Research chemistry learning articles

CHEMICAL LEARNING RESEARCH REPORT

             Here is one of the results of the study of chemistry that I translated into English, how your views on the article, whether the same thing will happen if we do the same research in the study of chemistry learning, please give your comments and suggestions, agree or disagree With the chemistry learning research article !!!!

write by Emma Amallia Contessa week, May 20th 2012

PRELIMINARY

A. Background

Operationalally, the educational objectives of the teachers, especially the education of chemistry, have insight, attitude and skills as highly educated citizens, the mastery of teaching materials and the understanding of all things related to learners, the satisfaction of the theory and skills of possessing the ability to perform professional duties in relation to the background Organisationally.

Teachers profession has a very wide and deep dimension. Starting from an in-depth understanding of the insights that underlie the association of education between teachers and students, mastery of teaching materials materials to the understanding of the background (setting) where or in the environment apatindakan education was done. If the teacher's response is wrong, he will lose valuable time in the educational process he is responsible for. So the nature of this enmalig is also related to the effectiveness of teachers and effectiveness will result in the success of learning side

Chemistry Subject is one of the subjects that is considered difficult for students today. As a result, many high school students (SMA) are not successful in learning chemistry. Djoyonegoro (in Kompas, 1995) states that among the high school students developed the assumption that the subjects of MIPA especially chemistry is the most difficult subjects and become a scourge among them.

B. Problem Formulation

Based on the background of the above problems can be formulated some problems as follows:

• What is the condition of teaching and learning in the classroom

• How to teach chemistry learning materials directly to students

• How students respond to chemistry learning

C. Observation Objectives

This observation aims to:

• Knowing to know the condition of the implementation of teaching and learning activities

• Knowing chemistry learning materials directly to students in the process of teaching and learning activities

• Knowing the student's response to chemistry learning.

D. Research Benefits

1. For Students

• Increase students' motivation especially for chemistry learning materials.

• Increase the number of students who complete the study

2. For teachers

• Improve teacher quality in the learning process

• Stimulate teachers to be more innovative

3. For Schools

• Provide added value to schools with increasing quality of education

• Giving input to the school about the method of learning that can be used by teachers of other fields so that the learning process is more varie

THEORETICAL STUDY

Education is an important vehicle for building students. In turn, the result of human education becomes a resource of development. Therefore, educators in carrying out their duties are not expected to make educational mistakes. Because educational errors can be fatal because the target educator is human

One of the basic science that plays an important role in the progress of world civilization is chemistry. Science is taught in schools ranging from elementary school to university. At the elementary and junior levels, chemistry is integrated in science or science lessons, at high school and college levels, taught apart from other basic sciences. That's why learning is required to not stop with other words not limited by age.

According to Gagne, learning can be defined as a process by which an organism changes as a result of experience. There are at least five kinds of change-of-experience behavior, and are considered to be the basic underlying factors in learning.

1. At the most primitive emotional level, behavioral changes occur as a result of pairing an unconditioned stimulus with a conditioned stimulus. As a function of experience, the conditioned stimulus at one time acquires the ability to issue a conditioned response. This form of learning is called respondent learning and helps us to understand how students like or dislike school or other fields of study.

2. Learning the contiguity, that is how two events are paired with each other at a time, and this is often the case. We see how this association can lead to learning from "drill" and learning stereotypes - stereotypes.

3. We learn that behavioral consequences affect whether the behavior will be repeated or not, and how much it repeats. This kind of learning is called learning operant.

4. Learning experiences as a result of human observations and events. We learn from models, and each of us may become a model for others in observational learning.

5. Cognitive learning occurs in our heads, when we see and understand the events around us, and with insait, learn to understand understanding.

RESEARCH METHODOLOGY

1. Research Subject

Research subjects is a process of learning chemistry between teachers and students in the classroom

2. Research Objects

The object of research is the students of class X - XI and chemistry teacher in SMA Negeri 1 Jalan Cagak – Subang

3. Data and Data Sources

The data we collect is qualitative and quantitative data with the type of data source that is person (person) and place (place).

4. Data Collection Techniques

In this research the data collection technique that we use is direct observation with the instrument of questionnaire of teacher and student questionnaire and interview.

5. Data Analysis Technique

Techniques to analyze the data is by counting the number of answers students and teachers who answered the statement on the questionnaire research.

