%I Universitas Pendidikan Indonesia
%L repoupi138819
%A - Annisa Shafira Muntaha
%A - Wiji
%A - Tuszie Widhiyanti
%O https://scholar.google.com/citations?view_op=list_works&hl=en&user=9euuxtwAAAAJ

ID SINTA Dosen Pembimbing:
Wiji: 6012036
Tuszie Widhiyanti: 6123602
%K Strategi pembelajaran intertekstual, predict-observe-explain, penguasaan konsep, keterampilan proses sains, potensial sel.

Intertextual learning strategy, predict-observe-explain, concept mastery, science process skills, cell potential
%D 2025
%X Penelitian ini bertujuan untuk menganalisis dampak strategi pembelajaran Predict Observe-Explain (POE) berbasis intertekstualitas terhadap penguasaan konsep potensial sel dan keterampilan proses sains mahasiswa calon guru kimia. Metode penelitian yang digunakan ialah mixed methods dengan model embedded experiment dan desain one group pretest-posttest. Subjek penelitian adalah 40 mahasiswa program studi pendidikan kimia di salah satu Universitas di Kota Bandung yang dibagi kedalam sembilan kelompok secara heterogen. Instrumen yang digunakan meliputi data kuantitatif sebagai data primer dan data kualitatif sebagai data sekunder. Data kuantitatif berupa tes penguasaan konsep two-tier, rubrik penilaian KPS serta angket tanggapan mahasiswa. Data kualitatif berupa lembar observasi keterlaksanaan pembelajaran, serta transkrip rekaman audio dan video pembelajaran. Data kuantitatif dan data kualitatif dilakukan secara embedded yakni dilakukan bersamaan. Penelitian ini berfokus pada empat label konsep yakni potensial sel standar, potensial reduksi standar, potensial sel non-standar, serta hubungan potensial sel dengan energi bebas Gibbs dan konstanta kesetimbangan. Hasil analisis tes penguasaan konsep berupa pretest-posttest menunjukkan bahwa mahasiswa mengalami peningkatan yang signifikan pada semua label konsep setelah dilaksanakan pembelajaran POE berbasis intertekstual pada konsep potensial sel. Selain itu, keterampilan proses sains mahasiswa calon guru kimia yang diuji menggunakan analisis statistik deskriptif mendapatkan kategori ‘sangat baik’. Keterampilan proses sains diukur melalui rubrik penilaian KPS berdasarkan analisis jawaban pada Lembar Kerja Mahasiswa (LKM). Lima aspek KPS yang digunakan dalam penelitian ini, empat aspek mendapatkan kategori ‘sangat baik’ dan satu aspek mendapatkan kategori ‘baik’. Hasil analisis juga menunjukkan bahwa terdapat hubungan yang signifikan antara penguasaan konsep potensial sel dengan keterampilan proses sains mahasiswa setelah dilakukan pembelajaran POE berbasis intertekstual.

This study aims to analyze the impact of the Predict-Observe-Explain (POE) learning strategy based on intertextuality on the mastery of electrochemical cell potential concepts and the science process skills (SPS) of pre-service chemistry teachers. The research method employed was a mixed-method approach using an embedded experiment model with a one-group pretest-posttest design. The participants were 40 chemistry education students from a university in Bandung, divided into nine heterogeneous groups. The instruments used consisted of quantitative data as the primary data and qualitative data as the secondary data. The quantitative data included a two-tier concept mastery test, an SPS assessment rubric, and a student response questionnaire. The qualitative data included classroom observation sheets and transcripts of audio and video recordings of the learning process. Both quantitative and qualitative data were collected in an embedded manner, meaning simultaneously. This study focused on four conceptual labels: standard cell potential, standard reduction potential, non-standard cell potential, and the relationship between cell potential, Gibbs free energy, and the equilibrium constant. The analysis of the concept mastery test (pretest-posttest) showed that students experienced significant improvement in all conceptual labels after the implementation of intertextuality-based POE learning in the electrochemical cell potential topic. In addition, the science process skills of the pre-service chemistry teachers, assessed using descriptive statistical analysis, were categorized as “very good.” The SPS were measured using the SPS assessment rubric based on the analysis of answers in the Student Worksheet (LKM). Of the five SPS aspects evaluated, four were categorized as “very good,” while one was categorized as “good.” The analysis further revealed a significant relationship between students’ mastery of electrochemical cell potential concepts and their science process skills after the implementation of intertextuality-based POE learning.
%T DAMPAK POE BERBASIS INTERTEKSTUALITAS TERHADAP PENGUASAAN KONSEP POTENSIAL SEL DAN KETERAMPILAN PROSES SAINS