Nurlatipah, Dede Dalpa (2025) Enhancing cognitive learning outcomes on carboxylic acids through Nearpod-assisted problem-based learning: a studi in organic chemistry course. Chimica Didactica Acta: Journal of Chemistry & Chemistry Education, 13 (1). pp. 54-65. ISSN 2809-6789
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Abstract
INDONESIA: Penelitian ini bertujuan untuk menyelidiki peningkatan hasil belajar kognitif mahasiswa melalui integrasi Pembelajaran Berbasis Masalah (PBM) berbantuan Nearpod pada materi asam karboksilat, serta mendeskripsikan aktivitas mahasiswa, kemampuan menyelesaikan lembar kerja, dan respon terhadap penggunaan media tersebut. Penelitian ini menggunakan metode pre-eksperimental dengan desain one group pretest-posttest dan melibatkan 48 mahasiswa semester empat pada mata kuliah Kimia Organik II. Hasil menunjukkan bahwa aktivitas pembelajaran terlaksana dengan sangat baik (88,76%), kemampuan mahasiswa dalam menyelesaikan lembar kerja juga tergolong tinggi (rata-rata skor: 88), dan peningkatan hasil belajar kognitif berada pada kategori sedang (N-Gain: 0,63), dengan capaian tertinggi pada jenjang analisis (C4). Sebanyak 98,3% mahasiswa memberikan respon positif terhadap penggunaan Nearpod dalam pembelajaran. Temuan ini menunjukkan bahwa integrasi model PBM dan Nearpod merupakan pendekatan inovatif yang efektif dalam meningkatkan hasil belajar kognitif, partisipasi aktif, pemahaman konseptual, dan keterampilan berpikir tingkat tinggi, serta menyoroti potensinya dalam meningkatkan kualitas pembelajaran kimia, khususnya pada topik-topik abstrak. ENGLISH: This study aims to investigate the enhancement of students’ cognitive learning outcomes through the integration of Nearpod-assisted Problem-Based Learning (PBL) in carboxylic acid material, as well as to describe students’ activities, their ability to complete worksheets, and their responses to the use of this media. This study employed a pre-experimental method with a one-group pretest-posttest design and involved 48 fourth-semester students in the Organic Chemistry II course. The results indicate that learning activities were carried out very well (88.76%), students’ ability to complete worksheets was also high (average score: 88), and cognitive learning outcomes improved moderately (N-Gain: 0.63), with the highest achievement at the analysis level (C4). A total of 98.3% of students responded positively to the use of Nearpod in learning. These findings indicate that integrating the PBL model and Nearpod is an innovative and effective approach to enhancing cognitive learning outcomes, active participation, conceptual understanding, and higher-order thinking skills while highlighting its potential to improve the quality of chemistry education, particularly on abstract topics.
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