7-kumpul-abstrak-kim-s2-1

7/24/2019 7-kumpul-abstrak-KIM-S2-1

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Program Studi S2 KIM 159

Kumpulan Abstrak Tesis

Semester Gasal 2009/2010

Pendidikan Kimia (KIM)



160 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010




Pengembangan Bahan Ajar Buku Teks Pelajaran IPA-Kimia SMP/MTs

Esi Muna!i!ah

Munafifah, Esti. 2010. Pegem!aga Ba"a A#ar Bu$u Te$% Pea#ara IPA'Kimia SMP/MT%( Tesis, Jurusan

Pendidikan Kimia, Program Pascasarjana Universitas egeri Ma!ang. Pem"im"ing# $%& Prof. 'rs.Effend(, M.Pd.,Ph'., $%%& 'r. )u"andi, M.)i.

Absrak

Pem"e!ajaran %P* di )MP+MTs ada!ah em"e!ajaran %P* teradu. 'a!am em"e!ajaran %P* teraduini materi dari "er"agai ca"ang %P* (aitu "io!ogi, fisika, dan kimia diharakan diajarkan se"agai satukesatuan (ang utuh. *da "er"agai mode! keteraduan (ang daat diterakan da!am em"e!ajaran %P*teradu. Tiga mode! (ang otensia! untuk diterakan ada!ah )oe)ted , *e!!ed , dan itegrated .Persoa!ann(a ada!ah samai saat ini daat diangga "e!um ada "uku teks e!ajaran %P* )MP+MTs (angmenguas materi "io!ogi, fisika, dan kimia se"agai satu kesatuan (ang utuh. 'i saming itu, untuk materi

kimia da!am "uku %P* (ang te!ah ada susunann(a daat diangga "e!um teat karena tidak sesuai dengansifat i!mu kimia (ang hirarkis dan "erjenjang. -uku teks e!ajaran (ang disarankan untuk digunakan di

seko!ahseko!ah ada!ah "uku"uku teks e!ajaran (ang te!ah !o!os eni!aian (ang di!akukan o!eh BadaStadar Na%ioa Pedidi$a $-)P&. )tandar eni!aian "uku teks e!ajaran (ang digunakan di seko!ahseko!ah te!ah ditetakan o!eh -)P. )tandar eni!aian ini me!iuti "er"agai asek, diantaran(a ada!ahkeruntutan, kemutakhiran, dan sifat tematik materi e!ajaran. /!eh karena suatu "uku teks e!ajaran (ang

"aik cenderung daat dikem"angkan aa"i!a mengacu ada standar eni!aian (ang te!ah ditetakan o!eh-)P. Tujuan dari ene!itian ini ada!ah untuk mengem"angkan materi e!ajaran kimia da!am em"e!ajaran%P* teradu di )MP+MTs "erdasarkan standar eni!aian "uku teks e!ajaran dari -)P. Materi e!ajaranterse"ut dikemas da!am satu "uku dengan judu! %P*Kimia )MP+MTs.

Prosedur engem"angan me!iuti !ima taha okok, (aitu# $1& mengana!isis Kometensi 'asar $K'&%P*Kimia )MP+MTs ada KT)P $2& mengana!isis "uku teks %P*Kimia )MP+MTs (ang te!ah "eredar $3&

menentukan urutan K' %P*Kimia )MP+MTs secara hirarkis dan "erjenjang $4& mengem"angkan "uku teks e!ajaran %P*Kimia )MP+MTs dan $5& eni!aian dan revisi samai dihasi!kan roduk "erua "uku teks %P*Kimia )MP+MTs. )u"jek uji co"a dari "uku teks e!ajaran (ang dikem"angkan ada!ah dosen Kimia UM,

sis6asis6i MTs -!itar, dan guru %P*Kimia MTs -!itar. -uku teks e!ajaran %P*Kimia (ang te!ahdikem"angkan dieva!uasi o!eh dosen kimia (ang meruakan ah!i isi, serta o!eh sis6a dan guru "idang studise"agai engguna. Jenis data (ang diero!eh ada!ah data kua!itatif dan kuantitatif. 'ata kua!itatif "erua

