai Media
Pembelajaran Matematika dan Bahasa Inggris. Taporan Penelitian Tava Education Net
ork Indonesia . http:www.eclipse.org
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-91
CE-12 IMPLEMENTATION OF GUIDED-INQUIRY TO PROMOTE STUDENTS’
METACOGNITIVE SELF REGULATION IN XI GRADE
Rusly Hidayah, Fitria Dwi Lestari
Chemistry Education, Faculty of Mathematics and Sciences Surabaya State University, Jl. Ketintang, Surabaya
ABSTRACT
This study aims to describe the ability of metacognitive self-regulation of XI grade students of SMAN 2 Lamongan after implementation guided inquiry learning model on
reaction rates material. One group pretest-postest design was used in research. Students in XI grade of SMAN 2 Lamongan as result subject. Metacognitive Activities Inventory
MCA-I used as pretest and postest instruments while achievement, metacognitive test and interviews test were conducted in the end of learning. Non-test instruments were
class management and students activities observation sheets. The results showed that the students self-regulation has increased especially in monitoring, followed by evaluating
and planning skill. As many as 66.67 students in low level jump to moderate and 13.04 students in moderate jump to high level. This result are supported with students
learning outcomes that can reach classically mastery of learning is 86.11, metacognitive test and interview that show same level as in MCA-I data, students activities during
learning shows that the activities support self-regulation in monitoring skill dominantly, implementation of guided inquiry is effective with good and very good criteria, so it can
promote metacognitive self-regulation.
Keywords: guided-inquiry, metacognitive self –regulation
INTRODUCTION
Quality of education in Indonesia so far remained much improved in comparison with the quality of education in other countries. One of the data about quality of education related to
the Human Development Index HDI. HDI data released by the United Nations Development Program UNDP on November 2, 2011, it appears that Indonesia is in the bottom rank among
the ASEAN countries. Indonesia is categorized as a country with the Medium Human Development and only ranks 124 of 187 countries in the world.
Indonesias lack of achievement has been the concern of many educators. The government has organized the improvements improve the quality of education. But it seems not
give satisfactory results. These results should be recognized for education in Indonesia is only visible from the ability to memorize facts, concepts, theories or laws. Although many children
are able to present a good level of memorization of the material it receives but in fact they often do not understand the substance of the material Pusat Kurikulum Badan Penelitian Dan
Pengembangan Departemen Pendidikan Nasional, 2007. Students lack of understanding is also because students do not have the awareness about how to learn Pusat Kurikulum Badan
Penelitian Dan Pengembangan Departemen Pendidikan Nasional, 2007. If students are able to understand how to learn or understand how to apply metacognitive skill when studying a variety
of subjects including chemistry then received information can transfer into long-term memory and will be more meaningful.
Based on the results of student questionnaire on metacognitive abilities, as much as
Rusly Hidayah, et.al. Implementation Of …
ISBN. 978-979-99314-8-1
CE-92 14.28 of students who use the planning skills, 17.85 of students who use the monitoring
skill, and 25 of students who use evaluating skill. Beside that, results of interviews with 28 students of SMA Negeri 2 Lamongan in Class XI IPA 5 as much as 53.57 of students stated
that the reaction rate of the material is a difficult material. Generally, based on the results of student questionnaire above , shows that the self -
regulatory metacognitive skill of students of class XI IPA 5 SMAN 2 Lamongan is still low with a percentage of less than 50. This is because there are now learning chemistry is still not able
to develop metacognitive skill of the students self-regulation. Based on the above explanation, it seems clear that the related process of learning, metacognitive skill which includes planning,
monitoring, and evaluating skills should always be empowered. One of the ways is through the implementation of Guided Inquiry Learning Model.
