Repo Dosen ULM

Peer Riview : The Effect of Problem Posing and Problem Solving Model on Chemistry Learning Outcome

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dc.contributor.author Iriani, Rilia
dc.date.accessioned 2021-04-20T08:24:04Z
dc.date.available 2021-04-20T08:24:04Z
dc.date.issued 2017-05
dc.identifier.isbn 978-602-6483-36-2
dc.identifier.issn 2352-5398
dc.identifier.uri https://repo-dosen.ulm.ac.id//handle/123456789/19585
dc.description Cognitive Achievement, Mole Concept, Problem Posing, Problem Solving, Problem Posing-solving en_US
dc.description.abstract This study was aimed to determine differences in learning achievements and to find out the most effective learning model among the problem posing, problem solving, and problem posing-solving models in grade X SMAN 6 Banjarmasin. This research used a quasi-experimental methods with a pretest-posttest comparison group design. The samples were class X MIA 1 as an experimental class 1, X MIA 2 as an experimental class 2, and X MIA 3 as the experimental class 3. A test-technique was used to collect data and the data were analyzed using one-way Anova test, N-gain test and Duncan test to analyze the cognitive achievement of students who learn chemistry using problem posing, problem solving, and problem posing-solving learning models.The results showed that (1) there were significant differences in cognitive learning achievements among students in the experimental class 1, experimental class 2 and experimental class 3. (2) the use of the learning model problem posing-solving was more effective when applied to the learning process compared to the problem posing model and problem solving model. en_US
dc.publisher Lambung Mangkurat University Press en_US
dc.relation.ispartofseries Cetakan Pertama;
dc.subject Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education en_US
dc.title Peer Riview : The Effect of Problem Posing and Problem Solving Model on Chemistry Learning Outcome en_US
dc.type Other en_US


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