tanggaan dan saran er"aikan dari dosen, sis6a dan guru. 'ata kuantitatif "erua hasi! eni!aian su"jek ujico"a terhada "uku (ang te!ah dikem"angkan (ang diero!eh dari ja6a"an angket (ang "erisi standar eni!aian "uku teks e!ajaran dari -)P, data dari hasi! retes dan ostes. Tenik ana!isis data (ang digunakanada!ah ana!isis deskritif dan ana!isis statistik deskritif. Untuk mengetahui eningkatan restasi "e!ajar sis6a se"e!um dan sesudah menggunakan "uku teks hasi! engem"angan digunakan statisitik uji t .

-uku teks e!ajaran %P*Kimia )MP+MTs (ang te!ah dikem"angkan terdiri dari emat "a". 7asi!

eva!uasi dari dosen kimia se"agai ah!i isi, untuk ke!a(akan isi dan ke!a(akan en(ajian "uku teks hasi! engem"angan "erada ada rentangan 89 : 100; $"aik seka!i&. 7asi! uji erorangan "erkaitan dengankesa!ahan ketik atau kesa!ahan tu!is digunakan untuk revisi. 7asi! uji ke!omok keci!, untuk ke!a(akan isidan ke!a(akan en(ajian "erada ada rentangan ni!ai 89 : 100; $"aik seka!i&. 7asi! uji guru "idang studi,

untuk ke!a(akan isi "a" % "erada ada rentangan 89 : 100; $"aik seka!i& dan ke!a(akan en(ajian "erada ada rentangan <1 : 85; $"aik&. Untuk "a" %%, %%%, dan %= "aik ke!a(akan isi mauun ke!a(akan en(ajian

"erada ada rentangan ni!ai <1 : 85; $"aik&. )aran dari ah!i isi, guru "idang studi, dan dari sis6a digunakanuntuk revisi. Peningkatan restasi "e!ajar sis6a se"e!um dan sesudah menggunakan "uku teks hasi! engem"angan ada!ah sangat signifikan. 7a! ini ditunjukkan dari hasi! uji t terhada skor hasi! "e!ajar sis6a. i!ai t hitung untuk "a" %, %%, %%%, dan %= masingmasing >,1, 8,5, 21,0, dan 19,8. 7arga t hitung untuk semua "a" "erada di!uar harga ? t ta"e! (aitu 2,02. 'ari hasi! ana!isis data terse"ut diero!eh kesimu!an "ah6a "uku teks e!ajaran %P*Kimia )MP+MTs hasi! engem"angan !a(ak untuk digunakan da!am em"e!ajaran %P*

teradu. Untuk diseminasi !e"ih !uas, er!u di!akukan eva!uasi !e"ih !anjut dengan su"jek uji co"a (ang !e"ih!uas, sehingga "uku teks e!ajaran %P*Kimia )MP+MTs hasi! engem"angan terse"ut "etu!"etu! !a(ak untuk digunakan da!am engajaran %P* teradu.

Kata'$ata $u)i+ engem"angan, "uku teks, %P*Kimia, )MP+MTs

161



16" KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010

The #e$el%&men %! Subje' Maer S'ien'e-(hemisr) Te* B%%k !%r SMP/MTs

+,uni%r igh S'h%%l.

Esi Muna!i!ah

Munafifah, Esti. 2010. T"e De,eo-met o. Su!#e)t Matter S)ie)e'"emi%tr Tet Boo$ .or SMP/MT%

3uior 4ig" S)"oo5. Thesis, @hemistr( Education 'eartment, Aacu!t( of Braduate )tud(, )tateUniversit( of Ma!ang. )uervisors# $%& Prof. 'rs. Effend(, M.Pd.,Ph.'., $%%& 'r. )u"andi,M.)i.