Guided inquiry learning model is chosen because it needs active role of students in learning so that students are expected to use metacognitive abilities as much as possible and also
in implementation of guided inquiry, the teachers still provide direction and guidance to the students. And it absolutely makes the students become more focused on the process of
investigation conducted. Based on the background above, the problem can be formulated: 1. How about
activities of students in XI grade SMA Negeri2 Lamongan after implementation of guided inquiry learning model in reaction rates material? 2 How about feasibility of guided inquiry
learning model in reaction rates material in XI grade SMA Negeri 2 Lamongan? 3. How about learning outcomes of students XI grade SMA Negeri 2 Lamongan after implementation of
guided inquiry learning model in reaction rates material? The purpose of this research: 1. To describe activities of students in XI grade SMA
Negeri 2 Lamongan after implementation of guided inquiry learning model in reaction rates material 2 To describe feasibility of guided inquiry learning model in reaction rates material in
XI grade SMA Negeri 2 Lamongan 3To know learning outcomes of students XI grade SMA Negeri 2 Lamongan after implementation of guided inquiry learning model in reaction rates
material.
Research Method
This research is a pre-experimental design with the objects are students of XI Grade of SMAN 2 Lamongan. The design study is one group pretest-posttest. The design of this study
can be described as follows: Sugiyono, 2010: 75
Explanation: O
1
: Pretest score of metacognitive self- regulation of students X : Treatment
O
2
: Postest score of metacognitive self- regulation of students Learning device used in this study were developed by the researchers themselves which will be
validated by the chemistry lecturer. The device consists of: a Syllabus b Lesson Plan c Students Worksheet
While the research instrument used in this study include: a Metacognitive Activities Inventory MCA-I b Metacognitive skill test c Interview Sheet d Observation sheet e Students
Learning Outcomes Test. Data analysis that is used in this research is explained below:
a. Analysis of MCA-I There are two techniques of analysis used in this study, which is the first quantitative
data analysis techniques to determine whether there is any effect of implementation of guided inquiry learning model of the metacognitive self-regulation skill of students. Previously
calculated values of metacognitive self-regulation skill of students with the following
O
1
X O
2
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-93 procedures:
1 The score of students metacognitive self - regulation is obtained by calculating the total score of the students answers on the Likert scale always to never. For items positive always answer
get the score 5, Often get the score 4, sometimes get score 3, seldom get score 2, and never get score 1. As for the negative items have a value that is the opposite of the positive items.
2 Calculate the average score of metacognitive self-regulation skill of students from the pretest and its standard deviation. The measurements using the formula Sudjana, 2005:
̅ = ................................................................1
with: ̅
= average score of metacognitive self-regulation = total of students metacognitive self-regulation score
n = number of students
While the standard deviation SD was measured by using the formula Sudjana, 2005: s=
̅
.................................................................2 with:
= the data score of student i ̅ = the average score of the overall metacognitive skill
3 Grouping students into three level, namely Pulmones, 2007: a. Low-level with a range of values minimum average score until ≤ -SD+ ̅.
b. Moderate-level with a range of values -SD+ ̅ until ≤ ̅ +SD. c. High-level with a range of values ̅ + SD until ̅ + SD sd nilai maximum average
score. 4 Calculate the average of the students metacognitive ability posttest results using the formula
1. 5 Comparing the average value of the initial capability with the average value of the final
capability. This is done by conducting a descriptive analysis of their skill in each component of the planning, monitoring, and evaluating. This description is supported by the results of
interviews of representatives of each group of students and the level of metacognitive skill test results.
6 Determine the average self-regulatory metacognitive capabilities include: planning, monitoring, and evaluating of all students by using the formula 1.
7 Determine the components of which are crucial to the self-regulatory metacognitive skill of students, whether planning component, monitoring, or evaluating by looking at the average
results. b. Analysis of Metacognitive Skill Test
It is analyzed by the way of students to do all of the question in this test. Maximum score given to such questions is 4 and the minimum score given is 1. Then calculated the average
score for that question then the results are grouped based on the criteria of the scale range of 1.3 to each group as follows:
Scores for high levels of self-regulation: 2.8 - 4.0 Scores for intermediate level of self-regulation: 1.4 - 2.7
Scores for the low level of self-regulation: 0 - 1.3 c. Analysis of Interview Test
It is analyzed descriptively. d. Analysis of Students activities
Observations were made every five minutes during the learning takes place that dominant in a group. Students activities percentage is calculated by using formula below:
Rusly Hidayah, et.al. Implementation Of …
ISBN. 978-979-99314-8-1
CE-94 category of students activities = amount of each activity x 100
Amount of all activities in 90 minutes e. Analysis of Guided Inquiry Learning Model Feasibility
It is analyzed descriptively then determined the score of teacher’s activities by using scale 1- 5. The data is gain is analyzed to get the average of KMP Kriteria Mengelola
PembelaTaranx by using formula below: KMP =
Then the score is converted to the criterion shown below:
No. Score
Criterion
1 0-1,1
Very bad 2
1,1-2,2 Bad
3 2,2-3,3
Enough 4
3,3-4,4 Good
5 4,4-5
Very Good f. Analysis of Students Learning Outcomes.
