Understanding the Concept of Atomic Structure After Learning Using the Discovery Learning Model Assisted by Worksheet in Class X Students of Public Senior High School 1 Paku

  • Indraniyati Palangka Raya University
  • Abdul Hadjranul Fatah Palangka Raya University
  • Nopriawan Berkat Asi Palangka Raya University
Keywords: discovery learning, understanding, atomic structure

Abstract

The Discovery Learning model is another name for discovery learning. As the name implies, this model directs students to be able to find something through the learning process they live. Students are directed to become accustomed to being scientists. The purpose of this research is to describe the understanding of the concept of atomic structure: the constituent particles of the nucleus, atomic number, mass number, isotope, isotope, and isobar. After learning using the Discovery Learning model assisted by worksheet in Class X Students Public Senior High School 1 Paku, East Barito Academic Year 2017/2018. This study involved 25 students. Data on the results of understanding students' concepts were obtained through the provision of written tests in the form of essays (descriptions) of students before and after using the Discovery Learning model, observation sheets of learning management, student learning activity sheets using rubric of group activity assessment. Data were analyzed using descriptive techniques. The results showed that the majority of students' understanding of the concept had correctly written and explained the atomic symbol as a symbol of elements that was equipped with an atomic number and a mass number of 80%. Describe the understanding of the atomic number (number of protons) as the identity of an element totaling 77.33%. Describe the meaning of mass number as the number of protons and neutrons in an atomic nucleus amounting to 68%. Write down the mass number, the number of protons, the number of neutrons, the number of electrons in the known notation amounting to 69.33%, explaining the meaning of isotopes, isobars, isotons amounting to 74.66%. The average understanding of students' concepts in atomic structure material amounted to 73.86%.

Downloads

Download data is not yet available.

Author Biographies

Indraniyati, Palangka Raya University

Chemistry Education Study Program, Department of Mathematics and Natural Sciences Education, FKIP, University of Palangka Raya, Indonesia

Abdul Hadjranul Fatah, Palangka Raya University

Chemistry Education Study Program, Department of Mathematics and Natural Sciences Education, FKIP, University of Palangka Raya, Indonesia

Nopriawan Berkat Asi, Palangka Raya University

Chemistry Education Study Program, Department of Mathematics and Natural Sciences Education, FKIP, University of Palangka Raya, Indonesia

References

Arifin, Mulyati. (2000). Strategi Belajar Mengajar Kimia. Bandung: Universitas Negeri Malang

Dahar, R. W. (1989). Teori-teori Belajar. Jakarta: Erlangga

Depdiknas. (2003). Kurikulum Kimia 2004. Jakarta: Departemen Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Proyek Pembimbingan Tenaga Kependidikan.

Gina Pebria Leloni,2015. Pengaruh Pemberian LKS Terhadap Pemahaman Konsep Tata Nama Senyawa dan Persamaan Reaksi Pada Siswa Kelas XI SMA Negeri 2 Palangka Raya Tahun Ajaran 2014/2015. Skripsi Sarjana, tidak diterbitkan, Universitas Palangka Raya.

Husaini Usman. (2003). Metodologi Penelitian.Jakarta: Bumi Askara.

Keenan,Charles W, dkk. 1992. Kimia untuk Universitas Jilid 2. Jakarta: Erlangga.

Kosasi, E. 2014. Strategi Belajar dan Pembeajaran Implementasi Kurikulum 2013. Bandung: Yrama Widya.

Kunandar. 2014. Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013). Jakarta: PT. Rajagrafindo Persada.

Meiliawati, R. 2019. Pemahaman Konsep Sifat Jari-Jari Atom Dan Keelektronegatifan Pada Mahasiswa Pendidikan Kimia Semester IV Tahun Ajaran 2016/2017 Hasil Pembelajaran Menggunakan Model Discovery Learning. Jurnal Ilmiah Kanderang Tingang. 10, 1 (Jun. 2019), 38-45.

Rapita Sari, (2016). Pemahaman Konsep Kelarutan dan Hasil kali Kelarutan Pasca Pembelajaran Menggunakan Model Discovery Learning Berbantuan LKS pada Siswa Kelas XI MIA-4 SMA Negeri 4 Palangka Raya Tahun Ajaran 2015/2016. Skripsi. Tidak diterbitkan: Universitas Palangka Raya.

Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.

Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta: Depdiknas.

Tim Penyusun Pedoman Penulisan Karya Ilmiah. 2014. Pedoman Penulisan Karya Ilmiah. Palangka Raya : FKIP UPR

Published
2020-03-30
How to Cite
[1]
Indraniyati, I., Fatah, A.H. and Asi, N.B. 2020. Understanding the Concept of Atomic Structure After Learning Using the Discovery Learning Model Assisted by Worksheet in Class X Students of Public Senior High School 1 Paku. Jurnal Ilmiah Kanderang Tingang. 11, 1 (Mar. 2020), 180-192. DOI:https://doi.org/10.37304/jikt.v11i1.85.

Most read articles by the same author(s)

1 2 > >>