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CHAPTER I
INTRODUCTION
Improving the quality of learning is an going effort for all those taking part
in education. Learning is a major activity in all schools or educational institutions.
In this case there is a need for the implementation of quality of learning in order to
create the superior power of thinking, reasoning power and moral readiness to be
useful in society. It is a challenge for our nation to improve the quality of
education and human resources (HR) in the future that begins with increased
student achievement.
Education in Indonesia has so far been dominated by the view that
knowledge as the facts have to memorize. Learning in the classroom still focuses
on teachers as the main source of knowledge, then lectures the main choice of
learning strategies (DEPDIKNAS, 2002). According to Mulyasa (2002), content
and learning process in schools has been poor variations, based on a rigid national
standards, and implemented at the school on the basis of clues that all the details.
In addition, students are evaluated on the basis of accumulated knowledge has
been gained, so that graduates are only able to memorize without understanding.
One effort to improve the quality of education is to change the curriculum.
Therefore the implementation of competency-based curriculum which is the
development of the curriculum in 1994 and is know as school-based curriculum
(SBC). SBC is intended to create graduates who are competent and intelligent in
developing cultural identity and nation. This curriculum can provide the basic of
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knowledge, skills, learning experiences that build integrity and cultivate the
national character.
The fact in learning that lasts, teaching-learning process is applied until
now are still focused on the teacher and less focused on the students. As a result
of learning more emphasis on teaching rather than learning. For that the think
pattern learning needs to be changed than just understanding the concepts and
principles of science, students must also have the ability to do something with the
use of scientific concepts and principles that have been mastered. For students, to
really understand and can apply the science, they must work to solve problems,
find something for himself and wrestle with ideas (Nur, 2000).
The success of the learning process of teaching and learning in chemistry
can be measured from the success of students who follow the activity. That
success can be seen from the level of understanding and mastery of the material as
well as the participation of student learning. The higher mastery and
understanding of materials and learning achievement, the higher the success rate
of learnings. But in reality can be seen that the learning achievements are low
chemical achieved. With regard to such problems, the study also found the
chemical diversity of the problem as follows:1) active learning of students in
participating are still not visible, 2) the students rarely ask questions even though
teachers often request that the students asked if there are things that are unclear or
do not understand, 3) active in doing practice questions on the learning process as
well still less, 4) lack of courage students to answer questions. This illustrates the
effectiveness of classroom teaching and learning is still low.
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Improved quality of education can be seen as one of the learning process
that takes place at the school, both the method and approach used. Based on
observations and interviews conducted in SMA Negeri 15 Makassar on chemistry
teacher at the school, the data showed that the class obtained exhaustiveness X3
class of odd the semester test results by 73%. This shows that the average value of
completeness studied chemistry at the SMA 15 Makassar is quite good, but have
not reached the classroom completeness standard 80 %.
The process of learning chemistry at SMAN 15 Makassar is quite varied,
because in the process of learning chemistry teacher at SMAN 15 Makassar using
methods and learning varied approaches, such as the method of discussion,
demonstration, question and answer method, an inductive approach and deductive
approach in order to increase the activeness of students in the process of learning
in the classroom. Based on the description of chemistry teachers, active student in
class X3 still look less to the percentage of 30%, and it is shown based on direct
observations during the learning process on the material non-electrolytes and
electrolyte solutions.
In learning chemistry student is hope to be really active. Activeness in
learning is one of the factors that influence success in learning. One way that can
be used to attract students to be more active is to use a particular approach to
learning, as an approach to learning is essentially an orderly way and thought
about perfectly to achieve a goal of teaching and to acquire skills in developing
the effectiveness of learning by educators and learners. This approach is very
important role to determine the success or failure of a lesson.
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To anticipate that the problem is not sustainable, then the formulas need to
look for appropriate learning that can enhance students' activeness in learning
chemistry. Educators continue to strive to develop and implement various models
that variated the students interested and enthusiastic in learning chemistry. One of
them by applying the approach SETS (Science, Environment, Technology and
Society) through SETS approach is expected that learners not only know each
element of SETS but also understand the implications of the relationship between
elements of the element of SETS. In addition, SETS will guide students to think
and act a whole globally or solve environmental problems, both local environment
and environmental relationship with everything associated with the community
and participating in their capacity to solve international problems.
Learning chemistry (redox reactions) with SETS approach is expected to
make students more active and independent so it can absorb and remember more
of what he had learned a long time. The concept of redox chemistry is one of the
materials for semester 2 students in class X are classified as hard and have
concepts that must be understood very well. With SETS approach is expected that
students are able to understand this important concept in a redox reaction by
plugging in the fact that in the environment and society. SETS In this approach,
students are guided to be able to learn concepts that will be taught through a
process of linking elements to understand the concept of redox SETS taught.
Through SETS approach is expected that learners not only know each element
SETS but also understand the implications of the relationship between elements of
the element of SETS. In addition, SETS will guide students to think globally or
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whole and can act to solve environmental problems, both local environment and
environmental relationship with everything associated with the community and
participating in their capacity to solve international problems. Based on the
background issues that have been described, the researcher interested in
conducting research on the "LEARNING EFFECTIVENESS APPROACH TO
CHEMICAL using SETS (Science, Environment, Technology and Society)
B. Problem formulation
Based on the background described above, the problem that will be
discussed in this study is how far the effectiveness of learning chemistry by using
the approach towards grade students X3 SETS SMAN 15 Makassar on Redox
concept of the subject matter?
C. Research Objectives
Based on the above problems, this study aims to determine the magnitude
of the effectiveness of learning chemistry by using the approach graders X3 SETS
on SMA Negeri 15 Makassar Redox subject matter concepts.
D. Benefit of Research
The study is expected to provide benefits to all parties involved and have
an interest in the problem studied, in particular:
1. For Teachers:
a. As input for teachers to improve their creativity in choosing a learning
approach.
b. Increasing the willingness of teachers to keep abreast of science, technology,
environment and society.
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2. For Researchers
As input to subsequent researchers who will conduct research related to the
approach SETS.
CHAPTER II
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LITERATURE REVIEW
A.Theoritical Study
1. Understanding Effectiveness
Based on Big Indonesian Dictionary (2002: 284), effectively means it can
bring results; effective (about business, action) (Poerwadarminto, 1986).
According Margono (1995:3) effectively means that all of the potential can be
harnessed and all goals can be achieved. Meanwhile, according to Roestiyah NK
(1991: 12) effectively refers to something that is able to provide encouragement or
assistance in achieving a goal. From some of the above definition can be
concluded that effective is something that can be utilized to achieve the goal.
According to the dictionary meaning of the Indonesian effectiveness
influential state, something memorable, and the success of a business or action.
Effectiveness generally indicates how far the achievement of a goal that has been
determined. It is in accordance with the understanding the effectiveness according
to Hidayat (Danfar: 2009) who explains that effectiveness is a measure that states
how much the targets (quantity, quality, and time) that has been achieved. Where
the greater percentage of targets achieved, the higher its effectiveness.
Teaching and learning processes that exist in both the primary and
secondary schools, surely have teaching materials targets to be achieved by each
teacher, which is based on the curriculum in effect at that time. The curriculum
now there are clearly different from the old curriculum, is suspected by the
education system and the need for knowledge has made changes to the needs of
the times.
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Effectiveness is a derivation of the word effective in English, effective
defined as "producing a Desired or intended result" (Concise Oxford Dictionary,
2001) or "producing the result that is wanted or intended" and the definition
simply "coming into use" (Oxford Learner's Pocket Dictionary, 2003:138).
Demonstrate the effectiveness of the achievement of an objective standard, an
effort is said to be effective if efforts to achieve its goals. Ideally, the effectiveness
can be expressed by measures of a rather uncertain, such as business X is 60%
effective in achieving the objectives Y. In the Indonesian dictionary effectiveness
comes from the word effectively, which means having effective influence or
effect, or effective can also be interpreted to give a satisfactory result. From the
description above can be explained again that the effectiveness of the linkage
between goals and results are expressed, and indicates the degree of fit between
the stated goal with the results achieved. The term effectiveness is generally about
one or more expectations are achieved. Mulyasa (2008) says:
The problem is usually closely related to the effectiveness of the comparison between the level of achievement of goals with a plan that had been developed previously or the ratio of actual results with planned results.
Thus, effectiveness can be interpreted as a success that should be met in the
process of learning that can be seen from the results of student learning. Kemp (in
Harjanto, 2003) suggests the effectiveness of learning outcomes can be seen from
the number of students who reached the learning goals within a specified time in
which the amount is expressed in percent. Effective learning is a learning which
enables learners to learn the skills, knowledge, and attitudes that make students
happy. According to Dick & Reiser in Warsita (2007). Effective learning allows
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learners to learn something useful, like: facts, skills, values, concepts, or
something desired learning outcomes. So, effective learning is a learning which
enables learners to learn with ease, fun, and achievable learning objectives in line
with expectations (Sutikno in Warsita, 2007).
There are several characteristics of effective learning has : a) learners into
an active reviewer of its environment by observing, comparing, finding,
similarities and differences and to form concepts and generalizations based on
similarities determined; b) the teacher provides the materials as the focus of
thinking and interacting in class, c) the activities of l whole learners s based on
assessment, d) teachers are actively involved in providing direction and guidance
to students in analyzing information, e) orientation of mastery of learning content
and developing thinking skills, as well as f) teachers use learning techniques that
vary according to destination and style of teacher learning (Eggen & Kauchak in
Warsita, 2007).
2. Learning Approach
Learning approach can be interpreted as a point of departure or point of
view on learning, which refers to the view of the occurrence of a process that is
still very common in nature, in which enclose, inspiring, strengthen, and the
underlying learning methods with particular theoretical coverage. Judging from its
approach, there are two types of learning approaches, namely: (1) learning-
oriented approach or a student-centered (student centered approach) and (2)
learning-oriented approach or teacher-centered (teacher centered approach).
In the process of learning appropriate learning strategies are needed to achieve the
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expected learning goals. This is done prior to learning process implementation so
that the learning process can take place more conducive and focused. Basically,
the relevance of learning strategies in learning activities more towards the
achievement of learning objectives.
The achievement of learning objectives sought in the knowledge and skills
called instructional effect. As for the achievement of learning objectives sought in
the ability to think critically and creatively called nurturant effect (Anitah W, et al,
2007). To achieve the learning objectives should be selected learning strategies in
accordance with the characteristics of the concepts being taught. Therefore, the
process of achieving basic competencies developed through the selection of
learning strategies that include face-to-face teaching and learning experience.
As has been mentioned that the learning activities in class are not only determined
by the didactic-methodical what is used, but also by how the role of the teacher to
select and enrich the learning experience of students. The learning experience is
both physical and mental activity of the student to interact with teaching materials
(Depdiknas, 2003).
Learning strategy has a fairly wide range because inside there are various
approaches and methods. Learning approach in education involves the process and
learning outcomes, but created the learning approach is more oriented mainly on
aspects of the learner. Whatever approach is used in learning activities, students
should be positioned as the primary focus.
3. SETS approach (Science, Environment, Technology and Society)
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SETS approach which in English is called "science, environment,
technology, and society", abbreviated SETS is an approach that involves
elements of science, environment, technology, and society. This approach
integrates thinking STS (science, technology, and society) and EE
(environmental education) by giving a new philosophy in it. With this
approach students are conditioned to be capable of applying scientific
principles to produce technology (simple or complex depending on education
levels), accompanied with the idea to reduce or prevent possible negative
impacts that may arise from the emergence of technology products on the
environment and society. Picture of entanglement between elements of
science, environment, technology and society influence each other can be seen
in the following figures (in Dania Tika Iskandar 2009).
Teaching science can use SETS approach to understand the concept and
development to serve the public good to the mind and the environment. According
to Sumintono in Dania Tika (2009), there are two contexts in learning science:
a. Students' daily interactions with the world around,
b. Involves a broader scope of science through technology on society, with the
aim of teaching science is moving out of the mere teaching of science.