DATA ANALYSIS AND DISCUSSION

A. Facilities and Infrastructure

Facilities and infrastructure that support the implementation of chemistry learning at SMAN

1 Jalan Cagak Subang is as follows:

A. Classroom Data

• Class X: 10 classes

• Class XI IPA: 5 classes

B. Laboratory

Chemistry laboratory room at SMAN 1 Jalan Cagak is inadequate both in terms of room, tools and practicum materials. From our interviews with chemistry teachers, we were informed that the implementation of chemistry learning, especially the less conditioned laboratory because of incomplete tools and materials and rooms used together such as biology and physics.

C. The state of teachers and students

The number of chemistry teachers at SMAN 1 Jalan Cagak is 3 people from chemical education. This means that there is no chemistry teacher who teaches at SMAN 1 Jalan Cagak whose education is not from chemical education or MIPA. All teachers have S1 degree of education.

The number of students that we make the sample as much as 2 classes of class X 7 and class XI IPA 2 to be used as materials to withdraw data about the implementation of chemistry learning.

D. Chemical learning activities

Before doing the teaching and learning process, the teacher makes the rpp that is adjusted with the syllabus. With this rpp teachers do the learning activities as below:

1. Initial Activity

• The teacher opens the lesson by saying good-bye

• Presence of Student Presence

• Be responsible about the material of previous meetings.

2. Core Activities

• Submission of materials by teachers

• Frequently asked questions about unfamiliar material

• Work on the questions in the LKS

• Conclusions

• Closing lessons with prayer and greetings.

Method

The methods that teachers apply are lectures, and frequently asked questions. The teacher chooses the method by adjusting the taught material. With the method applied by the teacher expected students can receive and understand about the material being taught.

Media

In the process of teaching and learning activities teachers using books LKS, LCD, Laptop and props are tailored to the material being taught. For example props used by teachers in learning carbon compounds using molymod. The props help teachers in introducing examples of carbon compounds.

Master's Attitude in Material Delivery

In delivering the material the teacher speaks in a regular voice, meaning that sometimes when the teacher speaks loudly but sometimes the teacher minimizes the volume of his voice with the intention that the student tries to pay attention to what is being said by his teacher. During the process of teaching and learning activities some students are active, but there are also passive students who only listen to the explanation from the teacher only. In this case without trying to assess the appearance of teachers, but only observe the visible ability of teachers in mastering the material has been very eloquent in explaining the material, although in the mastery of the class is less maximal.

Difficulty in Delivering the Material

From my interviews, many classroom teachers find it difficult to teach because there are several factors, for example:

1. Lack of textbooks and learning support tools

2. Often changes in the subject matter of science in accordance with the applicable curriculum.

3. Finding a variety of teaching methods so that students do not easily bored at the time of the process of teaching and learning activities IPA

4. Teachers have not mastered the making of rpp.

5. Demonstrations are rarely done because of the limited tools and materials and rooms united with biology and physics subjects

Textbooks

Teachers use textbooks that are in accordance with the applicable curriculum (SBC). Master uses the package book. Each teaching and learning process, students get a book package every two students get a book, but the book package must be returned after the lesson is finished. In addition, teachers have supporting books such as LKS. The teacher encourages each student to have the LKS.

B. Class X questionnaire analysis

Based on our fieldwork, the results of the questionnaires that we disseminate to the students of class X, most students are less interested in learning chemistry. This is caused by several factors such as students are less happy with the way of delivering the material by teachers, so that students are difficult in learning a chemical concept and teachers rarely explain the application of chemistry learning in everyday life.
Learning process that most students expect is practicum method because with practice method, students become easier in understanding a chemical concept. But teachers rarely do practicum because there is no time. In each semester the teacher only perform 1-2 practice times. This becomes an obstacle for teachers in the learning process.

C. Agket Analysis Class XI

Based on the field study we did, that is from the questionnaire that we distributed to the students of class XI, most of the class XI students like chemistry lesson, the reason is because the teachers who teach the good do not make the saturation and the lesson easy to understand. Most responded that the lab was fun, and the learning with the practicum was understandable. Just like the students of class X, all students of class XI also expected that the learning process is practicum method because it becomes easier to understand. But due to several factors so that the lab is rarely done. New practice is done as much as 2 times the acid base and voltaic cells.

CONCLUSION

Based on our observations at SMAN 1 Jalan Cagak through interview method to one of the chemistry teachers at the school we got the conclusion that the learning process needed creative ideas how to foster the spirit of students in the class so as not to get bored. Because some students think that the chemistry lessons are so difficult that students sometimes do not like the lesson.

From this experience, we really realize there is a difference in the ability of each student so it must require different handling. There are students who have been able to directly solve the problem without needing help, but others still need guidance By using props to help solve the problem.

http://luphleph.blogspot.co.id/2012/05/laporan-penelitian-pembelajaran-kimia.html

( access 21 april 2017 ) Translated into english