Hasil Belajar Siswa pada Pembelajaran PBL dan Inkuiri Terbimbing Berbantuan PhET pada Materi Laju Reaksi

Agnesia Marpaung; Nurfajriani Nurfajriani

doi:10.36312/panthera.v6i3.1434

Authors

Agnesia Marpaung Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Nurfajriani Nurfajriani Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i3.1434

Keywords:

Learning Outcomes, Guided Inquiry, Reaction Rate, Problem Based Learning, PhET Simulation

Abstract

Chemistry learning on reaction rates requires a learning model that can improve conceptual understanding and student learning outcomes through active involvement in the learning process. This study aims to determine the differences in student learning outcomes between Problem-Based Learning (PBL) and guided inquiry models assisted by PhET simulations on reaction rates. This study was a quasi-experimental study with a two-group pretest-posttest design. The study population was all eleventh-grade students of SMA Negeri 8 Medan, with a sample of 64 students selected using a purposive sampling technique. The research instrument was a learning outcome test. Data were analyzed using an independent sample t-test assisted by SPSS. The results showed a significant difference in student learning outcomes between the PBL and guided inquiry classes (Sig. 0.000 < 0.05). The average student learning outcome in the PBL class was 80.47, higher than the guided inquiry class at 70.16. Thus, the Problem Based Learning (PBL) model assisted by PhET simulations is more effective in improving student learning outcomes on reaction rates than the guided inquiry model.

Downloads

Download data is not yet available.

References

Aisyah, S. N., Sihaloho, M., Tangio, J. S., Lukum, A., & Munandar, H. (2025). Pengaruh Model Pembelajaran Problem Based Learning terhadap Hasil Belajar Siswa pada Materi Laju Reaksi. Jurnal Entropi, 20(1), 44–51. https://doi.org/10.34312/je.v20i1.32546

Andeline, P., Dewi, R. M., & Suryani, N. D. (2023). Peningkatan Kemampuan Berpikir Kritis dengan Model Problem Based Learning (PBL) pada Mata Pelajaran Ekonomi Siswa Kelas X- 6 di SMA Negeri 1 Porong Tahun 2022/2023. Jurnal Tarbiyah dan Ilmu Keguruan Borneo, 4(2), 165–176. https://doi.org/10.21093/jtikborneo.v4i2.6549

Hutagalung, M. L. (2023). Efektivitas Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) terhadap Keterampilan Proses Sains Peserta Didik pada Materi Kimia. Jurnal Review Pendidikan dan Pengajaran, 6(4), 4353–4358. https://doi.org/10.31004/jrpp.v6i4.22750

Maharani, D. A., & Supardi, Z. A. I. (2018). Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Laboratorium PhET untuk Meningkatkan Hasil Belajar Siswa pada Materi Teori Kinetik Gas. Inovasi Pendidikan Fisika, 8(1), 477-481.

Mursali, S., & Safnowandi, S. (2016). Pengembangan LKM Biologi Dasar Berorientasi Pembelajaran Inkuiri untuk Meningkatkan Keterampilan Proses Sains Mahasiswa. Bioscientist : Jurnal Ilmiah Biologi, 4(2), 56-62. https://doi.org/10.33394/bioscientist.v4i2.218

Sari, A. P., Hasanah, S., & Nursalman, M. (2024). Uji Normalitas dan Homogenitas dalam Analisis Statistik. Jurnal Pendidikan Tambusai, 8(3), 51329–51337. https://doi.org/10.26877/jp2f.v13i1.10967

Trisnowati, A., Bakti, I., & Sholahuddin, A. (2020). Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Siswa pada Materi Laju Reaksi melalui Model Pembelajaran Inkuiri Terbimbing. JCAE (Journal of Chemistry And Education), 3(3), 126–132. https://doi.org/10.20527/jcae.v3i3.427

Undang-undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2003. Jakarta: PT Armas Duta Jaya.

Warsiki, A. A. P. (2023). PhET Interactive Simulations Berbasis Inquiry Terbimbing untuk Meningkatkan Aktifitas dan Hasil Belajar Kimia pada Materi Asam Basa. Indonesian Journal of Instruction, 4(2), 133–140. https://doi.org/10.23887/iji.v4i2.60456

Widianty, W., & Herlinawati. (2023). Perbedaan Hasil Belajar Siswa Menggunakan Model Pembelajaran Inkuiri Terbimbing dan Problem Based Learning pada Materi Larutan Elektrolit dan Non Elektrolit. Educenter : Jurnal Ilmiah Pendidikan, 2(3), 324-330. https://doi.org/10.55904/educenter.v2i3.191

Yerimadesi, Y., & Afendi, S. (2024). Pengembangan Modul Laju Reaksi Berbasis Problem Based Learning Terintegrasi TPACK untuk Fase F. Jurnal Ilmiah Profesi Pendidikan, 9(1), 426–432. https://doi.org/10.29303/jipp.v9i1.2056