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Basically SETS is the integrated learning approach. This approach is a learning
system that allows students either individually or in groups actively seek, explore,
and discover scientific concepts and principles in a holistic, meaningful and
authentic. Based on the nature of the approach SETS above, according to Iskandar
in Dania Tika (2009) can be put forward some of the characteristics of the
approach SETS.
a. Holistic
A symptom or event that becomes the center of attention in the approach
SETS observed and analyzed from various fields of study as well, not from the
standpoint of the boxes. SETS approach allows students to understand a
phenomenon from all sides. In turn, this will make students become more wisdom
and tact in addressing or dealing with events that are before them.
b. Meaningful
Assessment of a phenomenon from various aspects as described above,
allows the formation of such a tangle among fellow students have. In turn, this
will impact on the meaningfulness of the material studied. Apparent reference
obtained from any concept, and its links with other concepts will increase the
meaningfulness of the concept being studied it. This resulted in a more functional
learning activities and students able to apply the acquisition of learning to solve
real problems in life.
c. Authentic
SETS approach enables students to understand directly the concepts and
principles to be studied. This is because students learn to direct their own
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activities, understanding of learning outcomes (the result of interactions with the
facts and events) themselves are not just a teacher notice. Information and
knowledge gained in character more authentic. Teachers more as facilitators and
students act as information and knowledge seekers actors. Teachers provide
guidance about where the route and provide facilities as optimal as possible so
that the achievement of that goal.
d. Active
SETS approach is essentially based on the approach developed by
discovery inquiry. Students need to engage actively in the learning process, from
planning, implementation, until the evaluation process. SETS approach to design
is not solely the activity of each field of study has something to do. SETS
approach can be developed of a theme to be mutually agreed by glancing at
aspects of the curriculum that can be learned through the development of the
theme. SETS in education reflects the essence of how to do and what can be
reached by education SETS. SETS education should be able to make the students
who study both students and citizens truly understand the relationship of each
element in the SETS. An inseparable relationship between science, environment,
technology and society is a reciprocal two-way relationship that can be assessed
benefits or losses generated. In the end, learners are able to respond and resolve
any problems relating to the Earth's resources as well as social issues and global
issues, and eventually boils down to save the earth.
Educational success SETS with adequate depth is very relevant to solving
problems that plagued everyday life. For example the problem of pollution,
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unemployment, natural disasters, social unrest, and others. These issues can be
brought into the classroom and studied through SETS education to looked for a
solution, at least to prevent it.
SETS education per se will lead learners to think globally and act locally
and globally in solving the problems faced everyday. The problems in the
community was brought into the classroom to be solved using SETS integrated
education in the interrelationships among the elements of science, environment,
technology, society.
Learners are trained to be able to think globally to solve local problems,
national and international levels in accordance with the ability to think and
bernalarnya. Learners are guided to have a sensitivity to the problems in society
and play an active role to contribute to finding solutions. SETS education can
overcome the disadvantages of classical education system where learners are
invited cruised to resolve the subject matter, without a clearly known
implementations of learners towards the subject matter absorption (Does the
subject matter can be controlled in whole or in part, and the basic competencies of
what has been achieved). So SETS Education can anticipate some basic things in
equipping learners, including:
a. Avoiding 'oriented material' in education without knowing the problems in
society locally, nationally, and internationally.
b. Have enough stock for students to meet the globalization era.
c. Learners are able to address and resolve any problems relating to the
preservation of the earth, social issues, global issues, such as pollution problems,
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unemployment, social unrest, the impact of technology and others to ultimately
boils down to save the earth.
d. Equip learners with the ability to solve problems with the reasoning of science,
environment, technology, social integration, both within and outside the
classroom.
(Mahar-Fitri, 2010)
SETS approaches should give students the knowledge appropriate to the
level of education. Contents SETS education given in accordance with the results
of a targeted education. The exact relationship between the SETS in the
discussion are the links between topics with everyday life. This means that the
discussion related to students' lives should take precedence. SETS is the target of
teaching students how to create in order to conduct an investigation to gain
knowledge pertaining to science, environment, technology, and society-related
(Wulandari in Falconhive, 2010). In other words, students are taken on the
atmosphere close to the real lives of students so that students are expected to
develop the knowledge they already have to be able to resolve the problems
expected to arise around her life. To understand the approach SETS will require
an understanding of the elements contained in an integrated learning
a. Approach STM (Science, Technology, Society)
Learning with STM approach is an approach that covers all aspects of
education that is objective, topics / issues to be explored, learning strategies,
evaluation, and preparation of performance / teacher. This approach involves
students in setting goals, implementation procedures, information retrieval, and
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evaluation. STM approach has the following characteristics. (1) identification of
the problem (by students) in a society that has a negative impact, (2) use the
existing problems in a society that found students who have anything to do with
natural sciences as a vehicle to convey the subject, (3) use of resources contained
in both material and human society as a resource for scientific information and
information technology that can be applied in solving real problems of everyday
life, (4) Increasing students' awareness of the impact of science and technology,
(5) engage students to search for scientific information and information
technology that can be applied in solving real problems drawn from everyday life.
Iskandar in Falconhive (2010).
b. Learning of Science, Technology, and Literacy (STL)
Literacy comes from the word literacy means "literate" or literacy. STL is
the ability to recognize the impact besera technology, the ability to use and
maintain technological products, the ability to resolve problems with the concepts
of science, the ability to make the results of a simplified engineering technology,
as well as the ability to analyze the phenomenon of events based on the concept of
IPA (Nurkhotiah in Falconhive, 2010)
c. Learning of Environment
Learning approach is a learning environment that integated elements in the
material environment of learning that aims to form students from a variety of
student behaviors that lead to the destruction of the environment-conscious
behavior toward the environment and responsive to changes in the environment.
Establish environmental education students become aware of the environment.
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Environmental awareness has cognitive and affective meaning. Environmentally
conscious has several meanings: (1) know and express the impact of behavior on
the environment, (2) know and be able to express about the settlement, (3)
understand the need for research as a preparation step of decision making, (4)
understand the importance of cooperation in solving problems environment
(Mastur in Falconhive, 2010). Of the various opinions on the above, the authors
concluded that learning approaches SETS is a contextual learning experience
where learners are often experienced in the environmental community was
brought into the classroom to suit the material being taught. The experience is
meant here is the application of science (the question of natural phenomena) or the
products of technology (the working principle of the technology or issue)
4. Main Matter reviews Redox Reactions.
The concept of redox material is abstract and mathematical calculations
needed. Mastery of the concept of redox greatly supported by students' skills in
determining the valence electrons an element and calculate mathematically in the
determination of the oxidation state of an element. The material taught in the
classroom redox concept X in the second semester. This material is taught for 10
hour lesson or 5 sessions, for teaching and learning process conducted 4 times for
test results of the meeting and learn first meetings.\
a. Standards of competence:
Understanding the properties of non-electrolyte solution and the oxidation-
reduction reaction.
b. Basic Competence:
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Explain the development of oxidation-reduction reaction and its relationship
with the nomenclature of compounds and their application
c. Indicator:
1.Distinguish the concept of oxidation in terms of reduction of the incorporation
and release of oxygen, oxidation reduction concept in terms of the release and
acceptance of electrons and oxidation reduction concept in term sof increasing and
decreasing oxidation.
2. Determine the oxidation number of atoms in a compound element or ion.
3. Determine changes in the oxidation in a redox reaction (reaction without
equalization)
4.Determine the oxidizing and reducing agents in redox reactions.
5.Specifies the name of the compound by oxidation
6. Applying the concept of redox in solving environmental problems (activated
sludge)
d. Main Material Redox Reactions
On the subject of this redox reaction, will discuss the concept of redox
consists of three basic concepts, determination of oxidation, the naming of
compounds based on oxidation and redox concept application in solving
environmental problems.
1. Redox Concept divided as 3 main concept, that is :
1. Redox concept based on gain and lost of oxygen
Oxidation define as reaction between an element and oxygen
Examples :
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2 Mg(s) + O2 (g) → 2MgO (s)
CH4 + 2 O2 → CO2 + 2H2O
Reduction is a reaction of oxygen releasing of a substance
examples :
CuO (s) + H2 → Cu (s) + H2O (g)
FeO (s) + CO → Fe (s) + CO2 (g)
2. Redox concept based on gain and lose of electron
Oxidation is a releasing of electron proces and reduction is a gain of
electron.
Examples :
2K (s) + Cl2 → 2K+Cl-
K → K+ + e- (oksidasi)
Cl + e- → Cl- (reduksi)
3. Redox concept based on oxidation number changing
Oxidation is increasing of oxidation number
Reduction is decreasing of oxidation number
Oxidation number is a charge that have by an atom in their bonding
with other atom. In determination of oxidation number there are some rules as
a guide of oxidation number determinatio in a compound or an ion.
1. Free element is = 0
2. Ion oxidation number same with the charge
3. The amount of an elementin a molecule or ion are same with the charge of
the molecule or ion.
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4. Oxidation number O = -2, excep in F2O= +2, H2O2 dan BaO2 = -1
5. Oxidation number H = +1 (except in hidryde= -1)
6. Oxidation number of alkaly group = +1
7. Oxidation number of soil alkaly = + 2
8. VIIA group = -1, dan VIA group ( O and S )= -2
9. The other Oxidation number of S = +4 dan +6
On the subject matter of this redox reaction also discussed the naming
Example;
1. oxidation
-2 0
H2S(g) + HNO3(aq) → S(s) + NO(g) + H2O(l)
+5 reduction +2
1. Fe2O3 =
Biloks O = -2 ( 3 atom O) x (-2) = -6
Biloks Fe = x (2 atom Fe ) x (x) = 2x
Jumlah biloks = 0
-6 + 2x = 0 maka x = +3 jadi, biloks Fe = +3
Autoredoks reaction (disproportionation) is a reaction that has
oxidation and reduction reactions simultaneously.
2. Naming of compound based on oxidation
a.Naming based on oxidation compounds were divided into two ways,
namely:
1. The Old way, metal latin name mentioned with the suffix
-o for low metal oxidation berbilangan
-i for the high metal oxidation
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2. New ways (Stock System), called the name of the metal oxidation state is
followed without the distance elements in Roman numerals in parentheses
(Roman numerals), then mentioned the name of the remaining acid.
3. The concept of redox in the Environment
Redox reactions contribute in handling environmental issues with the activated
sludge process.
CHAPTER III
RESEARCH METHOD
A. Types of Research
This study is a descriptive type of research to find out how much the
effectiveness of the approach to learning chemistry SETS Main Content Redox
concepts to students in grade 15 X3 SMA Makassar.
B. Place and Time Research
The research was carried out in the second semester 2010/2011 academic
year are located in SMA Negeri 15 Makassar Class X-3 for ± 3 weeks.
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C. Design Research
This study uses a type of research design post test only design, the design
of the study based solely on the value of the final test, which is described in figure
3.1
D. Subject Research
Research subjects in this study were students in grade 15 X3 SMA
Makassar.
E. Research Variables
Research variable is a single variable that is the effectiveness of the
approach to learning chemistry SETS in class X SMAN 15 Makassar with redox
subject matter.
F. Term Limits
1. SETS learning approach is a learning-centered approach to teachers and
students by way of permanent teachers provide learning which is a chemical
science concepts of science (the concept of redox) in SETS element to be
achieved in the learning process, viewed from one another within the elements
SETS keterkaiatan and development to forms of technology to environmental and
community interests. SETS The stages in this approach are:
a. Orientation phase, this phase students are directed by the teacher about what
will be learned and how learning takes place.
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b. Phase appearance ideas, in this phase students are invited to bring gagsan or
questions based on the handouts that have read or the questions that come from
outside handouts.
c. Phase disclosure and exchange of ideas, in this phase students are welcome to
begin to uncover the ideas or questions that arise after reading the handout.
d. Phase application of the idea, at this phase students are encouraged to begin
thinking about the answers to these questions with the help of teachers and in the
process of group discussion.
e. Phase of the review of ideas and ideas that emerged, in this phase the teacher
reviewed the answers of the presentation with the goal of perception.
2. Learning Approach SETS effectiveness in this study in terms of two (2)
sides, namely from the exhaustiveness of the class and the average achievement
indicators. Effectiveness based on the thoroughness of classes is the average
number of completed individual divided by the number of students in one class
and then multiplied by 100%. Effectiveness based on the average percentage
completeness indicator is the average number of indicators are completely divided
by the number of indicators and then multiplied by 100%. Both review the
effectiveness of it which is then used to declare what percentage of the learning
effectiveness of the chemical obtained from the use of this approach SETS.
G. Research Instruments
Research instruments are the tools used to acquire and collect data in order
to solve the problem of research to achieve certain goals. (Ibn in Dania Tika,
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2009). In this study using two instruments are pieces of the observation and study
the results of chemical tests
1.Observation Sheet
Observation sheet is the instrument used by the researchers during the
learning process of chemical approaches lasted SETS, which is reviewed
individually and the group. The assessment indicators on individual observations
are: (1) willingness to ask students, (2) willingness to answer questions, and (3)
the seriousness of the moment of learning. Assessment indicators in the
observation group are: (1) the accuracy of answers, (2) explanation of the
procedures, (3) the ability to present, and (4) the ability to link between the
elements in the SETS. Group distribution list, a list of questions, student
worksheets and student observation assessment format can be seen in appendix
2.3 - 2.6
2. Tests Learning Result
The instrument used to determine student learning outcomes when applied
SETS approach to learning basic concepts of chemistry with redox material, by
providing test results at the end of learning learning redox reactions. Tests
learning outcomes (post test) is based on learning objectives to be achieved. This
test aims to measure the ability of the subject matter of understanding the concept
of chemical redox reactions. Form of the given problem is multiple choice.