It is analyzed to know mastery of students. Classically, a class is said to pass the study if there is a minimum of 75 of students who had received grades ≥ 80 according to the Complete
Standard Minimum value set at SMAN 2 Lamongan for chemistry subjects was calculated as follows:
Student learning outcomes = Score obtained maximum score x 100
DISCUSSION
a Metacognitive Self-Regulation Skill of Students
Generally, there is an increase from pretest score to posttest score of students’ metacognitive self-regulation skill. The students self-regulation has increased especially in monitoring,
followed by evaluating and planning skill. As many as 66.67 students in low level jump to moderate and 13.04 students in moderate jump to high level b Students’ activities recorded
some decline and rise of the meeting 1, 2, and 3. Most of the activities of the student demonstrate their metacognitive self-regulation skill. c Feasibility of guided inquiry learning
model is effective, based on the average score at meetings either category 1 3.75, meeting 2 and 3 including the excellent category 4.52 and 4.53 d Learning Outcomes of Students
50 100
150
1 4 7 10 13 16 19 22 25 28 31 34
Sc or
e of
M CA
-I
Name of Students
Metacognitive Self-Regulation Skill
Series1 Series2
Pretest Postest
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-95
No. Characteristics
Test Result
1. Number of Students 36
2. Number of incompleteness students
31 3. Number of completeness
students 5
4. Classically mastery learning 86,11
CONCLUSION
Metacognitive self-regulatory ability of students has increased, especially in the aspect of monitoring, evaluation and follow aspects of the lowest on the planning aspects. A
total of 66.67 of students low group category, go to the middle group and 13.04 of students get into the middle class category groups the high group category. Metacognitive ability test
results and interview students showed levels of self-regulatory metacognitive abilities of students in accordance with the results of the MCA-I. Percentage of student activity dominant in
activities that support the monitoring aspect. Feasibility study in the form of a teachers ability to manage the learning gets good and excellent categories that support the improvement of self-
regulation metacognitive abilities of students. Students learning outcomes achieved by classical completeness percentage of 86.11 .
REFERENCES
Arends, Richard. I. 2012. =earning to Teach Ninth Edition. New York: TheMcGraw-Hill
Companies, Inc. Branch, Jennifer dan Oberg, Dianne. 2004. Focus on Inquiry, online,
http:education.alberta.camedia313361focusoninquiry.pdf accessed on July, 5
2013. Hamruni. 2012. Strategi PembelaTaran. Yogyakarta: Insan Madani.
Kementerian Pendidikan Nasional. 2007. Naskah Akademik KaTian KebiTakan Kurikulum Mata
PelaTaran IPA. Jakarta: Pusat Kurikulum Badan Penelitian Dan Pengembangan Departemen Pendidikan Nasional.
Keenan, dkk. 1984. Kimia Untuk Universitas Jilid 1 Edisi Keenam. Jakarta: Erlangga. Kuhlthau, Carol C, dkk. 2007. Guided Inquiry: Learning in the 21st Century . London: Libraries
Unlimited, Inc. Martin,
Lisa dan
Hansen. 2002.
Defining Inquiry,
online, http:people.uncw.edukubaskodNC_TeachClass_2_Teach_StratTeaching_Strategie
sDefiningInquiry.pdf accessed on July, 5 2013.
Pulmones, Richard. 2007. Learning Chemistry in Metacognitive Environment, online,
http:www.dlsu.edu.phresearchjournalstaperpdf200712pulmones.pdf accessed on
Pebruary, 12 2013. Riduwan. 2007. Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta.