Absra'

)cience at )MP+MTs $Junior 7igh )choo!& is taught as integrated one. %n the teaching of integratedscience, teaching materia!s of "io!og(, h(sics and chemistr( are taught as fu!!( integrated ones. There areman( mode!s of integration of teaching materia!s 6hich ma( "e a!ied in the teaching of integrated science.Three mode!s 6hich ma( "e otentia!!( a!ied are 6e""ed, connected, and integrated. Unavai!a"i!it( of science teCt "ooks 6hich rovide teaching materia! of "io!og(, chemistr(, and h(sics as integrated ones is

the current ro"!em. %n addition, the seDuence of chemistr( teaching materia! in the science teCt "ooksavai!a"!e ma( "e regarded to "e inaroriate "ecause it doesnt match 6ith characteristics of chemistr( such

as the hierarch( and !eve! of materia!. TeCt "ook suggested to "e used in schoo!s are ones ass the eva!uationconducted "( Bada Stadar Na%ioa Pedidi$a $-)P& or Natioa Stadard Edu)atio Bureau. Thestandard eva!uation of schoo! teCt "ook has "een formu!ated "( -)P. This standard of eva!uation invo!vesman( asects, some of them are seDuence, u to date, and thematic asect of teaching materia!s. Thus, a good

teCt "ook tends to "e a"!e to "e deve!oed "ased on the standard of eva!uation formu!ated "( -)P. Theo"jective of this research is to deve!o chemistr( teaching materia! used in the teaching of integrated scienceat junior high schoo! "ased on the standard of teCt "ook eva!uation formu!ated "( -)P. The teachingmateria! deve!oed is acked in a "ook tit!ed S'ien'e-(hemisr) !%r uni%r igh S'h%%l.

The rocedure of deve!oment consist of five main stes name!(# $1& ana!(Fing the "asiccometence of sciencechemistr( for )MP+MTs on KT)P $2& ana!(Fing sciencechemistr( teCt "ooks for

junior high schoo! avai!a"!e $3& deciding the seDuence of "asic cometence "ased on the hierarch( and !eve!of )MP+MTs chemistr( materia! $4& deve!oing sciencechemistr( teCt "ook for )MP+MTs $5& eva!uationand revision of deve!oed sciencechemistr( teCt "ook.

The su"jects of tr(ing out of the deve!oed teCt "ook are chemistr( !ecturer of )tate Universit( of Ma!ang, students of MTs -!itar, and sciencechemistr( teachers of MTs -!itar. The sciencechemistr( teCt "ook deve!oed 6as eva!uated "( chemistr( !ecturer as the content eva!uator, and students and teachers as

users. Gua!itative and Duantitative data 6ere co!!ected. The Dua!itative data 6ere oinions and suggestionsgiven "( !ecturer, students, and teachers. Guantitative data 6ere resu!t of eva!uation to6ard the deve!oedteCt "ook 6hich 6as o"tained from the ans6er of Duestioner re!ated to eva!uation standard of teCt "ook deve!oed "( -)P, and retest and ostest data. 'escritive and descritive statistic ana!(ses 6erea!ied. %ncreasing students achievement "efore and after using the deve!oed teCt "ook 6as ana!(Fed using

t test.

The sciencechemistr( teCt "ook deve!oed consists of four chaters. The eva!uation resu!t fromchemistr( !ecturer as the content eva!uator gave the aroriateness of content and resentation in the rangeof 89 : 100; $ver( good categor(&. The eva!uation from chemistr( teachers gave the aroriateness of content of chater % in the range of 89 : 100; $ver( good categor(& and the aroriateness of resentation

in the range of <1 : 85; $good&. The aroriateness of content and resentation of chaters %%, %%%, and %= inthe range of <1 : 85; $good&. )uggestions given "( !ecturer, chemistr( teachers, and students 6ere used for

revision the teCt "ook. %ncreasing of the student achievement "efore and after uses the deve!oed teCt "ook 6as significant. This 6as indicated "( the resu!t of t test a!ied to the students achievement. The va!ue of t ca!c for chaters %, %%, %%%, and %= are >, 1, 8,5, 21,0, and 19, 8 resective!(. These va!ues are outside theva!ue given in the ta"!e $t ta"!e H ? 2,02&

The a"ove resu!ts indicate that the deve!oed sciencechemistr( teCt "ook is aroriate to "e usedin teaching integrated science. Aor the "roader dissemination, further eva!uation using more su"jects of tr(ing

out is necessar( to "e done, so that the deve!oed teCt "ook is tru!( aroriate to "e used in the teaching of integrated science.