Previous question totaled 35 points (Annex 1.2). Then consulted with faculty
validator (Jusniar, S. Pd, M. Pd) and tested on one class XI SMAN 15 Makassar.
Furthermore, researchers conducted an analysis about the test items that have been
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tested with the validation test items, to determine the validity and Reliability of
the matter. Based on the validation results obtained, the amount of matter is valid
which is 20 grains of matter. Assessment instruments used refers to the minimal
criteria of exhaustiveness in SMAN 15 Makassar, which is complete and ≥ 75 <75
considered incomplete.
H. Research Procedure
Teaching and learning process carried out by using the approach to
learning chemistry SETS 'redox reaction' that began in mid-April until early May
academic year 2011/2012. The research was carried out 5 times a meeting, 4
meetings for teaching and learning approaches and a SETS sessions for test
administration.
The steps of learning to be done is:
a.Initial activities
Phase 1 (Orientation)
The teacher directs students to examine the lessons of past and provide
motivations for improving the learning process.
b. Main Activities
Phase 2 (occurrence Ideas) Teachers distribute hand-out (attachment 2.2) to
students which contains material about the 'redox', then told students to read the
article, then ask the questions related to the article or articles from outside.
Phase 3 (Disclosure idea)
The teacher asks the students to ask questions after all the students finished
reading the article as a form of brainstorming. The question was later clarified by
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the teacher, but the first is answered by the students themselves. The allocation of
time given to students to read and make the question is 30 minutes.
Phase 4 (Application Ideas)
The teacher directs students to conduct group discussions with friends about the
questions to be answered, then the answers were presented to the same perception.
Phase 5 (reviewing the idea and the idea of change)
Aligning teacher and review the results of the percentage of students' answers,
inorder not to obtain the concept of error.
c. Concluding Activities
The teacher divide student practice questions that berhubngan with material that
has been discussed, to determine the extent to which students' understanding of
this material.
I. Data Collection Techniques
The collection of data obtained through direct observation per individual
and observations on kegiataan group presentations, student worksheets (Practice
Problems), and the test results after studying the concept of redox process of
teaching approaches SETS.
J. Data Analysis Techniques
Descriptive analysis is used to describe the results obtained by students studying
chemistry after following the course material. The data analyzed in this study is to
learn the results of the test data at the end of the meeting, which is used to
determine how much of the learning effectiveness of the chemical after being
27
applied SETS approach to the learning process. Observation sheet and the value
assignment is used as supporting data in the discussion.
1.Score convertion to value
100xSI
SSN
Keterangan:
N = Student value
SS = learning result score
SI = ideal score
(Arikunto, 2003:278)
Based on data obtained minimum completeness criteria in SMAN 15 Makassar,
exhaustiveness minimal category can be seen in table 3.1.
Table 3.1 Categories minimum completeness criteria (KKM) SMAN 15 Makassar
Nilai Kategori0 -74 Tidak tuntas
75 – 100 Tuntas(sumber, SMA Negeri 15 Makassar)
2. Completely Class; to determine the thoroughness persentse a class with the
following equation:
Tk = Σ Tp
nx 100 %
Notes ; Tk : class completeness∑ Tp : completeness of individual amountN : sample amount
The percentage of standard class completeness Makassar SMAN 15 80%.
3. Effectiveness (in terms of average completeness indicator); determined
using the following formula
a. Determination of number of students who answered correctly per item, with
the following formula;
28
P= student amount havecorrect answerstudent amount
x 100 %
a. Determination of the average achievement of each indicator (Pn), with the
following formula:
achievement average ( P1 )=(n1+n2+n3+…+nn ) %
n
So that, the determination of effectiveness based on the average achievement of
the indicators, using the following formula:
Efectiveness=average amount of completeness indicatorindicator amount (n)
x100 %
BAB IV
RESULT AND DISCUSSION
A. Research Result
1. Result Of Desctriptive Analysis
The results of descriptive analysis grade X3 SMA 15 Makassar
academic year 2010/2011 semester that was taught by SETS approach.
Table 4.1 Description of Chemistry Learning Result
29
Total of Student 32Highest value 95Lowest value 25Value interval 70Average value 73,1Deviation standard 19.4
Based on Table 4.1 above can be seen that the highest value for postest
graders SMAN 15 Makassar X3 is 95 the lowest score 25 with the number of
students as many as 32 people the average value obtained was 73, the standard
deviation of 3.19 (Appendix 3.1 - 3.3).
If the test scores of students are categorized by grade X3 ketidaktuntasan
exhaustiveness and then obtained the frequency and percentage of classes that can
be seen in Table 4.2, while for the percentage of completeness of each item can be
seen in (Appendix 3.5)
Table 4.2. Category test scores graders X3 SMA 15 Makassar on
completeness and uncompleteness on Redox Reactions subject matter.
value CategoryResearch Class
Frecuency Percentage 0 – 74 Completeness 7 21,9 %
75 – 100 Uncompletenes 25 78,1 %
Tk = Σ Tp
nx 100 %
= 78% (appendix 3.4 )
2. Tabel 4.3 Percentage of indicator achievement
No Indicator item Score Percentage Category
1
Explain what is Redox based on the release of oxygen, electron transfer and changes in oxidation number
4519101617
242926161624
70.31 % Uncomplete
2Determine the oxidation number of atoms of the element in compounds or ions
391218
31212321
74.99 % Complete
30
3Determine changes in redox oxidation (without equalization reaction)
1113
1617
51.56 % Uncomplete
4Determine the oxidizing and reducing agents of a reaction
16
2920
76.56 % Complete
5Determining the the nomenclature ionic compounds
2815207
3226281725
79.99 % Complete
6Giving examples of events that involve redox reactions in everyday life
14 32100% Complete
The effectivenes 55.25 %Based on Table 4.2 shown the achievement of each indicator from the
Student Results. From these data there are 4 of 6 indicators ie indicators that fall
completely into the 2nd, 4th, 5th, and 6th while the indicator to the 1st and 3rd
considered incomplete. Based on the average achievement of the above indicators,
then obtained the value of the effectiveness of the learning approach SETS is
75.56% (Appendix 3.4)
Tabel 4.4 data Description of individual observationThe activity of student want to ask 52%
The activity of student want to answer 44%The interest of student in learning proceses 78%
Average 58 %
Based on Table 4.4 shows that students' classroom activities X3 on asking
and answering questions the percentage obtained is 52% and 44%, which is in the
category enough. Assessment on student interest in learning redox percentage
obtained by 78% average obtained based on the assessment of an individual
indicator is above 58% (Appendix 2.6)
Tabel 4.5. Description of group observationRight of answer 75%
31
Procedure Explanation 63%Prensenting ability 63%
Related between SETS element ability
38%
Average 60%Based on the data aboveshows that the highest percentage in the category
assessment of the accuracy of the answer which is 75%, the second highest
percentage in the category assessment procedures and the ability to present an
explanation that is 63%. The lowest percentage of arriving at the rating categories
in the ability to link between SETS element namely 38%. Thus the average
assessment of observations of group activities is 60% (Appendix 2.7).
B. Discussion
Based on the results of a descriptive analysis of the results of students
studying chemistry class X.3 SMAN 15 Makassar on the subject matter of redox
reactions that can be seen in table 4.1, shows that the presence of a very far range
between the highest and lowest values that also resulted in the value of the
standard deviation obtained large enough. The appointment of the value in Table
4.1 illustrates the distribution of data in this study that there is less good, which is
supported by the high value of standard deviation, indicating the spread of the
data error rate is less good.
Based on Table 4.2 shows that the standard class exhaustiveness are quite
good. This is supported by the percentage of students who completed relatively
higher than students who did not complete. However, completeness minimum
grade of 80% has not been achieved. This is because, the presence of the test
results of a student whose value is nearly meet the standards of KKM in SMA
Negeri 15 Makassar preformance category should still be considered incomplete.
32
This has led to a class completeness has not been achieved. However, the
percentage increase exhaustiveness obtained more than 73% the percentage of the
previous exhaustiveness.
In the process, learning chemistry with SETS approach begins by
distributing handouts about the material to be taught, in this handout materials
will be taught is examined from different sides of the element SETS. After that
the students then welcome to ask questions on matters relating to the article, or
questions based on the experience of students in their environment. These
questions are then given back to students to find the answer, in the form of group
work and presentations that aim to activate students in the learning and group
work.
In the group process and this is the percentage of students are trained to
find the concepts of science are studied by linking it with elements of the
environment, technology and society. So that the knowledge gained about the
students become more meaningful and authentic. Based on observations during
the learning process, it looks quite a lot of students who are actively willing to
ask, be willing to answer the questions and are interested in learning this material.
This is indicated by the percentage of each individual assessment indicators in
table 4.4.
Based on observations on the activities of student presentations, viewed
from each of the indicators of the accuracy assessment of the answers,
explanations of procedures, and the ability to present each in a category which is
quite good as seen in table 4.5. However, in all groups of students' skills in linking
33
between elements in the SETS is still lacking, which is also shown in table 4.5.
This is because students lack an understanding of technological developments
related to the concept of redox, and the problems that arise in the environment and
society associated with the concept of redox. In addition, students are still looking
confused with a new approach for them SETS. No maximum average
observations on the activities of this group are also due, in most of the discussion
group members are passive, do not want to think, and just went along. Some
children tend to be the boss of the other students, or do all the work group itself.
This is an example of the inability of students to share and cooperate in groups.
Based on a review of the average percentage of achievement of indicators,
the effectiveness for learning the subject matter of redox reactions using SETS
learning approach by 76%. Indicators that have the lowest percentage is the third
indicator that determines the oxidation state changes in the redox reaction
(without equalization reaction). While the indicators that have the highest
percentage is an indicator of the six is the redox concept application in solving
environmental problems.
The first indicator, the indicator is the percentage of achievement
obtained is 70% with incomplete category. The percentage of this achievement
could be said enough, because this percentage nearly meet the standards of
completeness indicator. Not achieved completeness standards on this indicator
because a lack of exercises given by teachers during the debriefing process,
especially on the concept of redox materials based on changing oxidation number
provided examples of teachers associated with the redox concept based on the
34
oxidation state changes are less and less effective teachers in explaining questions
about the concept of redox.
The second indicator, the percentage of achievement in this indicator is
75%. Percentage achieved was quite good, since the percentage of achievement of
these indicators are already mecapai completeness minimum percentage for each
indicator. In addition, achieving a fairly high percentage is because students are
quite interested in the discussion on the determination of oxidation number of a
compoundor ion, which according to them enjoyable and interesting. So students
really understand this method of determining oxidation number.
The third indicator, the percentage of achievement in this indicator by
51%. This percentage is classified in the lowest percentage among the total
number of redox indicators in the material. The low percentage is caused by one
of two types of problems on this indicator is rather difficult to be understood by
students, so the percentage is low in this matter, other than that this is also due to
lack of teachers give exercises on these indicators and the lack of good planting
concept to the students about the redox reactions associated with oxidation and the
changing.
The fourth indicator, the percentage of the average achievement of this
indicator is 77%. The percentage of this achievement is quite high, but the high
percentage of these results appear inconsistent with the results of the average
percentage in all three indicators (changes in oxidation reactions without
penyetraan redox reactions), should be the high percentage on this indicator
should be supported by the high percentage of the indicator Third, because the
35
basic understanding in the determination of oxidizing and reducing agents is that
students should understand very well about changes in the oxidation in a redox
reaction which aims to find out which one is the oxidation (reductant) and
reduction (oxidizer). So that researchers can infer the high pesentase on this
indicator, because students do not fully understand very well about the
determination of oxidizing and reducing agents, but this has caused the students to
cheat on tests of learning outcomes.
The fifth indicator, the percentage of achievement in this indicator is
80% and this percentage is the second highest percentage after percentage on six
indicators. The achievement of completeness in this indicator because the students
seem quite interested in the discussion of this matter, which is relatively easy to
understand because students are only required to provide or specify the name of
the compound by oxidation. Hence, in the provision of material about these
students can do well. Besides this is because the planting concept of determining
the oxidation states in a compound or ion is fairly well embedded in students.
The sixth indicator, the percentage of achievement in this indicator is
100%. This is because the material is stressed to students only understand the
concept in a redox application in the environment, regardless of redox reactions
that occur therein, so that students more easily understand this material. In
addition, an understanding of this application being applied in society so that
students are easier to understand. And also on Postest given problem for this
indicator is only a number. Because, after validation of items and contents are
only valid question is classified.
