Electronic Theses and Dissertation

Keterbatasan fasilitas laboratorium kimia di sekolah serta rendahnya motivasi dan pemahaman konsep siswa pada materi persamaan reaksi mendorong perlunya penerapan model pembelajaran inovatif berbantuan teknologi. Penelitian ini bertujuan menerapkan model Problem-Based Learning (PBL) berbantuan virtual laboratorium berbasis Excel (ChemRec) serta menguji efektivitasnya dalam meningkatkan motivasi belajar dan pemahaman konsep persamaan reaksi. Penelitian menggunakan desain kuasi-eksperimen dengan model non-equivalent control group design. Subjek penelitian adalah siswa kelas X SMAN 1 Bandar yang terbagi dalam kelas eksperimen (n=26) dan kelas kontrol (n=27). Kelas eksperimen memperoleh pembelajaran PBL berbantuan Microsoft Excel, sedangkan kelas kontrol memperoleh pembelajaran konvensional. Instrumen penelitian meliputi angket motivasi belajar (model ARCS, 20 butir) dan tes pemahaman konsep (15 butir pilihan ganda) yang telah memenuhi kriteria validitas (r hitung > 0,361) dan reliabilitas (Cronbach's Alpha
= 0,858 > 0,70). Analisis data menggunakan uji Wilcoxon Signed-Rank, uji Mann-Whitney U, dan N-Gain. Hasil penelitian menunjukkan bahwa penerapan PBL berbantuan Microsoft Excel secara signifikan meningkatkan motivasi belajar siswa (p=0,000 < 0,05) dengan rata-rata N-Gain sebesar 0,58 (kategori sedang). 26 siswa terjadi peningkatan motivasi belajar pada kelas eksperimen. Nilai posttest rata-rata kelas eksperimen (89,23) lebih tinggi dibanding kelas kontrol (75,80) dengan p < 0,001. Penerapan PBL berbantuan virtual laboratorium berbasis Excel efektif meningkatkan motivasi belajar dan pemahaman konsep persamaan reaksi siswa, serta menjadi solusi alternatif bagi sekolah dengan keterbatasan fasilitas laboratorium kimia.

Limited chemistry laboratory facilities in schools, combined with low student motivation and conceptual understanding regarding chemical equations, necessitate the implementation of innovative, technology-assisted learning models. This study aimed to implement a Problem-Based Learning (PBL) model supported by an Excel-based virtual laboratory (ChemRec) and to evaluate its effectiveness in enhancing learning motivation and conceptual understanding of chemical equations. A quasi-experimental design—specifically a non-equivalent control group design—was employed. The participants were 10th-grade students at SMAN 1 Bandar, divided into an experimental group (n=26) and a control group (n=27). The experimental group received PBL instruction supported by Microsoft Excel, while the control group received conventional instruction. Research instruments included a learning motivation questionnaire (ARCS model, 20 items) and a conceptual understanding test (15 multiple-choice items), both of which met validity (r-calculated > 0.361) and reliability (Cronbach's Alpha = 0.858 > 0.70) criteria. Data analysis utilized the Wilcoxon Signed-Rank test, Mann-Whitney U test, and N-Gain analysis. The results demonstrated that the implementation of Microsoft Excel-assisted PBL significantly increased student learning motivation (p=0.000 < 0.05), with a mean N-Gain of 0.58 (moderate category). Students in the experimental group showed an increase in learning motivation. The mean post-test score of the experimental group (89.23) was higher than that of the control group (75.80), with p < 0.001. Implementing PBL supported by an Excel-based virtual laboratory effectively enhances student learning motivation and conceptual understanding of chemical equations, offering an alternative solution for schools with limited chemistry laboratory facilities.