Ke)2%r3s+ deve!oment, teCt "ook, sciencechemistr(, junior high schoo!




Pengaruh M%3el Pembelajaran Pr%blem S%l$ing-K%%&erai! erha3a& Pemahaman

K%nse&ual 3an Alg%rimik sera M%i$asi Belajar Mahasis2a &a3a P%k%k Bahasan

Term%3inamika Kimia

,u3ha Irhas)uarna

%rhas(uarna, Iudha. 200>. Pegaru" Mode Pem!ea#ara Pro!em So,ig'Koo-erati. ter"ada- Pema"am'

a Ko%e-tua da Agoritmi$6 %erta Moti,a%i Bea#ar Ma"a%i%*a -ada Po$o$ Ba"a%a Termo'

diami$a Kimia. Tesis. Program )tudi Pendidikan Kimia. Program Pascasarjana Universitas egeriMa!ang. Pem"im"ing# $1& 'r. )u"andi, M.)i, $2& Prof. Effend(, Ph.'.

Absrak

Termodinamika kimia meruakan sa!ah okok "ahasan (ang diangga su!it dan menjadi momok

"agi se"agian mahasis6a, karena da!am termodinamika se"agian "esar mengandung konsekonse (ang "ersifat a"strak dan "erjenjang, dari konse (ang sederhana menuju konsekonse (ang !e"ih kom!eks dandiajarkan secara konvensiona!. Mengingat kondisi terse"ut, er!u diua(akan suatu em"e!ajaran (angkonstruktivistik dan efektif, dimana e"e!ajar secara aktif mengkonstruksi engetahuan dan emahamann(a,

"aik me!a!ui aktivitas secara individua! mauun interaksi sosia!. )a!ah satu mode! em"e!ajaran (ang sesuaidengan karakteristik dengan em"e!ajaran (ang konstruktivistik terse"ut ada!ah mode! em"e!ajaran

-ro!em %o,ig kooeratif. Mode! em"e!ajaran -ro!em %o,ig kooeratif meruakan suatu mode! em"e!ajaran (ang menekankan ada roses emecahan masa!ah (ang me!i"atkan e"e!ajar untuk "e!ajar secara aktif, sehingga terjadi roses asimi!asi, akomodasi, dan organisasi da!am struktur kognitifn(a. -i!aterjadi konstruksi engetahuan dengan "aik, maka e"e!ajar akan daat meningkatkan motivasi dan emahamann(a ada materi (ang die!ajari. Pene!itian ini "ertujuan untuk mengetahui# $1& er"edaan emahaman konsetua! mahasis6a antara em"e!ajaran (ang menggunakan mode! -ro!em %o,ig

kooeratif dengan mode! em"e!ajaran konvensiona! ada okok "ahasan termodinamika kimia, $2& er"edaan emahaman a!goritmik mahasis6a antara em"e!ajaran (ang menggunakan mode! -ro!em

%o,ig kooeratif dengan em"e!ajaran secara konvensiona! ada okok "ahasan termodinamika kimia, $3& er"edaan motivasi "e!ajar mahasis6a antara em"e!ajaran (ang menggunakan mode! -ro!em %o,ig

kooeratif dengan em"e!ajaran secara konvensiona!, dan $4& hu"ungan antara motivasi "e!ajar mahasis6a

dengan emahaman konsetua! dan a!goritmik mahasis6a.ancangan ene!itian (ang digunakan ada!ah rancangan ekserimenta! semu (ang menggunakan

