Implementasi metode presentasi pada tahap pra laboratorium terhadap kemampuan menulis dan sikap terhadap kimia

Yunita Arian Sani Anwar, Syarifa Wahidah Al Idrus, Jeckson Siahaan


Penelitian ini bertujuan untuk melihat pengaruh implementasi metode presentasi pada tahap pra-laboratorium terhadap skor laporan praktikum dan sikap terhadap kimia. Desain penelitian yang digunakan adalah posttest control group design yang terdiri atas kelas kontrol dan kelas eksperimen. Jumlah total responden yang terlibat sebanyak 67 mahasiswa dimana sebanyak 33 mahasiswa berada di kelas kontrol dan 34 mahasiswa di kelas eksperimen. Instrumen penelitian yang digunakan adalah rubrik penilaian laporan praktikum dan kuesioner sikap mahasiswa terhadap kimia. Komponen laporan praktikum yang diukur adalah abstrak, sumber informasi, organisasi, relevansi, konten, dan presentasi. Kategori sikap terhadap kimia yang digunakan adalah sikap terhadap materi kimia, sikap terhadap praktikum kimia, kepercayaan terhadap belajar kimia, dan kecenderungan sikap untuk belajar kimia. Pengaruh implementasi metode presentasi pada tahap pra-laboratorium terhadap skor laporan praktikum dan skor sikap terhadap kimia dianalisis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa implementasi metode presentasi pada tahap pra-laboratorium memberikan pengaruh yang positif terhadap skor laporan praktikum dan sikap terhadap kimia. Semua komponen laporan dan kategori sikap pada kelas eksperimen memberikan skor yang lebih tinggi dibandingkan kelas kontrol. Hal ini disebabkan karena implementasi metode presentasi pada tahap pra-laboratorium mampu meningkatkan motivasi dan kesiapan mahasiswa dalam melakukan penyelidikan.


Implementation of the presentation method in the pre-laboratory stage of writing skill and attitudes toward chemistry



This study aims to examine the implementation of the presentation method in the pre-laboratory stage to improve writing skills and attitudes toward chemistry. A post-test only controls group design was employed, with a total sample of 67 students taking a general chemistry course. There were 33 students in the control class and 34 students in the experimental class. The research instruments used were rubric for laboratory work assessment and questionnaire for attitudes toward chemistry assessment. The components of laboratory work report measured are abstract, source of information, organization, relevance, content, and presentation. Attitudes toward chemistry are measured with 4 categories namely liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about chemistry, and behavioural tendencies to learn chemistry. The effect of the implementation of the presentation method in the pre-laboratory stage on the two variables was analyzed using MANOVA. The results showed that the implementation of the presentation method in the pre-laboratory stage has a positive effect on laboratory work report score and attitudes toward chemistry score. The class that applied the presentation method in the pre-laboratory stage achieve a higher score in laboratory work report and attitudes toward chemistry.


laporan praktikum; metode presentasi; pra-laboratorium; sikap terhadap kimia; attitudes toward chemistry; laboratory work report; pre-laboratory; presentation method

Full Text:

Fulltext PDF


Afshar, M., & Han, Z. (2015). Erratum to: Teaching and learning medical biochemistry: Perspectives from a student and an educator. Medical Science Educator, 25(2), 203–203.

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142.

Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D. Albarracín, B. T. Johnson, & M. . Zanna (Eds.), The handbook of attitudes (pp. 173–221). Lawrence Erlbaum and Associates.

Almroth, B. C. (2015). The importance of laboratory exercises in biology teaching; case study in an ecotoxicology course. Högskolepedagogiska Texter, 1–11.

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2017a). Identification of the students’ critical thinking skills through biochemistry laboratory work report. AIP Conference Proceedings.

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2017b). Effective laboratory work in biochemistry subject: Students’ and lecturers’ perspective in Indonesia. International Journal of Higher Education, 6(2), 100.