Sandi-Urena, Guillermo Santiago. 2008. Design and Validation of A Multimethod Assessment of Metacognition and Study of the Effectiveness of Metacognitive
Interventions. Dissertation Clemson
University, online,
http:etd.lib.clemson.edudocuments1219850998umi-clemson-1711.pdf accessed on
July,8 2013.
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ISBN. 978-979-99314-8-1
CE-96
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-97
C-13 IMPROVING STUDENTS’ CRITICAL THINKING AND CHARACTER SKILL
THROUGH CHEMSISTRY LECTURE
Sri Poedjiastoeti
Jurusan Kimia FMIPA Universitas Negeri Surabaya, Indonesia
ABSTRACT
The aims of this research are to develop learning kit to improve characters and critical thinking skills of students. This research is designed based on research and development
model R D and focused on development, and limited trial. Instruments used are validation sheet for lesson planSatuan Acara Perkuliahan SAP, assessment sheet of
accomplished SAP, observation sheet of student activity, observation sheet of character skill, abservation sheet of self assessment character skill, and quetionarre sheet of students’
respon. Validation sheet is analyzed using Likert scale, and the others are analyzed using descriptive method. The results show that learning kit for Stoichiometry in General
Chemistry lecture feasible to use and can improve students’ criticalthinkingskill, butnot so significant. Thatisrelevanttostudents’ activity record that shows lack of askingactivity.
Therefore, goodcharáctershowedbyallstudentsduringthelecture. Keywords: critical thinking, character, chemistry
INTRODUCTION
One of Indonesia’snational development mission is to create a nation with great competitiveness. Priority of this mission is increasing human resources quality RJPN 2005 –
2025. This statement is clarified with others policy below it, such as vision of strategic plan Kementrian Pendidikan Nasional on 2010-2014 are improving professionalism human
resources on education and providing learning facility. The strategic goal of Direktorat Jendral Pendidikan Tinggi is provide great quality of high education as required by national
development demand. More specific, the goals of strategic plan of Universitas Negeri Surabaya are to improve 1 continuing science and education to create professional educational human
resources, 2 elementary and midlle school, and 3 high quality learning kit for elementary and middle school Unesa, 2011. Thus policy headed to great plan to improve human resources
to face global competition on 21
st
century. That could be done by giving high quality learning to Indonesian students to improve their thinking skill.
On the other hand, found the fact how Indonesian students are and what skill that require nowadays. PISA and TIMSS studies shows that education should improve not only
routine manual and routine cognitive, but also complex communication and expert thinking skill. The result of this study was known that Indonesian students were lack of expert thinking
skill. Five skill measured by TIMSS test are 1 Understanding Simple Information, 2 Understanding Complex Information, 3 Theorizing, Analyzing, and Solving Problems, 4
Using Tools, Routine Procedures, and Science Processes, 5 Investigating the Natural World. Skills 2, 3, 4, dan 5 are indicator for expert thinkingand we got low score for thus.
High order thinking skill concept on this paper would is refer to 21
st
century skillsconcept that have been studied in USA The Partnership for 21st Century Skills P21
Sri Poedjiastoeti Improving Students’
… ISBN. 978-979-99314-8-1
CE-98 established on 2002 as a coalition that unite society of businessman, educator, and legitimator to
study how important 21
st
century skills for all student is. That partnership presented a viewpoint for 21
st
century teaching and learningand well known as 21
st
Century Students Outcomes dan Support Systems. Nowdays, it has been realized that innovation and learning skills give the
differences between the ready to work student and the other one. Focused on creativity, critical thinking, problem solving, learning strategies, communication, and collaboration are essential
subject to prepare strudents’ future. The low level of thinking skill of Indonesian people did not mean that they have no
potential thinking skill. Research result of PSMS Unesa showed that low skill was just happened because they had no occasion to learn it. Habitually, teachers make learning activities
based on national exam latticework. As we knew, this latticework was not represented all skills the students should have to graduate Nur, 2008.
