Template
Pelatihan Pembuatan Kit Praktikum Pengaruh Katalis Terhadap Laju Reaksi Secara Kuantitatif Bagi Guru Kimia SMA Se-Kota Metro
Abstract
Abstrak
Kegiatan praktikum merupakan salah satu karakteristik ilmu kimia sebagai proses untuk mendapatkan suatu produk pengetahuan seperti fakta, teori,konsep, prinsip, dan aturan-aturan. Akan tetapi, kegiatan praktikum di sekolah sering kali tidak dapat dilakukan, karena tidak tersedianya alat. Untuk itu perlu dikembangkan alat praktikum agar kegiatan praktikum bisa berjalan. Tujuan dari kegiatan ini adalah meningkatkan kreativitas guru kimia dalam membuat/memodifikasi alat praktikum, dan meningkatkan keterampilan guru dalam menggunakan alat praktikum yang telah dibuat. Metode yang digunakan adalah pelatihan, dengan aktivitas ceramah, diskusi, praktik pembuatan alat dengan pendampingan, praktik uji coba alat, dan presentasi produk alat yang dibuat. Lokasi dari Kegiatan ini adalah di SMA Negeri 1 Metro. Mitra dari kegiatan ini adalah guru-guru kimia yang tergabung dalam MGMP Kimia Kota Metro, yang berjumlah 34 orang. Hasil dari kegiatan yang telah dilakukan menunjukkan: (a) adanya peningkatan pemahaman guru dalam menentukan orde reaksi berdasarkan percobaan, (b) meningkatnya wawasan guru terkait pembuatan alat praktikum, (c) meningkatnya keterampilan guru dalam membuat alat praktikum, dan (d) meningkatnya jumlah alat praktikum kimia di sekolah.
Kata Kunci: guru kimia; KIT praktikum; pengaruh katalis terhadap laju reaksi.
Abstract
Practical activities are one of the characteristics of chemistry as a process for obtaining knowledge products such as facts, theories, concepts, principles and rules. However, practical activities in schools often cannot be carried out, due to unavailability of equipment. For this reason, practical tools need to be developed so that practical activities can run. The aim of this activity is to increase chemistry teachers' creativity in creating/modifying practical tools, and to improve teachers' skills in using the practical tools that have been created. The method used is training, with lecture activities, discussions, tool making practice with assistance, tool testing practice, and presentation of the tool products made. The location of this activity is at SMA Negeri 1 Metro. The partners for this activity are chemistry teachers who are members of the MGMP Kimia Kota Metro, totaling 34 people. The results of the activities that have been carried out show an increase in: (a) teacher understanding in determining reaction orders based on experiments, (b) teacher insight regarding making/modifying practical tools, (c) teacher skills in making practical tools, and (d) number of tools chemistry practicum at school.
Keywords: chemistry teacher; Practical KIT; the effect of the catalyst on the reaction rate
Keywords
: chemistry teacher; Practical KIT; the effect of the catalyst on the reaction rate
Full Text:
PDF (BAHASA INDONESIA) (Bahasa Indonesia)References
Akbar, R. A. (2012). Mind the fact: Teaching science without practical as body without soul. Journal of Elementary Education, 22(1), 1-8.
Antwi, V., Sakyi-Hagan, N. A., Addo-Wuver, F., & Asare, B. (2021). Effect of practical work on physics learning effectiveness: A case of a senior high school in Ghana. East African Journal of Education and Social Sciences, 2(3), 43-55.
Astuti, E. E. K., Sriyansyah, S. P., & Barrera, J. D. (2024). Alternative approaches to practical work in a biology classroom–meeting the needs of our students. Journal of Environment and Sustainability Education, 2(1), 6-11.
Chala, A. A. (2019). Practice and challenges facing practical work implementation in Natural Science subjects at secondary schools. Journal of Education and Practice, 10(31).
Fadiawati, N,, Diawati, C,, & Syamsuri, M.M.F. (2018). Pengembangan Alat Pratikum Kimia Sekolah untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi, Pemahaman Konseptual, dan Sikap Ilmiah Siswa. Naskah tdak dipublikasikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung, Lampung
Fadiawati, N., Diawati, C., & Tania, L. (2016). Modifikasi alat pengukur pengaruh katalis terhadap laju reaksi. In Prosiding Seminar Nasional MIPA 2016 Semarang. Universitas Negeri Semarang.
Fadiawati, N. & Syamsuri, M.M.F.
(2018). Perancangan Pembelajaran Kimia. Yogyakarta: Graha Ilmu.
Fadiawati, N. & Tania, L. (2016). Pengembangan Keterampilan Berpikir Tingkat Tinggi Peserta Didik di Perguruan Tinggi dan Sekolah Melalui Pembuatan dan Modifikasi Alat Praktikum. Naskah tidak dipublikasikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung, Lampung.
Antonio, V. V. (2018). Science laboratory interest and preferences of teacher education students: Implications to science teaching. Asia Pacific Journal of Multidisciplinary Research, 6(3), 57-67.
Fensham, P. J. (Ed.). (1988). Development and dilemmas in science education (Vol. 23). Psychology Press.
Gilbert, J, K, & Treagust, D, (2009) Toward a Coherent Model for Macro, Submicro, and Symbolic Representation in Chemical Education, In: Gilbert, J, K,, & Treagust, D, (eds,) Model and Modeling in Science Education, Multiple Representation in Chemical Education, Springer Science+Business Media B,V,
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
Hart, M. A. (1999). Seeking Minopimatasiwin (the good life): An Aboriginal approach to social work practice.
Johnstone, A.H. (2000). Teaching of Chemistry: Logical or Psychological? Chemical Education Research and Practice in Europe, 1(1), 9–15.
Kementerian Pendidikan dan Kebudayaan. (2018). Peraturan Menteri Pendidikan dan Kebudayaan No.37. Jakarta: Kemendikbud.
Mamlok-Naaman, R., & Barnea, N. (2012). Laboratory activities in Israel. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), 49-57.
Millar, R., Tiberghien, A., & Le Maréchal, J. F. (2002). Varieties of labwork: A way of profiling labwork tasks. Teaching and learning in the science laboratory, 9-20.
Ney, M., Maisch, C., & Marzin-Janvier, P. (2009). Learning in the laboratory: an interactional, factual and conceptual experience. In ESERA 2009 (p. 182).
Parwata, K. Y. L., & Sudiatmika, A. A. I. A. R. (2020, July). The effectiveness of learning tools in science learning. In Journal of Physics: Conference Series (Vol. 1503, No. 1, p. 012049). IOP Publishing.
Tayibnafis, F.Y. (2000). Evaluasi Program. Jakarta: Rineka Cipta.
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the context, input, process, and product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84.
Refbacks
- There are currently no refbacks.
Indexing by:
Ruang Pengabdian: Jurnal Pengabdian Kepada Masyarakat is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © Mathematics and Science Education Department, Universitas Lampung. All rights reserved. p-ISSN 2807-2251| e-ISSN 2798-9453