36
Based on the above explanation can be concluded that the effectiveness of
learning chemistry by using the SETS approach obtained in terms of
exhaustiveness class is 78% and the average percentage completeness indicator
amounted to 55.25%. Based on the results of descriptive analysis of data from
both the review above, the expected effectiveness in learning chemistry by using
the approach SETS (subject Matter Redox Reactions) in the Class X3 looks still
less effective to implement, it is also supported by observational data active
students in the classroom, both observations observations per individual or per
group obtained the percentage by 58% and 60%. Although the percentage of
students who obtained activity is not high, but the application of chemical
approaches in learning SETS quite well, due to an increase in the percentage of
active students in class.
Ineffective use of SETS in learning chemistry approach in this study is not
due SETS approach was not good, but due to lack sistimatically use this approach
in the learning process, less creative in creating and developing research-based
handouts SETS, less creative researchers in handling classroom management
SETS approaches and student worksheets that are not based SETS, due to
misunderstandings about the purpose of the research student worksheets that are
considered as a material evalauasi, but the actual pieces of student work is part of
the learning process, so the worksheet students should be based fixed based SETS
.
37
BAB V
CONCLUSISON AND SUGGESTION
A. Conclusion
Based on the results of data analysis it can be concluded that the
magnitude of the effectiveness of student learning approaches in the classroom X3
SETS SMAN 15 Makassar Redox Reactions on the subject matter of 55.25% in
terms of completeness average percentage each indicator and with the class
completeness as much as 78.12% .
38
B. Suggestion
Based on the results of the discussion and conclusions obtained from this
study, the author proposes some suggestions as follows:
1. It is expected to faculty or subject teachers to give more chemistry exercises on
redox reactions matter, especially on concepts related to changes in redox
oxidation as well as a matter of distinguishing between the concept of redox-
shaped one and another.
2. It is expected to teachers of chemistry in addition to apply the methods and
approaches that varied at the time of learning, teachers are also required to carry
out in systimatically, directed as well as having an ability and a broader the
creativity in applying the approach or methods used.
3. It is expected to further researcher that will research the same topic to be very
concerned about systematic implementation of the method or approach. In
addition further research is also expected at the time of the study not only focused
on student learning result that determine the success or failure of an approach or
method used. But, assessment of individual observations during the learning
process is also important.
39
BIBLIOGRAPHY
Binadja, Achmad. 1999a. Hakekat dan Tujuan Pendidikan SETS (Science, Environment, Technology and Sociey) Dalam Konteks dan Pendidikan yang ada. Makakalah disajikan dalam seminar lokakarya Pendidikan SETS untuk bidang Sains dan Non Sains. Kerjasama antara SEAMEORECSAM dan UNNES Semarang 14-15 Desember 1999.
Binadja, Achmad. 1999b. Cakupan Pendidikan SETS untuk Bidang Sains dan Non Sains. Makalah disajikan dalam seminar lokakarya Pendidikan SETS untuk bidang Sains dan Non Sains. Kerjasama antara SEMEORECSAM dan UNNES Semarang 14 -15 Desember 1999.
Binadja, Achmad 1999c. Pendidikan SETS Penerapannya dalam Pengajaran.
40
Makalah disajikan dalam seminar lokakarya Pendidikan SETS untuk bidang Sains dan Non sains. Kerjasama antara SEAMORECSAM dan UNNES Semarang. 14 -15 Desember 1999.
Darsono, Max. 2000. Belajar dan Pembelajaran. Semarang: IKIP Semarang Press.
FalconHive. 2010. Pembelajaran salingtemas. http://bidadariq-bidadariq.blogspot.com/2010/01/pembelajaran-salingtemas-bab-i.html. Diakses Tanggal 22 Oktober 2010.
Harjanto, 2003, Perencanaan Pengajaran, rineka Cipta; Jakarta.
Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media, Yogyakarta.
Mahar, Fitri. 2010. Pembelajaran Fisika dengan Pendekatan SETS. http://maharfisika.community.undip.ac.id/2010/09/27/pembelajaran-fisika-dengan-pendekatan-sets/ htm . Diakses tanggal 22 Oktober 2010.
Margono. 1995. Strategi Belajar Mengajar. Surakarta: UNS Press
Mulyasa, 2008, Implementasi Kurikulum Tingkat Satuan Pendiddikan, PT Bumi Aksara; Jakarta.
Nurfitria, Laela. Meningkatkan kualitas pembelajaran konsep lingkungan melalui pendekatan SETS dengan model PBI di SMA Masehi 1 PSAK Semarang, Skiripsi online. http://www.digilib.unes diakses tanggal 24 desember 2010
Nur, M. dan Prima, R.W. 2000. Pengajaran Berpusat kepada Siswa dan Pendekatan Konstruktivis dalam Pengajaran. Surabaya : UNESA- University Press.
Oxford University. (2001). Concise Oxford Dictionary, Tenth Edition. Oxford: Oxford University Press.
Oxford University. (2003). Oxford Learner’s Pocket Dictionary, Third Edition. Oxford: Oxford University Press
Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.
Purwaningsih, Asih. 2005. Pembelajaran kimia berpendekatan SETS untuk meningkatkan kemampuan ketrampilan berpikir kritis dam kreatif siswa kelas X SMA Muhammadiyah Semarang, skripsi online. http://www.digilib.unes. ac.id di akses pada tanggal 24 Desember 2010.
Poerwadarminto, 1986, Kamus Besar Bahasa Indonesia, balai Pustaka; Jakarta.
41
Roestiyah N.K. 1991. Strategi Belajar Mengajar. Jakarta: Bina Aksara
Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas X. Jakarta.
Starawaji’s Blog. Efektivitas Pembelajaran ( online ). file:/D:/EFEKTIVITAS%20PEMBELAJARAN%20%C2%AB%20 Starawaji's%20Blog.htm. Di akses pada tanggal 16 Januari, 2010.
Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X of Senior High School. Tiga serangkai. Jakarta.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo. Jakarta.
Tika, Prasetia, D.2009. Penerapan Strategi SALINGTEMAS dan Jigsaw Pada Materi Zat Aditif dalam Upaya Meningkatkan Prestasi dan Sikap Siswa Kelas VIII SMP Negeri 8 Pasuruan. Sripsi. Jurusan Kimia, Universitas Negeri Malang. Malang. http://4shared.com/document/ODXvRpG3/BAB-2-SKRIPSI-penerapan-strate.htm. Diakses tanggal 22 Oktober 2010.
Warsita, 2008. Teknologi Pembelajaran Landasan dan Aplikasi. Rineka Cipta. Jakarta.
42
43
APPENDIX I
1.1 INSTRUMRENT OUTLINE
1.2 TEST OF INSTRUMENT
Appendix 1.1
INSTRUMENT OUTLINE
Subject Matter : Chemistry
44
Class/Semester : XI/IStrnd : Redox ReactionQuestion Form : Multiple choiceQuestion amount : 20Standard of Competence : to understand the properties of electrolyte and
non electrolyte and the oxidation reduction reaction.
Competence Standard
Indicator Matter Cognitive
LevelQuestion Number
Question amount
Explain the developing of redoks reaction concept afgjlnd the relation with the compound nomenclature and its application
To explain the definition of redox based on oxygen loose, electron moving and oxidation number changing
Oxidation and reduction concept and oxidation number in a compound or an ion
C3
C3
C2
C3
C3 C3
4510161719
6
To determine the oxidation number of an element in the compound.
C2
C2
C3
C2
391218
4
To determine the oxidation number chnging in redox (without balancing reaction)
C2
C2
1113
2
To determine reductor and oxidator of a reaction
C2
C2
16
2
To determine the compound naming of an ion
Nomenclature of IUPAC
C2
C3
C2
C2
C3
2781520
5
Giving an example about redox reation in daily
Redox application in the environment
C1 16 1
Appendix 1.2
INSTRUMENT TEST
Subject Matter : ChemistryClass : X
45
Academic Year : 2010 – 2011Time allocation : 60 minutesChoose one of the correct answer!
1. In the reaction 2KMnO4 + 8H2SO4 + 10FeSO4 → K2SO4 + 2MnSO4 + 5Fe2(SO4)3
+ 8H2O, substance as an oxidator is …
a. KMnO4 d. K2SO4
b. H2SO4 e. H2O
c. FeSO4
2. The right molecular formula for Dinitrogen tetraoksida compound is …
a. N2O d. N2O4
b. NO2 e. Na2O
c. N2O3
3. The smallest oxidation number of N found in
a. HNO2 d. NH3
b. N2 e. HNO3
c. N2O5
4. The autoredoks reaction is …
a. CaCO3 + 2HCl → CaCl2 + H2O + CO2
b. 2Ag + Cl2 → 2AgCl
c. 2Na + 2H2O → NaOH + H2
d. 3K2MnO4 + 4HCl → MnO2 + 2KMnO4 + 4KCl + 2H2O
e. 2HNO2 + 2HBr → 2NO + Br2 + 2H2O
5. Base on this reactiondetermine the reductor!
Fe2+ + 2H+ + NO3- → Fe3+ + NO2 + H2O
a. Fe2+ d. NO2
b. NO3- e. H2O
c. Fe3+
6. This spesion that impossibele as reductor is …
a. Br- d. H2
b. Na+ e. Cl-
c. Fe2+
46
7. Chemical formula of iron (III) fosfit dan timah(IV) sulfat are …
a. FePO4 dan TiSO4
b. FePO4 dan Sn2SO4
c. Fe3(PO3)3 dan Sn(SO4)4
d. Fe2PO3 dan Ti(SO4)2
e. FePO3 dan Sn(SO4)2
8. Name of PCl5 compound is...
a. Fosforus klorida
b. Fosforus diklorida
c. Fosforus triklorida
d. Fosforus pentaklorida
e. Pentafosforus klorida
9. Sulphur atom with same oxidation number found in the compound …
a. SO2, Na2S2O3, NaHSO3
b. H2S, H2SO3, CuSO4
c. Na2S2O3, SO3, Na2S
d. NaHSO4, SO3, H2S2O7
e. Na2S2O3, H2S2O7, H2S
10. The example of oxidation reaction is …
a. Cu2+ + 2e- → Cu
b. Cl2 + 2e- → 2Cl-
c. 2KClO3 → 2KCl + 3O2
d. Fe2+ → Fe3+ + e- e. CuO + H2 → Cu + H2O
11. Reduction of 1 mole MnO4- become Mn2+ need electron as much as …
a. 3 mol d. 6 mol
b. 4 mol e. 7 mol
c. 5 mols
12. Oxidation number of Molibdenum (Mo) in Mo2O3, MgMoO3, Mo2O5, dan
Na2MoO4 is…
a. 2, 3, 4, 5 d. 2, 4, 5, 6
b. 3, 4, 5, 6 e. 2, 3, 5, 6
47
c. 2, 3, 4, 6
13. Electron amount of this reaction...
adalah…
a. 3 d. 7
b. 8 e. 5
c. 12
14. Waste water organic treatment with active sludge including ….
a. Caporite Compound
b. Radioactive element
c. Microorganism
d. Tanah liat
e. Chalk stone
15. Name of K2Cr2O7 is
a. Kalium dikromat (VI)
b. Kalium kromat (VI)
c. Kalium kromat (V)
d. Kalium dikromat (V)
e. Kalium kromat (IV)
16. Where is not redox reaction …
a. Cl2 + 2e- → 2Cl-
b. C6H12O6 + 2O2 → CO2 + 2H2O
c. 4Fe + 3O2 → 2FeO3
d. Zn → Zn2+ + 2e-
e. 2Na + O2 → 2Na2O
17. Oxidation number of Cl : 0, +3, +4 in thiese compound are....
a. Cl2, HClO2, ClO2, KClO3
b. HClO2, Cl2, NaClO4, ClO2
c. ClO2, Cl-, KClO3, Cl2
d. KClO3, ClO2, Cl-, NaClO4
48
e. NaClO4, KClO3, ClO2, Cl-
18. Phosporous in Ca2P2O7. 4H2O has oxidation number …
a. +3 d. -5
b. -3 e. +7
c. +5
19. Between this reaction, oxygen that occuring reduction found in....
a. 2KClO3 + 3S → 2KCl + 3SO2
b. H2O2 + 2KI + 2HCl → 2KCl + I2 + 2H2O
c. 2H2S + SO2 → 3S + 2H2O
d. CuO + 2HCl → CuCl2 + H2O
e. Ca(OH)2 + 2HCl → CaCl2 + 2H2O
20. IUPAC name of Cu2S compound is ...
a. Cuprum (II) sulfide
b. Cuprum (II) sulphate
c. Cuprum (II) sulphite
d. Cuprum (I) sulfide
e. Cuprum (I) sulphite
ANSWERING KEYInstrument of Result Study
1. A
2. D
49
3. B
4. D
5. A
6. B
7. E
8. D
9. D
10. D
11. C
12. B
13. A
14. C
15. D
16. A
17. A
18. C
19. B
20. D
50
APPENDIX 2
2.1 LESSON PLAN
2.2 HAND OUT
2.3 LIST OF QUESTION
2.4 LIST OF GROUP
2.5 WORKSHEET
2.6 FORM OF INDIVIDUAL OBSERVATION ASSESMENT
2.7 FORM OF GROUP OBSERVATION ASSESMENT
Appendix 2.1
LESSON PLAN
School : Senior High School 15 Makassar
Subject Matter : Chemistry
51
Strand : Oxidation Reduction Concept
Class/Semester : X/ II
Meeting : 1st
Time : 2 x 45 minutes
A. Competence Standard
Understanding the properties of electrolyte and non electrolyte solutions,
oxidation and reduction reactions.