In line with that, a research to train process skill for deaf students have been done Poedjiastoeti, et.al.,2007; Poedjiastoeti, S., 2008. The result of this research showed that, deaf
student could master process skill in chemistry learning by using learning kit and interactive multimedia. Learning kit was designed with writing to learn strategies to accommodate their
inability to hear. This learning kit consisted of worksheet to do some experiments. Writing to learn strategies gave opportunity to them for expressing their thought. Interactive multimedia
was designed with more visual stimulus and attractive motion. In addition, it contained chemistry daily activities and phenomenons to give experience learn from daily life for students.
Both of them, learning kit and interactive multimedia, used hand signal language to accomodate students need.Process skll trained was basic process skill, such as observing, measuring,
recording data, and applying procedure. at the end of research we knew that they could master process skill and had ability to be traind higher level thinking skill.
By training higher level of thinking skll for students’ university, hoped that would result professional educational human resources. Furthermore, they would teach younger generation
with good thinking skill, as required. Based on this reason, this research, focused on critical thinking and character skill. The aims of this research is to create learning kit model is that can
teach critical thinking an character skill in Stoichiometry topic of General Chemistry Lecture.
METHOD
This research planned based on research and development R D method. The phase of research and development design are preliminary study, development, and limited trial phase
Sukmadinata, 2010. Instruments used are validation sheet for lesson planSatuan Acara Perkuliahan SAP, assessment sheet of accomplished SAP, observation sheet of student
activity, observation sheet of character skill, abservation sheet of self assessment character skill, and quetionarre sheet of students’ respon. Instruments analyzed using description method.
Likert’s scale was used for validation sheet, and percentage was used for the others. Table 1 shows the Likert’s scale.
Table 1 Score
Criteria
0,0 – 1,0 Poor
1,1 – 2,0 Enough
2,1 – 3,0 Good
3,1 – 4,0 Very good
Riduwan, 2005
RESULT AND ANALYSIS Learning Kit for General Chemistry
Validated syllabus and SAP of Stoichiometry in General Chemistry lecture implemented on real lecture for bachelor degree class of Chemistry Education 2013. Developed learning kit
Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014, Yogyakarta State University, 18-20 May 2014
CE-99 designed for topic Stoichiometry and refered to main competency: 1 Using ICT in learning
process; 2 Mastering base concept in General Cemistry; 3 Desaining and doing an experiment; and 4 Responsibility in mastering concept and experiment. Stoichiometry topic
elaborated to 4 subtopics, 1 definition of stoichiometry, 2 calculation of stoichiometry, 3 limitting reactant, and 4 percent yield Glencoe Science Chemistry Matter and Change, 2002;
Brady, 2004; and Chang, 2005. First of all, the students learned sciencetific method and properties of matters.
SAP was planned for three lecture, on the 7
th
, 8
th
, and 9
th
lecture of General Chemistry. On 7
th
lecture,students studied the definition and calculation of stoichiometry. At the beginning of lecture, they’ve done the structural task about reaction between vinegar and baking soda
based on LKM – 1. Using dialy material aimed to related theory on lecture with their life. Students found that there is quantitave relationship between number of reactants and the number
of products they got. Therefore, students could identify problem formula, explain the aims, give hypothesis, and determine variables manipulation, respons, and control variable. Given
hypothesis tested through experiment. Because of that, student should determine what material needed on their experiment based on the procedural instruction. While experimenting, hoped
that students could organize the data they got and followed by good analyzing, so they could give the right conclusion. Through this activity, students’ critical thinking and character skill
would be trained. As well on 8
th
lecture, it began with practical task given on 7
th
lecture. The aim of the task was to find relationship between calculation of stoichiometry with limiting reactant based
on LKM – 3. This activity would stimulate student to improve their process skill. In addition, stoichiometry concepts would be trained using LKM – 2 about definition of stoichiometry,
calculation of stoichiometry, and LKM – 4 for limitting reactant, and percent yield.The last lecture, 8
th
, held test to measure students’ comprehension for stoichiometry concepts using critical thinking problems, and psychomotoric skill of using buret.
Result and analyze learning kit consist of: 1 accomplishment of SAP, 2 students’ activity on lecture, 3 result study, 4 observed and self-assesment character skill,and 5
students response.
1. Accomplishment of SAP
