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Suparno, Paul. Pembelajaran di perguruan tinggi bergaya paradigma pedagogi refleksi (RPP). Yogyakarta: Penerbit Kanisius. (2015).

has been cited by the following article:

Article

The Effect of Reflective Pedagogic Paradigm Approach toward Achievement on Chemical Equilibrium

1Chemistry Education Master’s Program Graduate School Yogyakarta State University, Jl. Colombo No.1, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta, Indonesia 55281

2Department of Chemistry Education Faculty of Mathematics and Science Yogyakarta State University, Jl. Colombo No.1, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta, Indonesia 55281


American Journal of Educational Research. 2018, Vol. 6 No. 10, 1403-1406
DOI: 10.12691/education-6-10-10
Copyright © 2018 Science and Education Publishing

Cite this paper:
Yayuk Wulandari, Isana Supiah Yosephine Louise. The Effect of Reflective Pedagogic Paradigm Approach toward Achievement on Chemical Equilibrium. American Journal of Educational Research. 2018; 6(10):1403-1406. doi: 10.12691/education-6-10-10.

Correspondence to: Isana  Supiah Yosephine Louise, Department of Chemistry Education Faculty of Mathematics and Science Yogyakarta State University, Jl. Colombo No.1, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta, Indonesia 55281. Email: yayuk.wulandari2016@gmail.com, isanasyl2000@yahoo.com

Abstract

This study aimed to determine the effect of the application of reflective pedagogical paradigm approach (RPP) and contextual approach in learning when viewed from student achievement on chemical equilibrium material. This research was a quasi-experiment using posttest control group design only. The subjects of the study were 45 high school students from one of the private high schools in Yogyakarta. The sample was determined by cluster random sampling, one class as the experimental class using RPP approach to 22 students and one class as control class using contextual approach to 23 students. Methods of data collection were tests to measure the student achievement and reflection note to determine the quality of approach. Data analysis used quantitative descriptive and Anova. The result showed that there is a difference of application of paradigm of reflective pedagogy approach and contextual approach in learning in terms of student achievement with learning significance value of learning achievement smaller than alpha. Learning by using the RPP approach through student reflection gives a happy response, no difficulty in understanding the subject matter and the value that can be taken in the form of cooperation and thoroughness in action. students who study harder and supported from improving student learning outcomes, so that RPP approach can be applied in chemistry learning.

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