B. Basic competence
Explain the development of the concept of oxidation reduction reactions and
its relation to the nomenclature of compounds and their application.
C. Indicator
Students can:
1. Differentiate the concept of oxidation in terms of reduction of the
incorporation and release of oxygen, the release and reception of electrons,
and from the increase and decrease in oxidation
2. Determine the oxidation number of element atoms in compounds or ions
3. Determine the oxidizing and reducing agents in redox reactions
D. Learning Objectives:
After studying this material students can explain the difference between the
concepts of oxidation and reduction based on the release of oxygen
incorporation, the release and reception of electrons, as well as increase and
decrease in oxidation. Determine reduction and oxidation of a compound and
the oxidizing and reducing agents of a redox reaction.
E. Sources, media and materials
- Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media,
Yogyakarta.
- Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.- Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas X.
Jakarta.- Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X of
Senior High School. Tiga serangkai. Jakarta. - Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo. Jakarta.1. Worksheet
52
2. White board and booardmarker
3. Material ( hand-out )
4. Teaching and learning process
Models of teaching and learning: The
conventional model
Method: The method of discussion, question
and answer method and the provision of
duty
Approach: Approach SETS
Initial Activity Time (10 minute)
Phase 1 (Orientation)
1. Teachers prepare students to carry out the learning process
and to check student attendance
2. Teachers inform the indicators to be achieved
3. The teacher provides students motivation by asking
questions.
a. What do you know about oxygen ?
b. What do you know about electrons?
c. What do you know about oxidation?
Main Activity
Phase 2 (occurrence Ideas)
1.Teacher told the students that learning is done will differ
from biasanya.Guru explain to students that the topic of
learning derived from the article the concept of redox and
oxidation. The contents of the article related to the redox
concept and its application in everyday life (holistic and
authentic). Teacher first and then relate it to the material.
2.Teacher explains that students must read and explore the
contents of the article is then issued an opinion in the form of
free pegajuan questions that are still in the corridor of the
53
article. Then they answer themselves (significantly) in group
discussions (active)
3Teacher distribute hand-out (attachment 2.2) to students
which contains material about the 'concept of oxidation
reduction and oxidation compounds within the compound or
ion'.
Phase 3 (Disclosure and exchange of ideas)
1.Teacher asks students to read, learn and explore the
contents of articles that have been granted and warned the
students to ask questions related to the article as a form of
sharing opinions. The question was later clarified by the
teacher and answered by the students themselves. The
allocation of time given to students to read and make the
question is 30 minutes.
2.Teacher asks students to write questions that have been
made on the whiteboard.
Phase 4 (Application of ideas)
1.Done clarification of a number of questions. Question that
is thrown back on students to answer.
2.Requesting on students to answer questions that can not be
answered at this meeting to discuss the group. The group is
based on each individual's interest in a number of questions
there and still not be answered.
Phase 5 (Reviewing the ideas and changes of ideas)
1. Teacher opening question and answer session with
students about
questions and tasks to be performed.
4Teacher distributed to the student worksheets discussion
task
5.Teacher divide students into several groups to examine
these questions unanswered.
54
Closing Activity Timer (5 minute)
1Teachers conduct contract with students to accomplish the
tasks of unanswered questions
2.Teacher close the lesson and greeted .
F. Assessment
• Cognitive
1. Assessment procedures on the process of learning and work tasks ..
2. Presentation.
3. task LKS
4. Individual Evaluation.
• Affective.
Affective assessment done by assessing students' attitudes during the learning
takes place and an assessment of student attendance.
G. form Test
- Multiplechoice (final test of learning redox)
- Essay (Task LKS)
Makassar, Apr 5th, 2011Teacher Researcher
Dra.Rahayu Suprianti Ezzar FitriyaniID: 19611217 198803 2 005 ID : 071 304 159
LESSON PLAN
School : Senior High School 15 Makassar
Subject Matter : Chemistry
Strand : Oxidation Reduction Concept
Class/Semester : X/ II
55
Meeting : 2nd
Time : 2 x 45 minutes
A. Competency StandardsUnderstanding the properties of electrolyte and non electrolyte solutions,
oxidation and reduction reactions.
B. Basic competence
Explain the development of the concept of oxidation reduction reactions and
its relation to the nomenclature of compounds and their application.
C. Indicator
Students can:
1. Distinguish the concept of oxidation in terms of reduction of the incorporation
and release of oxygen, the release and reception of electrons, and increase and
decrease in oxidation
2. Determine the oxidation number of element atoms in compounds or ions
3. Determine the oxidizing and reducing agents in redox reactions
D. Learning Objectives:
After studying this material students can explain the difference between the
concepts of oxidation and reduction based on the release of oxygen incorporation,
the release and reception of electrons, as well as increase and decrease in
oxidation.
E. Sources, media and materials- Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media, Yogyakarta.- Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.- Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas X.
Jakarta.- Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X of
Senior High School. Tiga serangkai. Jakarta. - Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo. Jakarta.
1. Lembar kerja siswa
2. Papan tulis dan spidol
3. Materi ajar ( hand-out )
4. Teaching and learning process
56
Models of teaching and learning: The
conventional model
Method: The method of discussion,
question and answer method, and giving
tasks
Approach : SETS apparoach
Initial Activities Time(3 minute )
1. Teachers prepare students to carry out the learning process
and to check student attendance
2. Teachers inform the indicators to be achieved
3. Explain to students that at this meeting is a class
presentation by students.
Main Activity Time (85 minute)
Phase 1 (orientation)
1. The teacher asks what about the preparedness of students
in preparing for his presentation today.
Phase 2 (occurrence of ideas)
1. Teachers review the material a little about the concept of
redox and oxidation are carried out by students in the form of
task groups.
Phase 3 (Exchange of ideas)
1. Teacher melotre which group will advance to the front of
the class to first present the results of the answer to his friends
the other.
Phase 4 (Application Ideas)
1.Teacher provide guidance relating to the discussions
(meaningful and active).
2. Become facilitators and moderators in front of the class.
3. Provide reinforcement in the discussion (reinforcement of
important concepts).
4. Giving an explanation or comment, if necessary.
57
5. Guiding students in classroom discussions.
Phase 5 (Reviewing the idea)
1.Doing clarification of a number of questions. Question that
is thrown back on students to answer.
2.Requesting students to answer questions that can not be
answered at this meeting to discuss the group. The group is
based on each of the questions that exist and still can not be
answered..
Closing Activity Time (2 minute)
1.After all the presentation is finished, the teacher closes the
classroom discussion by providing comments to the
discussions that have been done.
2.Conclude learning outcomes that have been done.
3.Menginformasikan the students that at the next meeting will
be held evaluation.
4.Closing the lesson by saying hello.
F. Assessment
• Cognitive
1. Assessment procedures on the process of learning and work tasks ..
2. Presentation.
3. task LKS
4. Individual Evaluation.
• Affective.
Affective assessment done by assessing students' attitudes during the learning
takes place and an assessment of student attendance.
G . form Test
- Multiplechoice (final test of learning redox)
- Essay (Task LKS)
Makassar, Apr 6th, 2011
Teacher Researcher
58
Dra.Rahayu Suprianti Ezzar FitriyaniID: 19611217 198803 2 005 ID : 071 304 159
LESSON PLAN
School : Senior High School 15 Makassar
Subject Matter : Chemistry
Strand : Oxidation Reduction Concept
Class/Semester : X/ II
Meeting : 3rd
Time : 2 x 45 minutes
59
A. Competency Standards
Understanding the properties of electrolyte and non electrolyte solutions,
oxidation and reduction reactions.
B. Basic competence
Explain the development of the concept of oxidation reduction reactions and
its relation to the nomenclature of compounds and their application.
C. Indicator
Students can:
1. Provide the name of the compound according to IUPAC
2. Describe the concept and the concept of a redox electrolyte solution in solving
envir onmental problems.
D. Learning Objectives:
After studying this material the students could name berdasrkan compounds
IUPAC rules as well as applications in solving the issue with the concept of redox
environment.
E. Sources, media and materials
Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media, Yogyakarta.Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.
Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas X. Jakarta.
Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X of Senior High School. Tiga serangkai. Jakarta.
Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo. Jakarta.
1. Worksheet
2. Whiteboard and boardmarker
3. Matter (hand-out )
4. Teaching and learning process
Models of teaching and learning : The conventional model
60
Method : The method of discussion, question
and answer method, and giving tasks
Approach : SETS apparoach
Pre Activity Time (5 minute)
Phase 1 (Orientation)
1. Teachers prepare students to carry out the learning process
and to check student attendance
2. Teachers inform the indicators to be achieved
3. The teacher provides students motivation by asking
questions.
a. What do you know about oxygen
b. What do you know about electrons?
c. What do you know about oxidation?
Main Activity Time(85 minute)
Phase 2 (occurrence Ideas)
1.Teacher told the students that learning is done will differ.
Teacher explain to students that the topic of learning derived
from the handout 'naming chemical compounds and
applications in redox concept'. The contents of the handout
relating to the naming of chemical compounds in daily life, as
well as the application of the concept in a redox environment
issues (holistic and authentic). Teacher first and then relate it
to the material.
2 Teacher explains that students must read and explore the
contents of the article then do share the opinion of pegajuan
free questions that are still in the corridor of the article. Then
they answer themselves in discussion groups with the aim
that the concept gained more meaningful and more students
aktif.s
3. Teacher distribute hand-out (attachment 2.2) to students
61
which contains material about the 'nomenclature of chemical
compounds and redox concept application in everyday life'.
Phase 3 (Disclosure and exchange of ideas)
1.Teacher asks students to read, learn and explore the
contents of the handouts that have been granted and warned
the students to ask questions related to the article as a form of
brainstorming. The question was later clarified by the teacher
and answered by the students themselves, with the aim that
students become more active. The allocation of time given to
students to read and make the question is 30 minutes.
2.Teacher asks students to write questions that have been
made dipapan write
Phase 4 (Application of ideas)
1.Teacher with students grouped the questions of students.
There are two kinds of questions: questions that can be
directly responsible (fall) and questions requiring further
research.
2.After answered questions that fall, with students grouped
the questions that teachers can not dijkawab into the relevant
fields (eg fields of science, technology, and environment).
Phase 5 (Reviewing the ideas and changes of ideas)
1.Teacher open question and answer session with students
about questions and tasks to be performed.
2.Teacher distributed to the student worksheets discussion
task
3. Teacher divide students into several groups to examine
these questions unanswered.
Closing Activity Time (5 minute)
1. Teachers held a contract with students to accomplish the
tasks of unanswered questions
62
2. The teacher closes the lesson and greet.
F. Assessment
• Cognitive
1. Assessment procedures on the process of learning and work tasks ..
2. Presentation.
3. task LKS
4. Individual Evaluation.
• Affective.
Affective assessment done by assessing students' attitudes during the learning
takes place and an assessment of student attendance.
G . form Test
- Multiplechoice (final test of learning redox)
- Essay (Task LKS)
Makassar, Apr 12th, 2011
Teacher Researcher
Dra.Rahayu Suprianti Ezzar FitriyaniID: 19611217 198803 2 005 ID : 071 304 159
LESSON PLAN
School : Senior High School 15 Makassar
Subject Matter : Chemistry
Strand : Oxidation Reduction Concept
Class/Semester : X/ II
Meeting : 4th
63
Time : 2 x 45 minutes
A. Competency Standards
Understanding the properties of electrolyte and non electrolyte solutions,
oxidation and reduction reactions.
B. Basic competence
Explain the development of the concept of oxidation reduction reactions and
its relation to the nomenclature of compounds and their application.
C. Indicator
Students can:
1. Provide the name of the compound according to IUPAC
2. Describe the concept and the concept of a redox electrolyte solution in
solving environmental problems.
D. Learning Objectives:
After studying this material the students could name berdasrkan compounds
IUPAC rules as well as applications in solving the issue with the concept of redox
environment.
E. Sources, media and materials
- Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media,
Yogyakarta.
- Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.
- Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas X.
Jakarta.
- Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X of
Senior High School. Tiga serangkai. Jakarta.
- Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo. Jakarta.
1.Worksheet
64
2.Whiteboard and boardmarker
3.Matter (hand-out )
4.Teaching and learning process
Models of teaching and learning : The conventional model
Method : The method of discussion, question
and answer method, and giving tasks
Approach : SETS apparoach
Intial Activity Time (2 menit)
1. Teachers prepare students to carry out the learning process
and to check student attendance
2. Teachers inform the indicators to be achieved
Main Activity Time (85 menit)
Phase 1 (Orientation)
The teacher asks what about the preparedness of students in
preparing for his presentation today.
Phase 2 (occurrence Ideas)
Teachers review the material a little nomenclature concept of
redox compounds and apllikasi (holistic and authentic) are
done by students in the form of task groups
Phase 3 (Disclosure and exchange of ideas)
Teacher melotre which group will advance to the front of the
class to first present the results of the answer to his friends the
other (meaningful and active)
Phase 4 (Application of ideas)
1. Teacher provide guidance relating to the discussions
2. Become facilitators and moderators in front of the class.
3. Provide reinforcement in the discussion (reinforcement of
important concepts).
4. Giving an explanation or comment, if necessary.
5. Guiding students in classroom discussions.
Phase 5 (Reviewing the ideas and changes of ideas)
65
1. Clarification on a number of questions. Question that is
thrown back on students to answer.
2. Asks the students to answer questions that can not be
answered at this meeting to discuss the group. The group is
based on each individual's interest in a number of questions
there and still not be answered
Closing Activity Time (3 menit)
1. After all the presentation is finished, the teacher closes the
classroom discussion by providing comments to the
discussions that have been done.
2. Summing up the results of learning that has been done.
3. Inform the students that at the next meeting will be held
evaluation.
4. Close the lesson by saying hello .
F. Assessment
• Cognitive
1. Assessment procedures on the process of learning and work tasks ..
2. Presentation.
3. task LKS
4. Individual Evaluation.
• Affective.
Affective assessment done by assessing students' attitudes during the learning
takes place and an assessment of student attendance.
G . form Test
- Multiplechoice (final test of learning redox)
- Essay (Task LKS)
Makassar, Apr 13th, 2011
Teacher Researcher
66
Dra.Rahayu Suprianti Ezzar FitriyaniID: 19611217 198803 2 005 ID : 071 304 159
LESSON PLAN
School : Senior High School 15 Makassar
Subject Matter : Chemistry
Strand : Oxidation Reduction Concept
Class/Semester : X/ II
Meeting : 5th
Time : 2 x 45 minutes
A. Competency Standards
67
Understanding the properties of electrolyte and non electrolyte solutions,
oxidation and reduction reactions.
B. Basic competence
Explain the development of the concept of oxidation reduction reactions and its
relation to the nomenclature of compounds and their application.
C. Indicator
Students can:
1. Distinguish the concept of oxidation in terms of reduction of the incorporation
and release of oxygen, the release and reception of electrons, and increase and
decrease in oxidation
2. Determine the oxidation number of element atoms in compounds or ions
3. Determine the oxidizing and reducing agents in redox reactions
4. Provide the name of the compound according to IUPAC
5. Describe the concept and the concept of a redox electrolyte solution in solving
environmental problems.
D. Learning Objectives:
After studying this material the students could name based on compounds IUPAC
rules as well as applications in solving the issue with the concept of redox
environment.
E. Sources, media and materials
- Krisbiyanto, E.Adi, 2009, Buku Sakti Kimia SMA. Kendi Mas Media,
Yogyakarta.
- Purba, Michael, 2008. TOPS ( Tuntas Olah Paket Soal ). Erlangga. Jakarta.
- Salirawati, Das dkk, 2007. Belajar Kimia Secara Menarik. Grasindo Kelas
X. Jakarta.
- Susilowati, Endang. 2009. Theory and Application of Chemistry for grade X
of Senior High School. Tiga serangkai. Jakarta.
- Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas X. Grafindo.
Jakarta.
1.Worksheet
2.Whiteboard and boardmarker
68
3.Matter (hand-out)
4.Teaching and learning process
Models of teaching and learning : The conventional model
Method : The method of discussion, question
and answer method,and giving tasks
Approach : SETS apparoach
Pre-Activity Time (3 minute)
1. Opened the lesson by saying hello.
2. Explain to students that the learning activities at this
meeting is the evaluation of individual tests.
3. Check on school attendance.
Main Activity Time (85 minute)
1.divided booklet to the students.
2.Requesting students work on the problems that have been
given to the allocation of time of 75 minutes.
3.To check activity tests students' work on the problems.
4.Requesting students to collect the answers and questions
when it comes to time.
Closing Activity Time (3 menit)
1Remind students to learn new material in preparation for the
next meeting.
2. Close the lesson by saying hello.
F. Assessment
• Cognitive
1. Assessment procedures on the process of learning and work tasks ..
2. Presentation.
3. task LKS
4. Individual Evaluation.
• Affective.
Affective assessment done by assessing students' attitudes during the learning
takes place and an assessment of student attendance.
69
G. form Test
- Multiplechoice (final test of learning redox)
- Essay (Task LKS)
Makassar, May 5th, 2011
Teacher Researcher
Dra.Rahayu Suprianti Ezzar FitriyaniID: 19611217 198803 2 005 ID : 071 304 159
Appendix 2.2
Handout 1
REDOX CONCEPTS AND DETERMINATION OF OXIDATION
NUMBERS
Redox reactions are often found in everyday life, but you may not know it
yet. When you divide the apples then you let the apples, then split the apple that
was the color gradually changed color to brown. This is because the apple is the
case of a reaction called oksidasi.Selain reactions cause the phenomenon of color
changes in apple fruit flesh, these redox reactions also occurred in several other
70
events. You'll often see a rusty iron, which rusted iron is one example of the
oxidation reaction of events as follows;
4Fe (s) + 3O2 (g) → 2Fe2O3 (s)
Or see the event firing? This event also is the oxidation reaction. The
process is also an oxidation event. Besides the redox reactions also can you find
on bleaching clothes, shock accumulators, metal ore processing, and recycling of
silver. Yng processing of iron ore found in the community is one example of the
reduction reaction with the reaction as follows;
Fe2O3 (s) + 3CO (g) → 2Fe (s) + 3CO2 (g)
The concept begins with linking the redox reaction of a substance with
oxygen. The concept then evolved into a redox reaction involving electron. Over
time, the concept of re-developed into a redox reaction that changes oxidation
state.
1. The concept of redox based on incorporation and release of oxygen
When you divide an apple and a moment later you let the apple a few moments,
then you will see the color of the apple flesh turn brown due to interaction with air
apple flesh, the air contained some constituent elements such as nitrogen, oxygen
and carbon. Brownish discoloration is caused because the flesh of the fruit react
with one of the constituent elements of the air is oxygen. In industry and
households can be detrimental, because it can make the color of the fruit flesh
becomes ugly and not fresh.
Energy that you have from the food you eat come through redox reactions
that occur in metabolism digestion. In digestion occurs a combustion reaction,
namely the combustion reaction which aims to establish the amount of energy
used to move.
In life, living things that exist in this world really needs air. Air is used by
living things in this world to breathe. Humans breathe in life as much as 10 fold.
Formation process of photosynthesis or food or energy called glucose using
nutrients, carbon dioxide and water dsan aid of sunlight. The process of
photosynthesis plays an important role in generating most of the oxygen contained
in air.
71
2.The concept is based on the handover of electron redox
Salt is one type of chemical molecules that often you hear and use in your
life, especially as a flavoring. Table salt is the reaction of the elements Na and Cl
in the form of ions to produce a compound NaCl.
NaCl → Na + + Cl-
If translated;
Na → Na + + e-
Cl + e-→ Cl-
1. The concept is based on an increase in oxidation redox
All of you would often hear or see any Corrosive events, which often occurs in a
metal by gaseous oxygen in the air, which produce metal oxides with high
oxidation states.
4Fe (s) + 3O2 (g) + 6H ¬ 2O (l) → 2Fe2O3.3H2O (s)
Handout 2
NAMING CHEMICAL COMPOUNDS AND APPLICATIONS OF
REDOX CONCEPT
In your everyday life, of course, you often interact with the chemicals in
industry and non-industry types. Chemical compounds that you see these all have
a common name for easy reference to these chemical compounds. In addition
redoks concept you have learned previously proved to have applications in the
field of environment and everyday life. Therefore, the discussion this time you
will study of the concept of naming compounds and redox environment
applications.
72
1. Nomenclature of compounds
a. Nomenclature of binary compounds
Binary compounds are divided into two, namely: a binary compound
between two non-metals and binary compounds of metal and non metal binary
compounds advance of Example 2 is the non-metallic, carbon dioxide (CO2).
Examples of binary compounds of metals and non-metals is salt, which has the
chemical formula NaCl. NaCl and CO2 is included in the class of binary
compounds, which in the nomenclature penamaaanya be followed by the suffix-
ida. So that the compound name for table salt is sodium chloride and carbon gas is
carbon dioxide.
b. Nomenclature polyatomic compounds
One example is a polyatomic compound of iron rust. This rusty iron which are
compounds derived from elements of iron that turns into rust due to oxidation
with air or with strong acids such as sulfuric acid. Pengoksidasian process has
resulted in the iron rusted into Fe2O3 to oxidation by air and Fe2(SO4)3 for the
oxidation with hydrochloric acid, these compounds are certainly having an easier
name to mention. To Fe2O3 name followed by the suffix-ida, so his name to iron
(II) oxide, while for Fe2(SO4)3 names followed at all times so that his name suffix-
at iron (III) sulfate.
2. Application of redox in solving environmental problems
Redox concept has many applications in everyday life that are beneficial to
the interests of environment and technology. One application of the application of
the concept of the everyday life of redox is in addressing the waste industry.
You would often hear or see on television many industrial waste matter (organic
waste) in our environment that there is no treatment. Industrial waste (organic
waste) when not handled properly can cause foul odors caused by the activity of
anaerobic microorganisms that can perform the oxidation without oxygen.
Activity of anaerobic microorganisms produce foul smelling gases, including
ammonia, methane and sulfide acid. That is why we must treat wastewater to
reduce such impacts. Waste treatment water can be overcome by using activated
sludge process in the response to this problem of industrial waste.
73
Appendix 2.3
LIST OF QUESTION I
(AFTER READING handout)
1. What is the relationship of the combustion reactions occurring in the body with
redox reactions?
2. What is the relationship between the reactions of photosynthesis in plants with
a redox reaction?
3. Why apples are peeled it changed color to brown after reacting with air?
content of what is contained in the air so that it can lead to apple slices turn
brown? reaction to what happened to the apple of meat?
74
4. What should be done to prevent the process of browning apple of meat?
5. Is the electron charge equal to an atom or ion?
6. What is the relationship of NaCl to the concept of redox compounds based on
the handover of the electron? Reaction what happens to the molecules of NaCl?
Why such reactions can occur?
7. What is the relationship between the concept of the handover electron redox?
8. Whether any molecules involved in redox reactions in terms of the handover of
the electron?
9. How do example redox reactions based on the handover of the electron?
10. Why in the event of metals corrosive, oxides produced has a high value of
oxidation?
11. What is oxidation? How do I know the oxidation number of an element?
12. Is the relationship an increase in oxidation with redox concept?
LIST OF QUESTIONS STUDENT 2
(AFTER READING handout)
1. What is the binary compounds and polyatomic compounds?
2. Why does the naming binary compounds, the suffix naming compounds must
end with the suffix-ida?
3. Write down examples of compounds are included in the class of binary
compounds? And how naming
4. Why on polyatomic compounds are compounds followed by the suffix and the
suffix-ida at?
75
5. What do the roman numerals in parentheses on the naming of complex
compounds?
6. What is an activated sludge
7. How does work of activated sludge in dealing with industrial waste (organic
waste)?
8. Why the concept of redox may play an important role in addressing
environmental problems?
9. What applications in the application of the redox concept of everyday life in
addition to the waste handlers to use your activated sludge process
LIST OF TASK GROUP QUESTIONS
(Go to Meeting -2 and-4)
Group 1:
1. What is the relationship between combustion reactions that occur in the body
with redox reactions?
2. What is the relationship between the reactions of photosynthesis in plants with
a redox reaction? (Studies of Science, Environment and Society)
3. What should be done to prevent pencokelatan processes that occur in apple fruit
flesh? (Review of technology and society)
Group 2:
76
1. What is the relationship of NaCl to the concept of redox compounds based on
the handover of the electron? Reaction what happens to the molecules of NaCl?
Why such reactions can occur? (Review of science)
2. What is the relationship between the concept of the handover electron redox?
3. Whether any molecules involved in redox reactions in terms of the handover of
the electron?
