IMPLEMENTASI E-MODUL HIDROLISIS GARAM BERBASIS PROBLEM BASED LEARNING DENGAN PENDEKATAN TEACHING AT THE RIGHT LEVEL TERHADAP HASIL BELAJAR KOGNITIF MURID SMAN 4 PADANG
DOI:
https://doi.org/10.23969/jp.v11i03.62026Keywords:
E-module , Salt Hydrolysis, Problem Based Learning , Teaching at the Right Level ,Abstract
Salt hydrolysis is one of the chemistry topics in Grade XI Phase F that is considered difficult because it requires mastery of prerequisite concepts. Based on observations conducted at SMAN 4 Padang, approximately 50% of students had not achieved the Learning Objective Achievement Criteria (KKTP). Learning was still dominated by the use of textbooks, PowerPoint presentations, and student worksheets (LKPD), while the use of e-modules as digital teaching materials remained limited. One effort to address this problem is the implementation of a salt hydrolysis e-module based on Problem-Based Learning (PBL) with the Teaching at the Right Level (TaRL) approach. This study aimed to determine the effect of implementing the Problem-Based Learning (PBL)-based salt hydrolysis e-module with the Teaching at the Right Level (TaRL) approach on the cognitive learning outcomes of students at SMAN 4 Padang. The study employed a quasi-experimental method using a nonequivalent control group design. The sample consisted of 31 students in the experimental class and 31 students in the control class selected through purposive sampling. Data were collected using a 15-item multiple-choice objective test and analyzed using the Independent Samples t-test and the N-gain test. The results showed that the mean posttest score of the experimental class (86.97) was higher than that of the control class (80.39). The experimental class achieved an N-gain score of 0.8334, which was higher than the control class (0.7476). The hypothesis test showed that the calculated t value (2.811) was greater than the t-table value (2.000), with a Sig. (2-tailed) value of 0.007 < 0.05, indicating a significant difference in learning outcomes between the two classes. Therefore, the implementation of the Problem-Based Learning (PBL)-based salt hydrolysis e-module with the Teaching at the Right Level (TaRL) approach had a positive effect on the cognitive learning outcomes of students at SMAN 4 Padang.
Downloads
References
Abraham, R. R., Hassan, S., & Ahlam, M. U. (2016). Exploring Students' Self-Directed Learning in Problem-Based Learning. 8(1), 15–23.
Arends, R. (2012). Learning to Teach (9th ed.). McGraw-Hill Companies.
Astuti, R. T. (2022). Profil Kesulitan Belajar Peserta Didik dalam Memahami Materi Hidrolisis Garam. Orbital: Jurnal Pendidikan Kimia, 6, 250–261. Efriani, & Iryani. (2024). Pengembangan e-modul hidrolisis garam berbasis Problem Based Learning dengan pendekatan Teaching at the Right Level. Hydrogen: Jurnal Kependidikan Kimia, 12(5).
Ekaputra, F. (2023). Analysis of Students' 4C Skills Based on Project Based Learning Through Chemo Entrepreneurship Media. 3(3), 2017–2022.
Irawati, R. K. (2019). Pengaruh pemahaman konsep asam basa terhadap konsep hidrolisis. Thabiea: Journal of Natural Science Teaching, 2(1), 1–6.
Lestari, I. E., Maharani, S., & Sunarni, S. (2024). Penerapan model pembelajaran Problem Based Learning (PBL) melalui pendekatan Teaching at the Right Level (TaRL) untuk meningkatkan hasil belajar murid kelas VII. Journal on Education, 6(4), 20998–21011.
Mahendra, M. R., Enawaty, E., Junanto, T., Muharini, R., & Lestari, I. (2023). Efektivitas penggunaan e-modul kimia dasar berbasis Problem Based Learning dalam meningkatkan kemampuan memecahkan masalah mahasiswa pada materi termokimia. Journal of The Indonesian Society of Integrated Chemistry, 15(2), 120–127.
Melani, Iim, & Dewi, H. (2024). Penerapan pendekatan Teaching at the Right Level berbasis Problem Based Learning terhadap peningkatan hasil belajar dan aktivitas murid kelas X MIPA 2 SMAN 9 Kota Bengkulu pada materi konsep mol bab stoikiometri kimia. 23(1), 74–89.
Mubarokah, S. (2022). Tantangan implementasi pendekatan Teaching at the Right Level (TaRL) dalam literasi dasar yang inklusif di Madrasah Ibtida'iyah Lombok Timur. 4(1), 165–179.
Ningrum, M. C., Juwono, B., & Sucahyo, I. (2023). Implementasi pendekatan TaRL untuk meningkatkan motivasi belajar murid pada pembelajaran fisika. 7(1), 94–99.
Nurhayati, N., Linda, R., & Anwar, L. (2022). E-module using FlipHTML5 application on chemical bond material. Jurnal Pendidikan Kimia Indonesia, 6(2), 133–141.
Pratiwi, D. I., & Bakti, I. (2024). Pengembangan e-modul hidrolisis garam berbasis Etnoscience dengan model Scientific Critical Thinking (Etno-SCT) untuk meningkatkan keterampilan proses sains dan hasil belajar pengetahuan murid. 8(2), 84–99.
Shelly Dewi Ristanti, & S. S. S. (2024). Analisis pemahaman konsep dan kesulitan siswa kelas XI pada materi hidrolisis garam menggunakan tes TTMC dan TWTMC dengan model Problem Based Learning. Jurnal Inovasi Pendidikan Kimia, 18(1).
Siregar, W., & Lubis, A. W. (2022). Penggunaan e-modul Problem Based Learning (PBL) terhadap hasil belajar siswa pada materi sifat koligatif larutan. 60–65.
Suprihartini, R., & Novianto, V. (2022). Efektivitas pembelajaran daring: Sway vs Form SD Negeri Kedunggubah. 3(1).
Suryani, O. (2023). Pelatihan pengembangan bahan ajar mengintegrasikan praktikum dan multipel representasi kimia dalam pembelajaran berbasis masalah bagi guru kimia Kota Padang. 7, 514–521.
Zahro, M. (2024). Penerapan model pembelajaran Problem Based Learning terhadap kemampuan berpikir kritis dan aktivitas belajar murid pada materi hidrolisis garam. Jurnal Inovasi Pendidikan Kimia, 18(1).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
