Comparison between iSpring Suites-supported PBL and PjBL Model in Improving Students Understanding of Electrolyte and Non-Electrolyte Solution
), Hotma Damayanti Purba(2)
| 
Country:
(1) Universitas Negeri Medan, Indonesia
(2) Universitas Negeri Medan, Indonesia
Corresponding Author
10.23960/jpmipa/v24i2.pp432-441
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2023 Anna Juniar, Hotma Damayanti Purba
This study aimed to determine whether there are significant differences in learning outcomes in the cognitive, affective, and psychomotor aspects of students who are taught with the Problem Based Learning and Project Based Learning models assisted by iSpring media on electrolyte and non-electrolyte solution materials. This research method is a quasi-experiment with a two-class pretest-posttest research design. Sampling was carried out using purposive sampling technique, and class X PMIPA 3 was selected as the experimental class I which was taught using the Problem Based Learning model assisted by iSpring media and X PMIPA 4 as the experimental class II which was taught by the Project Based Learning model assisted by iSpring media. The instruments used were tests in the form of pretest posttest sheets and non-tests in the form of assessment sheets on the affective and psychomotor aspects of students. Based on the results of the study, the average cognitive aspect learning outcomes were 83.71 in the experimental class I and 80.57 in the experimental class II. The average affective learning outcomes were 55.25 in the experimental class I and 55.05 in the experimental class II. The average learning outcomes of the psychomotor aspects were 78.57 in the experimental class I and 75.02 in the experimental class II. Therefore, it can be concluded that there is a significant difference in learning outcomes in the cognitive and psychomotor aspects of the two experimental classes, while in the affective aspect there is no significant difference.
Keywords: problem based learning, project based learning, iSpring, chemistry learning outcomes.
Allambergenova, M., Kunnazarov, A., & Kazbekova, E. (2020). Creation of pedagogical software for practical Training in computer science. European Journal of Research and Reflection in Educational Sciences, 8(12), 86-91.
Arikunto. (2018). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta.
Giilbahar, Y & Tinmaz, H. (2006). Implementing project-based learning and e-portofolio assesment in an undergraduate course. Journal of Research on Technology In Education, 3(8), 309-327.
Joyce, B., & Weil, M. (1980). Models of teaching (second edition). New Jersey : PrenticeHall, Inc.
Juraev A. R. (2019). Using the ispring sui using the ispring suite software to evaluate future te future teachers' professional competencies. Central Asian Problems of Modern Science and Education, 4 (2), 752-759.
Khamidinal. (2009). Kimia SMA/MA kelas X. Jakarta: Pustaka Insan Madani.Kirillov, Y. (2021). Using the iSpring Suite computer platform in distance learning.In SHS Web of Conferences (Vol. 106, p. 03008). EDP Sciences.
Lopes, A. P., Soares, F., de Oliveira, C. T., Rodrigues, A. M., Torres, C., & Lopes, I. C.(2020). Creating interactive learning materials to promote statistical skills in higher education. In INTED2020 Proceedings (pp. 4160-4167). IATED.
Minnakhmitova, L., Ibashova, A., & Belesova, D. (2023). The Possibilities of using Ispring in Teaching Scratch Programming to Elementary School Students. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 10(1), 143-156.
Nurwijayanti, A., & Fitriana, L. (2019). Combining Google SketchUp and Ispring Suite 8: A Breakthrough to Develop Geometry Learning Media. Journal on Mathematics Education, 10(1), 103-116.
Rakhimovich, T. J. (2022). Possibilities of Using Modern Information and Communication Technologies in the Provision of Educational Services. Galaxy International Interdisciplinary Research Journal, 10(6), 566-572.
Ramadhani D., Fatmawati E. & Oktarika D. (2019). Pelatihan pembuatan media evaluasi dengan menggunakan ispring di sma wisuda kota pontianak. GERVASI: Jurnal Pengabdian kepada Masyarakat. 3 (1), 24-33.
Sholihah, A., Dwi, L., & Mukhtar, H. (2019). Pengaruh pembelajaran berbasis masalah terhadap prestasi belajar kimia. Chemistry Education Practice. 2 (1).
Silitonga, P. M. (2014). Statistik teori dan aplikasi dalam penelitian. Medan : Fakultas FMIPA.
Syamsidah & Hamidah, S. (2018). Buku model problem based learning (pbl) mata kuliah pengetahuan bahan makanan. Yogyakarta: Deepublish.
Trisnowati, A., Iriani, B., & Arif, S. (2020). Meningkatkan keterampilan proses sains dan hasil belajar siswa pada materi laju reaksi melalui model pembelajaran inkuiri terbimbing. Journal of Chemistry and Education, 3(3), 126-132.
Umamah, C., & Andi, H. J. (2015). The effect of project-based learning innovation in applied physics. 5 th ICRIEMS Proceeding, 68-75.
Vikulova, L. G., Makarova, I. V., & Gerasimova, S. A. (2018). Features of iSpring suite learning platform for teaching foreign languages. Espacios, 39(20), 5-5.
Widodo, S., & Dian, U. (2018). Belajar dan pembelajaran. Yogyakarta: Graha Ilmu.
Young, G., McLaren, L., & Maden, M. (2017). Delivering a MOOC for literature searching in health libraries: evaluation of a pilot project. Health Information & Libraries Journal, 34(4), 312-318.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.