4. How do example redox reactions based on the handover of the electron?
(Environmental Assessment)
Group 3:
1. Why in the event perkaratan metals, oxides produced has a high value of
oxidation? (Assessment of Environment and Society)
2. Is the relationship an increase in oxidation with redox concept? (Review of
science)
Group 4
1. Why does the naming binary compounds, the suffix naming compounds must
end with the suffix-ida? (Review of science)
2. Write down examples of compounds are included in the class of binary
compounds? And how its name (Assessment of Environment and Society)
3. Why on polyatomic compounds are compounds followed by the suffix and the
suffix-ida at? (Review of science)
5. What do the roman numerals in parentheses on the naming of complex
compounds? (Science Studies)
Group 5
1. How does work of activated sludge in dealing with industrial waste (organic
waste)? (Environmental Studies and society)
2. Why the concept of redox may play an important role in addressing
environmental problems? (Technology and Science Study)
77
LIST OF STUDENT ANSWERSGROUP 1
Raw foods are eaten in the body undergoes a combustion reaction process
carbohydrates (glucose), which in the process of combustion reactions of
carbohydrate reacts with the oxygen we breathe, the reaction of carbohydrates
with oxygen is called "oxidation" or known by the reaction of oxygen binding or
merging with . The results of carbohydrate combustion reaction produces CO2
gas, water and an amount of energy used by living things to their activities.
C6H12O6 (aq) + 6O2 (g) → 6CO2 (g) + 6H2O and energy
The CO2 produced by living organisms on out back keudara which is then
used by plants to perform photosynthesis that produce carbohydrates and oxygen,
78
the reaction between carbon dioxide with water produces a reaction results in the
form of oxygen, or in other words, releasing oxygen which is also called 'reaction
reduction '.
6CO2 (g) + 6H2O → C6H12O6 (aq) + 6O2 (g)
Carbohydrate combustion reaction and the reaction of plant photosynthesis
are related to each other in life and is one example of the reaction of reduction and
oxidation reactions or redox in terms of daily life that the concept of reception and
release of oxygen.
The fruit is peeled or sliced apples are then allowed a few moments where
the object has been pared, then we will find the change in color of the apple
becomes brown. Why did it happen? Generally it occurs due to contact between
the apples and the air. Why the air? And what was wrong with the air? This is
because one element composing of air is oxygen. Oxygen is what causes the
apple slices turn brown. So that the reaction between oxygen ith apple fruit flesh
is also called the oxidation events or 'oxidation'. Oxidation that occurs in the fruit
flesh of this apple, or perhaps in some foods that interact with the oxygen will
change the unwanted appearance of hand and cause food to be not good anymore.
This must be done to address the problem by soaking the slices of meat is apples
in warm water that serves to inhibit the process due to reaction with oxygen
browning. In the technology to prevent browning is to prevent the oxidation
process with oxygen, that is carried by road to immersion in hot water for 3
minutes, then soaked in a solution of vitamin C 200 mg / liter (1 quart of water put
a tablet of vitamin C. so apples stay fresh and even get extra vitamin C 'in other
words browning problem in overcoming this is to' warm-up techniques and
immersion in vitamin C '.
Note: The teacher then megarahkan students' answers and to explain and give
examples of the concept of redox berdasrakan oxygen release and reception.
GROUP 2
NaCl compound is a compound formed from the reaction between the
elements Na and Cl. Na element that has a number of atomic number 11, with the
79
configuration of the elements 2,8,1 and Cl atoms with a bunch of numbers 9 and
2.7 configurations. Both of these elements can react with each other by means
melepasakan eletron and accept electrons. Elements with the configuration Na
2,8,1 looks unstable because it has kelbihan an electron, so to make it stable one
electron must be removed, while the elements of Cl with 2.7 configuration
seemingly unstable because they lack an electron, so that he should receive a
electrons to make it stable. An electron from Na atom is released and
subsequently accepted by the Cl atom. Handover process is related to electron
redox reactions (reduction-oxidation), because the process of releasing an electron
from Na atom is called oxidation, while the process of electron acceptance by the
Cl atom is called a reduction reaction.
So the reaction on the compound NaCl can be described as follows:
2Na → 2Na+ + 2e- ( reaksi oksidasi )Cl2 + 2e → 2 Cl - ( reaksi reduksi )
NaCl → Na+ + Cl- ( redoks )
Other example:
Reaction between sulphur and Calium ( Ca dan S )
Ca → Ca2+ + 2e- ( oksidasi )
S + 2e → S 2- ( reduksi )
Ca + S → Ca2+ + S2- (redoks)
Based on the above reaction can be determined that acts as a reductant and
an oxidant. Ca atom has the oxidation reaction to Ca ions by releasing electrons,
so the Ca atoms act as the reductant (reducing agent) but he himself is oxidized. S
atoms experience a reduction reaction by accepting electrons into sulfate ions, so
that he referred to as an oxidant (oxidizing) and he himself experienced a
reduction reaction.
80
Examples of the application of redox reactions in life based on the concept of
electron
GROUP 3
In the event of metal corrosive many people the wrong call that the
corrosion was similar to rust. However, they choose a different sense. Corrosion is
an event of a metal by oxidation of gaseous oxygen in the air or a redox reaction
between a metal with various substances in their environment that produce
compounds that are not desired. Rust is something produced in the event of
corrosion, the metal oxides with high oxidation state.
Oxidation number (oxidation state) has a close connection with the
concept of redox, for the determination of a reaction including the reduction or
oxidation can be determined also by changes in oxidation state in a reaction. For
example, the reaction between hydrogen gas and chlorine gas is a redox reaction,
H2 (g) + Cl2 (g) → 2HCl (g)
but the occurrence is not due process of arrest and release of oxygen electron or
based on concept. Why is the reaction between hydrogen gas chlorine is included
in a redox reaction? Comes the concept of a third redox reactions based on
oxidation state changes.
Oxidation number (oxidation state) is the charge possessed by an atom in a
bond with other atoms. In determining the oxidation states there are some rules
that are used as a guide in determining oxidation number of a compound or ion.
A. a. The oxidation state of the element-free = 0b. Ion oxidation state in accordance with its cargo
c. The number of elements in the oxidation states of a molecule or ion with a
molecule or ion charge
81
d. The oxidation state of O = -2, except in F2O = +2, H2O2 and BaO2 = -1
e. The oxidation state of H = +1 (except in hydrides = -1 0
f. Group oxidation state alkali = +1
g. Type alkaline earth = + 2
h. Group VIIa = -1, and group VIA (O and S) = -2
i. The oxidation state of the other S = +4 and +6
Here is an example of the determination of the oxidation of a compound;
Contoh ; Fe2O3 =
Biloks O = -2 ( 3 atom O) x (-2) = -6
Biloks Fe = x (2 atom Fe ) x (x) = 2x
Jumlah biloks = 0
-6 + 2x = 0 maka x = +3 jadi, biloks Fe = +3
Based on the above examples and rules can be explained by changes in the
redox reaction is the oxidation state, oxidation reaction occurs when the reaction
occurs while the increase in oxidation reduction reactions in the reaction of t if
there is a decrease in oxidation number.
example:
0 oksidasi +2
Fe(s) + 2Ag+ (s) → Fe2+(s) + 2Ag(s)
+1 reduksi 0
Fe occuring oxidation and mention as reductor
Ag occuring reduction and mention as oxidator
some redox reactions may occur one atom at a time element to increase or
decrease the oxidation state in other words, having a redox reaction as well as
reduction called autoredoks
Pb (s) + PbO2 (aq) + H2SO4 (aq) → PbSO4 (aq) + H2O
Pb (s) = 0 → PbSO4 be +2 (oxidation)
82
PbO2 = +4 → ¬ PbSO4 to +2 (reduction)
Thus, Pb acts as a reductant and Pb in PbO2 acts as an oxidant.
GROUP 45. Anion
In naming binary compounds, not all end with the naming of compounds-
ida. Naming with the suffix-ida if consisting of a metal type of cargo with only
one metal. And bias is a monatomic anions. Anions are named by adding the
suffix-ida,-at or-it. The suffix-at and-it tends to be used for oxygen-containing
anions and oxo acid derivative anion.
example:
Anion (akhiran –ida)
H- = hidrida
S2- = sulfida
O2- = oksida, dsb.
Anion (akhiran –at )
SO42- = sulfat(VI); SO3
2- = sulfat (IV); ClO3- = klorat (V); MnO4
- = manganat
(VII); MnO42- = manganat (VI), romawi number indicate amount of element
oxidation.
1. Acid
The naming is done by putting the word before the acid anion
example:
HClO : asam klorat(I)
HClO2 : asam klorat(III)
1. Salt
Naming is a combination of salt cations, the oxidation number (if more than one),
and anion name
example:
FeSO4 : Iron(II)sulphate and NaClO: sodium chlorate (I)
If the oxide, halide and the non-metallic sulfide element to form a compound.
Naming more than one distinguished by the figure in Greek indices
Example:
83
N2O = nitrous oxide
NO2 = nitrogen dioxide
N2O4 = dinitrogen tetraoksida
2. Cations
Cations are named according to the metal with oxidation. Introduced by Alfred
Stock
Example: Fe2+ = iron ions (II) and Fe3 + = iron ions (III)
If only the metal element having an oxidation state one, just use the name
followed by the metal without oxidation.
Example =
Na+ = sodium ion
GROUP 5
In handling the problem of industrial waste (organic waste) was introduced
in the environment of activated sludge method. Activated sludge is a sludge that
contains microorganism (bacteria) aerobic. The method is a method of activated
sludge wastewater treatment using microorganisms as catalysts to decompose the
material contained in wastewater activated sludge. Stages in the method of
activated sludge.
a. Primary Stage (chemical process), stage of the deposition of small particles
by adding electrolyte substances (FeCl2, FeCl3, Al2 (SO4)3 and CaO)
If the waste water containing phosphorus ions, (PO43-and-HPO4)2 will happen
clotting (coagulation). The reaction is:
Al2(SO4)3 + 14H2O → 2(PO4)3-2AlPO4 (s) + 3(SO4)2
-+ 14H2O
or
5Ca(OH)2 + → 3(HPO4)2 Ca5OH (HPO4)3 (s) + 9OH-
b. Secondary stage, the stage of particle separation by the method of activated
sludge. Waste water containing organic substances added to the microorganism
and subsequently going through the stages aerasi (oxygen addition) and
deposition.
c. Tertiary stage, the stage of waste water inlet from the tank into the secondary
stage of disinfectant to destroy the virus.
84
The concept of redox may play an important role in addressing environmental
problems, because in the process the concept of redox treatment especially in
environmental issues by using activated sludge method, involves a redox reaction
at the primary stage (chemical process).
LIST OF GROUP DIVIDING
GROUP I GROUP II GROUP III
A.Syamsur Rijal Asruddin Pratama Nurhidayat
Achmad Irfandy Eko wahyudi Ishlahu Shaleh
Agry edwar Fakhrul Hamdani Iwayan Indra
Amar rahmat R Hosea Ryan Umban Muh
Darmawan Adrianti Aqilah Ismayanti
Amelia hamdani Astuti Ria Jumria
85
Andiani Dwianti Dirga Cantika Maryana
Rizky
GROUP IV GROUP V
Muh Iqbal Ruslan Nur Rahmat Ramadhan
Muh Rahman Rey Dharmawan
Muh algifary Kahar Yosua Sumaredi
Nur Fatony Sandra Shavanah
Nurina Sahra Saraswati Sukarno
Nurindah Ramadhani
Appendix 2.5
WORKSHEET I
1. Distinguish the types of the following redox reactions based on the release
of oxygen, the release of electrons and changes in oxidation number.
Define also an oxidant and reductornya.
Redox
Concept
Reaction
Example
Reaction
KindReductor Oxidator
Cu Cu2+ + 2e Oxidation
Cu + O2 CuO
NO2 N2 + O2
S + O2 SO2 Reduction
86
Zn2+ + 2e Zn Reduction
2. What is the reaction autoredoks? Give an example!
3. Show substances that act as an oxidant and reductant in the two reactions
below!
Cr2O72- + C2O4
2- Cr3+ + CO2
4. SO42- + I- S2- + I2
5. Calculate the oxidation number of the following elements!
a. H in H2 = …………………………………………
b. Cl in ClO4 = ………………………………………
c. P in PO43- = ………………………………………
d. S in H2S2O3 = .........................................................
6. Determine the oxidation number of this ions!
a. ClO4-
b. S2O32-
c. CO32-
d. Cu2+
e. MnO4-
WORKSHEET II
1. Determine the name of this compound !
a. CuCl2
b. SnO
c. K2CrO4
d. K2Cr2O7
e. Ba(OH)3
2. Determine the chemical formula and oxidation number of this compound!
a. Iron(III) sulphate
b. Raksa (I) Chloride
c. Hydrogen Flouride
d. Dibromo Pentoxyde
87
e. Sulphite Acid
3.Describe at least 2 applications of redox concepts in everyday life
4. Management of organic waste can be performed using activated sludge.
5. Explain how the mechanism of action of activated sludge!
ANSWERING KEY I
1.