-rete%'-o%tte% oe7ui,ae )otro grou- de%ig. )u"(ek Pene!itian ada!ah mahasis6a Aaku!tas Keguruandan %!mu Pendidikan Universitas am"ung Mangkurat -anjarmasin, dengan same! ene!itian terdiri daridua ke!as, (aitu ke!as kontro! $se"an(ak 4< mahasis6a& dan ke!as ekserimen $se"an(ak 50 mahasis6a&.Ke!as ekerimen menerima em"e!ajaran -ro!em %o,ig kooeratif, sedangkan ke!as kontro! menerima em"e!ajaran konvensiona! ada okok "ahasan termodinamika kimia. Pemahaman konsetua! dan

a!goritmik mahasis6a diukur dengan tes i!ihan ganda disertai dengan a!asan (ang terdiri dari 30 item. 'ariuji co"a instrumen tes diketahui re!ia"i!itas tes dihitung dengan rumus *!ha dari @ron"ach ada!ah 0,>81 danva!iditas isi ada!ah <>,40;. Motivasi "e!ajar sis6a diukur dengan menggunakan angket. Teknik ana!isis data(ang digunakan ada!ah ana!isis deskritif dan ana!isis kovarian $*nacova&.

7asi! ene!itian men(imu!kan "ah6a# $1& emahaman konsetua! mahasis6a (ang mendaat er!akuan dengan mode! em"e!ajaran -ro!em %o,ig kooeratif !e"ih tinggi dariada mahasis6a (ang

mendaat er!akuan dengan em"e!ajaran konvensiona!, $2& emahaman a!goritmik mahasis6a (angmendaat er!akuan dengan mode! em"e!ajaran -ro!em %o,ig kooeratif !e"ih tinggi dariada mahasis6a(ang mendaat er!akuan dengan em"e!ajaran konvensiona!, $3& motivasi "e!ajar mahasis6a (angmendaat er!akuan dengan mode! em"e!ajaran -ro!em %o,ig kooeratif !e"ih tinggi dariada mahasis6a(ang mendaat er!akuan dengan em"e!ajaran konvensiona!, $4& terdaat hu"ungan (ang ositi dan kuatantara motivasi "e!ajar dan emahaman konsetua! mahasis6a. )e!ain itu, terdaat hu"u"ungan (ang ositi

dan kuat antara motivasi "e!ajar dan emahaman a!goritmik mahasis6a.

Kaa kun'i# -ro!em %o,ig , em"e!ajaran kooeratif, emahaman konsetua!, a!goritmik, motivasi "e!ajar.




The E!!e' %! Pr%blem S%l$ing (%%&erai$e 7earning M%3el %n (%n'e&ual (%m&rehensi%n

Alg%rihmi' an3 Su3) M%i$ai%n %! Su3en in Therm%3)nami' T%&i'

,u3ha Irhas)uarna

%rhas(uarna, Iudha. 200>. T"e E..e)t o. Pro!em So,ig oo-erati,e Learig Mode o o)e-tua

om-re"e%io6 Agorit"mi)6 ad Stud Moti,atio o. Studet i T"ermodami) To-i) . Thesis.Program )tudi Pendidikan Kimia. Program Pascasarjana Universitas egeri Ma!ang. )uervisors#$1& 'r. )u"andi, M.)i, $2& Prof. Effend(, Ph. '.

Absra'

Thermod(namic is one of the toics 6hich is considered as the difficu!t one and it "ecomes afrightening su"ject for students. This is "ecause most!( thermod(namic contains a !ot of a"stract concetsand have stages, from a sim!e to more com!eC one and it is given conventiona!!(. -ased on the reason, itneeds a constructive and effective !earning in 6hich the studentst 6i!! construct the kno6!edge and

comrehension active!(, even in individua! activit( and socia! interaction. /ne of the !earning mode! 6hich issuita"!e 6ith the characteristic of constructivist !earning is a ro"!em so!ving cooerative !earning mode!.

