http://ojs.unm.ac.id/CER/issue/feedChemistry Education Review (CER)2019-10-04T11:57:36+08:00Danialmuh_niels@ymail.comOpen Journal Systems<p>Chemistry Education Review (CER) is a peer-reviewed scientific open access, with e-ISSN : 2597-9361 and p-ISSN : 2597-4068 published by Chemistry Education Study Program, Graduate Program of Universitas Negeri Makassar in 2017.</p><p>Chemistry Education Review is an-Opened Access journal and published twice a year every September and March. It publishes the research (no longer than 5 years after the draft proposed) in term of Chemistry Education which relate to chemistry study and learning, theory and educational practice, educational policy, curriculum development and learning material, cultural education and national character, teacher education and training, technology and learning media, or every relevant activity.</p>http://ojs.unm.ac.id/CER/article/view/9638Penerapan Model Pembelajaran Kooperatif Tipe TAPPS (Thinking Aloud Pair Problem Solving) Untuk Meningkatkan Prestasi Belajar Peserta Didik2019-10-04T11:57:36+08:00Mita Elida Putrimitaelidaputri4@gmail.comRadjawaly Usman Reryrery1959@yahoo.comSri Haryatisrifkipunri@yahoo.co.id<p>The research aims to improve students learning achievement on the subject of stoichiometric in the class X MIPA SMAN 2 Siak Hulu. This research method uses a quantitative approach. Data analysis using normality test, homogeneity test and analysis to test the hypothesis was using t-test right side. Based on the analysis of data processing obtained t<sub>count</sub> > t<sub>table</sub> is 2,33 > 1,67 means that the implementation of cooperative learning model TAPPS (Thinking Aloud Pair Problem Solving) can improve students learning achievement on the subject of stoichiometric in the class X MIPA SMAN 2 Siak Hulu with categories of achievement improvement learning in the experimental class based on Score (N-Gain) is high, which is 0.8.</p>2019-07-15T15:09:06+08:00Copyright (c) 2019 Mita Elida Putri, Radjawaly Usman Rery, Sri Haryati Haryatihttp://ojs.unm.ac.id/CER/article/view/10413Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Peserta Didik2019-10-04T11:57:36+08:00Amalia Waleuluamaliaawaleulu@yahoo.comMuharram Muharrammuharram_pasma@yahoo.comSugiarti Sugiartisugiarti1959@yahoo.comThe research aims to examining the influence of guided inquiry learning model on critical thinking ability and chemistry learning autcomes of students on chemistry bond learning material. This research method uses an experimental method with two treatments. Data analysis using normality test, homogeneity test, hypothesis test and analysis to test the hypothesis was using one way ANOVA at a significant level of 0.05. The ruselt of descriptive analysis obtained the mean score of critical thinking ability and learning outcome in experiment class by 79.85 and the control class 57.89 whit each of standard of deviation 11.77 and 12.29. The mean percentage of critical thinking ability indicator in experiment class is 83.91 in high category and in control class is 49.63 in moderate category. The result of hypothesis test with t-test at the level of significance α = 0.05 obtained t<sub>count</sub> 4.48 > t<sub>table</sub> 2.02 and significance (0.001 < 0.05) indicated that the hypothesis is accepted. The conclusion of the study is there influence of guided inquiry learning model on the critical thinking ability and learning outcomes of grade X MIA at SMA Muhammadiyah Luhu on Chemistry Bond learning material.2019-09-21T00:00:00+08:00Copyright (c) 2019 Amalia Waleulu, Muharram Muharram, Sugiarti Sugiartihttp://ojs.unm.ac.id/CER/article/view/10421Perbandingan Pemahaman Konsep dan Kemampuan Berpikir Kritis Melalui Model Pembelajaran Discovery Learning dan Direct Instruction2019-10-04T11:57:36+08:00Istiqamah Istiqamahistiqamahsolihin@gmail.comSugiarti Sugiartisugiarti1959@yahoo.comMuhammad Wijayawijasumi@yahoo.co.idThe research aims to discovering the description of understanding concept critical thinking skills of students, the difference of understanding concept critical thinking skills of student, and the correlation between understanding concept and critical thinking skills of students who were taught using discovery learning model and direct instruction on reaction rate material in grade XI MIA at SMAN 8 Takalar. The study was conducted at SMAN 8 Takalar with two classes as research subjects, class XI MIA 1 taught by using discovery learning model and class XI MIA 2 taught by using direct instruction on reaction with 25 students each. Data were analyzed descriptively and inferentially. The results of the study reveal that 1) the understanding concept on class taught by using discovery learning model was in good category; whereas class taught by using direct instruction model was in moderate category; 2) the critical thinking skills of both classes were in critical categories. Therefore, the conclusions of the study are (i) the understanding concept of students who were taught by using discovery learning model had gain average higher than the ones using direct instruction model, (ii) the critical thinking skill of student who were taught using discovery learning model had gain average higher than the ones taught using direct instruction learning model, (iii) there was correlation between understanding concept and critical thinking skill of students taught by using discovery learning model and direct instruction learning model.2019-09-22T00:00:00+08:00Copyright (c) 2019 Istiqamah Istiqamah, Sugiarti Sugiarti, Muhammad Wijayahttp://ojs.unm.ac.id/CER/article/view/10440Pengaruh Model Pembelajaran dan Kesadaran Metakognisi terhadap Hasil Belajar Peserta Didik2019-10-04T11:57:36+08:00Desma Sonyingadesma_sonyinga@yahoo.comMuhammad Danialmuh_niels@yahoo.comNetti Herawatiurfatami.unm74@gmail.comThe study is quasi experiment which aims at examining the influence of learning model and metacognition awareness on learning autocomes of grade X at SMA Islam in Ternate city on chemistry Bond subject. The study employed 2x2 factorial research desaign. Samples consisted of two classes selected by employing random sampling technique and obtained grade X IPA 1 as the experiment class 1 taught by using guided inquiry learning model and grade X IPA 2 as experiment class 2 taught by using problem-based learning model. The research instruments used questionnaire of metacognition awareness inventory and learning result test. Data obtained were analyzed inferentially and descriptively. The results of inferential analysis reveal that (1) the learning model gives influence on learning outcomes with significant score of 0.01<0.05, (2) The metacognition awareness give influence on learning outcomes with significant score 0.008 < 0.05, (3) there is interaction of learning model and metacognition awareness, proved by the significant score 0.014 < 0.05. Then, the results of descriptive analysis indicate that (1) the mean score of learning outcomes taught using guided inquiry learning model is higher than problem-based learning model, (2) the mean score of learning outcomes with high metacognition awareness is higher than the mean score of learning outcomes with low metacognition awareness, (3) there is interaction between learning model and metacognition awareness in influencing learning outcomes of grade X IPA at SMA Islam in Ternate city. Therefore, there is influence between learning model and metacognition awareness on learning outcomes of grade X at SMA Islam in Ternate city on Chemistry Bond subject.2019-09-23T00:00:00+08:00Copyright (c) 2019 Desma Sonyinga, Muhammad Danial, Netti Herawati