IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE

TitleIMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE
Publication TypeJournal Article
Year of Publication2018
AuthorsSitumorang, M, Sinaga, M, Purba, J, Daulay, SI, Simorangkir, M, Sitorus, M, Sudrajat, A
JournalJournal of Baltic Science Education
Volume17
Issue4
Start Page535-550
PaginationContinuous
Date PublishedAugust/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsguided tasks, independent learning, innovative learning material, students’ competence
Abstract

This research aimed to provide an innovative chemistry learning material with guided tasks to improve students’ competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students’ activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students’ competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students’ ability to write and organize their assignments; (5) students’ academic attitudes, observed during the learning activities, were categorized as very good.

URLhttp://oaji.net/articles/2017/987-1533708387.pdf
Refereed DesignationRefereed
Full Text