This !earning mode! focusing on ro"!em so!ving rocess invo!ves the students active!( in !earning rocess.This condition resu!ts rocesses of assimi!ation rocess, accommodation, and organiFation in the cognitivestructure. %f the construction of kno6!edge takes !ace 6ithout ro"!em, then the students can increase their motivation and comrehension on a given materia!. This research is aimed at understanding# $1& the

difference in the students concetua! comrehension "et6een ro"!em so!ving cooerative !earning mode!and conventiona! !earning mode! in thermod(namic toic, $2& the difference students a!gorithmiccomrehension "et6een ro"!em so!ving cooerative !earning mode! and conventiona! !earning mode! inthermod(namic toic, $3& the difference students stud( motivation "et6een ro"!em so!ving cooerative!earning mode! and conventiona! !earning, and $4& re!ation "et6een students motivation in stud( 6ithconcetua! comrehension and a!gorithmic.

This research uses a DuasieCeriment design. The su"ject of this research are the students of Aacu!t( of Teacher Training and Education, Universit( of am"ung Mangkurat in -anjarmasin. esearchsam!es consist of t6o c!asses, i.e. eCerimenta! and contro! c!asses. The eCerimenta! c!ass consists of 50

students and the contro! c!ass consists of 4< students. The eCerimenta! c!ass uses ro"!em so!vingcooerative mode! in thermod(namic toic, 6hereas the contro! c!ass in the same toics uses conventiona!!earning mode!. The students achievement is measured "( using mu!ti!e choice test consisting of 30 items

6ith content va!idit( of <>.40; and re!ia"i!it( is measured "( using *!ha @ron"achs formu!a and its resu!tis 0.>81. The students motivation is identified "( using a Duestionnaire. The data ana!(sis techniDues used inthis research are descritive ana!(sis and ana!(sis of covariant $*nacova&.

The research resu!ts sho6s that# $1& students concetua! comrehension, 6hich uses the ro"!emso!ving cooerative !earning mode!, is higher than conventiona! !earning, $2& students a!gorithmiccomrehension, 6hich uses ro"!em so!ving cooerative !earning mode!, is higher than conventiona!

!earning, $3& students !earning motivation, 6hich uses ro"!em so!ving cooerative !earning mode!, is higher than conventiona! !earning, $4& There is a ositive and strong re!ation "et6een !earning motivation andstudents concetua! comrehension. Lhen the students !earning motivation is high, their concetua!comrehension "ecomes higher too. -esides that, there is a ositive and strong re!ation "et6een !earning

motivation and students a!gorithmic comrehension. Lhen the students !earning motivation is high, their a!gorithmic comrehension "ecomes higher too.

Ke)2%r3s# ro"!em so!ving, cooerative !earning, concetua! comrehension, a!gorithmic, !earning motivation




Memban3ingkan Kee!eki!an M%3el Pembelajaran Ti&e igsa2 3an Ti&e #iskusi Panel

unuk Meningkakan asil Belajar Mahasis2a #alam Mem&elajari Kimia 8rganik

Sigi a3ian%r%

7adiantoro, )igit. 200>. Mem!adig$a Kee.e$ti.a Mode Pem!ea#ara Ti-e 8ig%a* da Ti-e Di%$u%i

Pae utu$ Meig$at$a 4a%i Bea#ar Ma"a%i%*a Daam Mem-ea#ari Kimia rgai$ . Tesis,Jurusan Pendidikan Kimia, Program Pascasarjana Universitas egeri Ma!ang.

Absrak

-er"agai metode dan mode! em"e!ajaran te!ah dikem"angkan da!am rangka meningkatkanketer!i"atan mahasis6a untuk menguasai materi ku!iah. )a!ah satu mode! em"e!ajaran (ang dikem"angkanada!ah em"e!ajaran kooeratif $cooerative !earning&. Jenis em"e!ajaran kooeratif antara !ain em"e!ajaran tie jigsa6 dan em"e!ajaran tie diskusi ane!.