.Redox
ConceptReaction Example
Reaction
KindReductor Oxidator
Elektron Cu Cu2+ + 2e Oxidation √ -
Oksigen Cu + O2 CuO Oxidation √ -
Oksigen NO2 N2 + O2 Oxidation - √
Biloks Zn + Cu2+ Zn2+ + Cu Redox Atom Zn Atom Cu
Elektron Zn2+ + 2e Zn Reduction - √
2.A reaction is said autoredoks if the redox reaction there is a substance that had once oxidation reduction reaction Example;
2Na2S2O3 + 4HCl → 2S + 2SO2 + 2H2O + 4NaCl
88
Atom's oxidation number is reduced at the same time oxidation, reduction of the charge +2 to 0 and the oxidation of +2 to +4 chargea)
oxidator = atom Crreductor = atom Coxidator = atom Sreductor = atom I6. a) H in H2 = +2
b) Cl in ClO4- = +7
c) P in PO43- = +5
d) S in H2S2O3 = +4 7. a) ClO4
- ; Cl = +7 and O = -8b) S2O3
2- ; S = +2and O = -2c) CO3
2- ; C = +4and O = -2d) Cu2+ = +2e) MnO4
- ;Mn =+7 and O = -
ANSWER KEY OF LKS II
1. a) Tembaga(II)Klorida b) Timah(II)oksida c) Kalium Kromat d) Kalium bikromat(V) e) Barium Hidroksida 2. a) FeSO4; Fe = +3, S= +2 dan O = -2 b) HgCl ; Hg = +1 dan Cl = -1
c) HpF ; H = +1 dan F = -1
d) Br2O5 ; Br = +5 dan O = -2
e) H2SO3 ; H = +1, S = +2 dan O = -2
3. a) Concept in a redox environment in terms of Combustion of Hydrocarbons such as burning coal, oil and wood, for the complete combustion process will
89
produce CO2 and H2O. CO2 gas is used by plants to photosynthesis but if the excess CO2 can be harmful to the earth because it can raise the temperature b) Reduction of environmental pollution with the use of activated sludge method c) The concept of redox in the battery cells and battery
4. Activated sludge is a sludge that contains mikroorganism (bacteria) aerobic. The method is a method of activated sludge wastewater treatment using microorganisms as catalysts to decompose the material contained in wastewater activated sludge. Stages in the method of activated sludge; a. Primary Stage (chemical process), stage of the deposition of small particles by adding an electrolyte substance b. Secondary stage, the stage of particle separation by the method of activated sludge. Waste water containing organic substances added to the microorganism and subsequently going through the stages aerasi (oxygen addition) and deposition. c. tertiary stage, the stage of waste water inlet from the tank into the secondary stage of disinfectant to destroy the virus.
Appendix 2.6OBSERVATION RESULT SHEET
No.Urut
The activeness of students asking
The activeness of student answering
The seriously of lesseon folloeing
Meeeting Meeting MeetingI II III IV I II III IV I II III IV
1 √ √ √ √ √ √ √ √ √ √2 √ √ √ √ √ √ √ √ √ √ √ √3 √ √ √ √ √ √ √4 √ √ √ √ √ √5 √ √ √ √ √ √ √6 √ √ √ √ √ √ √ √ √ √7 √ √ √8 √ √ √ √ √ √ √ √ √
90
910 √ √ √ √ √ √ √ √ √ √ √11 √ √ √ √ √ √ √ √ √1213 √ √ √ √ √ √ √ √ √14 √ √ √ √ √ √ √ √ √ √ √ √15 √16 √ √ √ √ √ √ √ √ √17 √ √ √ √ √ √ √ √ √18 √ √ √ √ √ √ √ √19 √ √ √ √ √ √ √20 √ √ √ √ √ √ √21 √ √ √ √ √ √ √ √22 √23 √ √ √ √ √ √ √ √ √24 √ √ √ √ √ √ √ √25 √ √ √ √ √ √ √ √ √ √ √ √2627 √ √ √ √ √ √ √28 √29 √ √ √ √ √ √ √30 √ √ √ √ √ √ √ √31 √ √ √ √ √ √ √ √32 √ √ √ √ √ √ √ √ √
Total 12 16 17 20 12 14 14 19 25 25 25 25Persentase
(%)37 50 53 66 37 41 44 56 78 78 78 78
Total 52 % 44% 78%Rata-rata 58%
Appendix 2.7FORM OF GROUP OBSERVATION RESULT
CRITERIAI II III IV V
score Value score value Score value score value Score ValueThe right answer 2 10 3 15 2 10 3 15 2 10
Perodcer 2 10 2 10 2 10 2 10 2 10Procedure
explanation2 10 3 15 1 10 2 10 2 10
The ability to relate between SETS element
1 5 2 10 1 5 1 5 1 5
Nilai 44 63 44 50 44
Percentage of indicator achievement of a groupKRITERIA I II III IV V Percentage
91
The right answer 2 3 2 3 2 75%Perodcer 2 2 2 2 2 63%Procedure
explanation2 3 1 2 2 63%
The ability to relate between SETS element
1 2 1 1 1 38%
Rubrik
Criteria 1 2 3 4
The right answer
Answering unappropriate with the question
There some of concept mistake
Very little done a mistake
The answer appropriate with the question
Procedur
No explanation
There an explanation but difficult to understand
Clear but the thing proces sometimes difficult
Clear and thingking proces easy to follow
Procedure explanation Unclear Less Clear Clear Very clear
The ability to relate between SETS element
Unclear Less Clear Clear Very clear
92
APPENDIX 3
3. 1 DATA OF SCORE RESULT
3. 2 DATA OF VALUE RESULT
3.3 TABEL OF FRECUENCY DISTRIBUTION AND DEVIATION
STANDARD
3.4 CLASS COMPLETENESS
3.5 PERCENTAGE OF INDICATOR ACHIEVEMENT AND EFECTIVENESS
Appendix 3.1LIST OF LEARNING RESULT X3 CLASS
NO SKOR1 172 173 164 175 166 187 118 179 510 1611 14
93
12 1013 1714 1815 616 1717 1618 1519 1520 1521 1522 723 1724 1625 1926 727 1528 1629 1730 1631 1532 15
Appendix 3.3Table of individual completeness X3 class of SMA Negeri 15 MakassarIndividual Standard Completeness = 75
94
Class Completeness = Tk = Σ Tp
nx 100 %
= 2532
x100 %
RESPONDENValue
CompletenessScore Value
1 17 85 Complete2 17 85 Complete3 16 80 Complete4 17 85 Complete5 16 80 Complete6 18 90 Complete7 11 55 Uncomplete8 17 85 Complete9 5 25 Uncomplete10 16 80 Complete11 14 70 Complete12 10 50 Uncomplete13 17 85 Complete14 18 90 Complete15 6 30 Uncomplete16 17 85 Complete17 16 80 Complete18 15 75 Complete19 15 75 Complete20 15 75 Complete21 15 75 Complete22 7 35 Uncomplete23 17 85 Complete24 16 80 Complete25 19 95 Complete26 7 35 Uncomplete27 15 75 Complete28 16 80 Complete29 17 85 Complete30 16 80 Complete31 15 75 Complete32 15 75 Complete
RATA-RATA = 74.75
95
= 2500
32
= 78 %
Based on data from observations on X grade chemistry teacher SMAN 15
Makassar declared a class completely, if the percentage of completeness its class
for 80% of a total of 32 students in a category completely. Then based on
minimum standards of completeness Class, the class of State High School X3 Not
Completed 15 Makssar expressed by the percentage of completeness 78%
Frequency Distribution Table and Deviation Standard
Sample amount (n) = 32
96
Highest value = 95
Lowest value = 25
Interval (r) = Highest value – Lowst value
= 95 - 25
= 70
Class Amount (k) = 1 + 3,3 log n
= 1 + 3,3 l0g 32
= 5,96 ( rounded 6 )
Class Long (p) = r/k
= 70/ 6
= 11,6= 12 (rounded)
Distribution Frequency table
No. Value Fi xi xi2 fi . Xi fi. Xi21 25-36 4 30.5 930.25 122 3721
2 37-48 0 42.5180.62
50 0
3 49-60 2 54.52970.2
5109 5940.5
4 61-72 1 66.54422.2
566.5 4422.25
5 73-84 14 78.56162.2
51099 86271.5
6 85-96 11 90.58190.2
5995.5 90092.75
Amount 32 2392 190448
Average )(_
X =
i
ii
f
xf
=
239232 = 74.75
Deviation Standard (S) = 1
)( 22
nn
xfxf ii
ii
= √ 190448−17880231
= √ 1164631
= √375.67
= 19.38
97
Lampiran 3.4
ANALYSIS OF INDICATOR ACHIEVEMENT COMPLETENESS
P=AMOUNT OF STUDENT ¿ ANSWER ¿STUDENT AMOUNT
x100 %
Averageachievement ( P1 )=( n1+n2+n3+…+nn ) %
n
1. First Indicator,to differentiate of oxidation and reduction concept based
on gain and lose of oxygen, release and receiving of an electron and
oxidation number changing.
Item 4
P = 2432
x 100 %=75 %
Item 5
P = 2932
x100 %=90.62 %
Item 19
P = 2632
x 100 %=81.25 %
Item 10
P = 1632
x 100 %=50 %
Item 16
P = 1632
x 100 %=50 %
Item 17
P = 2432
x 100 %=75 %
% Averageachievement = 75 %+90.62 %+81.25 %+50 %+50 %+75 %
6
= 421.87 %
6 = 70.31%
98
2. Second Indicator, to determine an oxidation number of an ion
Item 3
P = 3132
x100 %=96.87 %
Item 9
P = 2132
x100 %=65.62 %
Item 12
P = 2332
x100 %=71.87 %
Item 18
P = 2132
x100 %=65.62 %
% Averageachievement = 96.87 %+65.62 %+71.87 %+65.62 %
4
= 299.98 %
4 = 74.99%
3. Third Indicator, To determine oxidation state changing in an oxidation
number without unbalanced reaction.
Item 11
P = 1632
x 100 %=50 %
Item 13
P = 1732
x 100 %=53.12%
% Averageachievement = 53,12%+50 %
2
= 103.12
2 = 51.56%
4. Indikator keempat,To determine oxidator and reductor of a redox reation
Item 1
P = 2932
x100 %=90.62 %
Item 6
99
P = 2032
x100 %=62.5 %
% Averageachievement = 90.62 %+90.62%+62.5 %
3
= 243.74 %
3 = 81.24%
5. Fifth Indicator, To determine name of compund based on oxidation number.Item 2
P = 3232
x100 %=100%
Item 7
P = 2632
x 100 %=81.25 %
Item 8
nP = 2832
x100 %=87.5 %
Item 15
P = 1732
x 100 %=53.12%
Item 20
P = 2532
x100 %=78.12 %
% Averageachievement = 100 %+81.25 %+87.5 %+53.12 %+78.12 %
5
= 399.99%
5 = 79.99%
6. Sixth Indicator, To applicate redox concept to solve environment issues.Item 14
P = 3232
x100 %=100 %
% rata-rata pencapaian indikator = 100%
1
= 100%
1 = 100%
The effectiveness = ∑ persentase rata−rata indikator tuntas
jumlah indikatorx100 %
=74.99 %+76.56 %+79.99 %+100
6
= 331.54 %
6 = 55.25%
100
No Indicator item Score Percentage Category
1
Explain what is Redox based on the release of oxygen, electron transfer and changes in oxidation number
4519101617
242926161624
70.31 % Uncomplete
2Determine the oxidation number of atoms of the element in compounds or ions
391218
31212321
74.99 % Complete
3Determine changes in redox oxidation (without equalization reaction)
1113
1617
51.56 % Uncomplete
4Determine the oxidizing and reducing agents of a reaction
16
2920
76.56 % Complete
5Determining the the nomenclature ionic compounds
2815207
3226281725
79.99 % Complete
6 Giving examples of events that involve redox reactions in
14 32 100% Complete
101
everyday lifeThe effectivenes 55.25 %
TABLE OF INDICATOR ACHIEVEMENT AND THE EFFECTIVENESS
LAMPIRAN 4
UJI VALIDASI ITEM
4.1 .Daftar Skor uji Validasi Item
4.2 .Rumus Validasi Item Soal pilihan Ganda
4.3. Tabel Uji Validasi per Item
1.4. Daya pembeda
4.5.Indeks Kesukaran
4.6.Reliabilitas Awal - Akhir
102