Pene!itian ini "ertujuan untuk mengetahui aakah ada er"edaan hasi! "e!ajar ada mahasis6a (ang

"e!ajar dengan menggunakan em"e!ajaran kooeratif tie jigsa6 dan em"e!ajaran kooeratif tie diskusi ane! da!am meme!ajari reaksi kimia organik. Pene!itian ini juga mem"andingkan engaruh sum"er "e!ajar

(ang digunakan, (aitu sum"er "e!ajar dari internet dan dari "uku teks terhada hasi! "e!ajar mahasis6a. ene!itian ini menggunakan metode kuantitatif ekserimen semu $Duasi eCeriment& dengan mode!

ratesascates ke!omokke!omok tak setara. Pou!asi (ang digunakan ada!ah mahasis6a Jurusan Teknik Kimia Po!iteknik egeri Ma!ang tahun akademik 2008+200>. )ame! ene!itian mahasis6a semester %%

$angkatan 2008. Jum!ah same! se"an(ak 102 orang mahasis6a. Penetaan ke!omok erco"aan tidak di!akukan secara acak tetai dii!ih dari ke!aske!as (ang ada.

=aria"e! "e"as ene!itian ini (aitu metode em"e!ajaran $terdiri dari tie jigsa6 dan tie diskusike!as& dan sum"er "e!ajar $dari internet dan dari "uku teks& (ang digunakan. Kom"inasi kedua varia"!e "e"asterse"ut digunakan untuk em"e!ajaran ada emat ke!omok $ke!as& erco"aan. =aria"e! ga(utn(a ada!ahhasi! "e!ajar mahasis6a (ang diukur "erdasarkan hasi! rates dan ascates.

*na!isis =ariansi dua ja!ur menunjukkan "ah6a ada er"edaan (ang n(ata di antara kedua metode em"e!ajatan (ang digunakan, sedangkan kedua sum"er "e!ajar tidak menunjukkan adan(a er"edaan (angn(ata. 'ari ujit satu ekor ter!ihat "ah6a untuk meningkatkan hasi! "e!ajar mahasis6a da!am meme!ajari

reaksireaksi kimia organik em"e!ajaran tie diskusi ane! !e"ih efektif dariada tie jigsa6.

Kaa kun'i em"e!ajaran tie jigsa6, diskusi ane!, internet, hasi! "e!ajar, reaksi kimia organik

(%m&aring The E!!e'i$eness 8! igsa2 7earning :ih Panel #is'ussi%n T% In'rease

7earning A'hie$emen 8! Su3ens 8! Sae P%l)e'hni' 8! Malang In 8rgani' (hemisr)

;ea'i%ns

Sigi a3ian%r%

7adiantoro, ). 200>. om-arig T"e E..e)ti,ee%% . 8ig%a* Learig :it" Pae Di%)u%%io To I)rea%e

Learig A)"ie,emet . Studet% . State Pote)"i) . Maag I rgai) "emi%tr Rea)tio%. Thesis, 'eartement of @hemistr( Education, Postgraduated Program of )tate Universit(of Ma!ang.

Absra'

The aim of this stud( is to find out the effectiveness differences of jigsa6 cooerative !earningmode! comare 6ith ane! discussion to increase studrnts academic achievement in organic chemistr(!earning. The effectivenes 6as determined "( !earning achievement in organic chemistr(.

The reseach design 6as Duasi eCeriment 6ith non eDuiva!ent retestosttest. The ou!ation 6asa!! the 2008+200> academic (ears students of @hemica! Engineering 'eartement : )tate Po!(technic of Ma!ang. )am!es of this stud( 6as 102 second semester students. The sam!es 6as divided to four grous,i.e. jigsa6internet , jigsa6teCt"ook, discussioninternet, and discussionteCt"ook grous.

%ndeendent varia"!es of the stud( are !earning methods $jigsa6 !earning or ane! discussion& and!earning sources $from internet or teCt"ooks&. The com"ination of these varia"!e 6as a!ied to four

eCeriment grous mentioned a"ove. The deendent varia"!es are student !earning achievements.




)tatistica! ana!(sis "( *nova sho6 that there is significant differences "et6een !earning methods to

increased academic achievement. o significant deferences "et6een !earning sources, a!so "et6eeninteractions. /ne tai! ttest sho6 that, in this stud(, ane! discussion !earning is "etter than jigsa6 !earning toincrease students !earning achievement in organic chemistr( reactions.

Ke)2%r3s# jigsa6 !earning, ane! discussion internet, !earning achievement, organic chemistr( reactions

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