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2018a). The use of orientation/decision/do/discuss/reflect (OD3R) method to increase critical thinking skill and practical skill in biochemistry learning. Biochemistry and Molecular Biology Education, 46(2), 107–113.

Anwar, Y. A. S., Senam, S., & Laksono, E. W. (2018b). Meaningful biochemistry learning using the orientation-decision-do-discuss-reflect (OD3R) method. International Journal of Instruction, 11(3), 17–30.

Bretz, S. L., Fay, M., Bruck, L. B., & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory. Journal of Chemical Education, 90(3), 281–288.

Burnham, J. A. J. (2013). Opportunistic use of students for solving laboratory problems: Twelve heads are better than one. New Directions, 9(1), 42–48.

Cacciatore, K. L., & Sevian, H. (2009). Incrementally approaching an inquiry lab curriculum: Can changing a single laboratory experiment improve student performance in general chemistry? Journal of Chemical Education, 86(4), 498.

Campbell, S. (2015). Presentation anxiety analysis: comparing face-to-face presentations and webinars. Journal of Case Studies in Education, 7, 1–13.

Carr, J. M. (2013). Using a collaborative critiquing technique to develop chemistry students’ technical writing skills. Journal of Chemical Education, 90(6), 751–754.

Cheung, D. (2011). Teacher beliefs about implementing guided-inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88(11), 1462–1468.

Deiner, L. J., Newsome, D., & Samaroo, D. (2012). Directed self-inquiry: A scaffold for teaching laboratory report writing. Journal of Chemical Education, 89(12), 1511–1514.

DeKorver, B. K., & Towns, M. H. (2015). General chemistry students’ goals for chemistry laboratory coursework. Journal of Chemical Education, 92(12), 2031–2037.

Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76(4), 543.

Galloway, K. R., & Bretz, S. L. (2015). Measuring meaningful learning in the undergraduate general chemistry and organic chemistry laboratories: A longitudinal study. Journal of Chemical Education, 92(12), 2019–2030.

Gragson, D. E., & Hagen, J. P. (2010). Developing technical writing skills in the physical chemistry laboratory: A progressive approach employing peer review. Journal of Chemical Education, 87(1), 62–65.

Greenberg, K. P. (2015). Rubric use in formative assessment. Teaching of Psychology, 42(3), 211–217.

Gregory, R. J. (2004). Psychological testing: History, principles, and applications. Allyn & Bacon.

Gupta, T. (2012). Guided-inquiry based laboratory instruction: investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry. Iowa State University.

Halley, J., Heiserman, C., Felix, V., & Eshleman, A. (2013). Students teaching students: A method for collaborative learning. Learning Communities: Research & Practice, 1(3), 7.

Haryati, S. (2019). Directed reading thinking activity untuk meningkatkan kemampuan membaca siswa sekolah dasar. Teacher in Educational Research, 1(2), 58–65.

Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362.

Hudha, M. N., Hakim, A. R., Aji, S. D., Tasi, M. I., Sundaygara, C., Laksana, E. P., Fajaruddin, S., Andi, T., Yusro, A. C., & Chaeruman, U. A. (2018). Scientific performance e-rubric-assisted problem-based learning for improving learning effectiveness. In International Journal of Engineering & Technology (Vol. 7).

Iimoto, D. S., & Frederick, K. A. (2011). Incorporating student-designed research projects in the chemistry curriculum. Journal of Chemical Education, 88(8), 1069–1073.

Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chem. Educ. Res. Pract., 7(2), 49–63.

Kelly, O. C., & Finlayson, O. E. (2007). Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory. Chem. Educ. Res. Pract., 8(3), 347–361.

Mbajiorgu, N., & Reid, N. (2006). Factors influencing curriculum development in chemistry. Royal Society of Chemistry.

Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.

Miller, D. K., & Lang, P. L. (2016). Using the universal design for learning approach in science laboratories to minimize student stress. Journal of Chemical Education, 93(11), 1823–1828.

Niedenthal, P. M. (2007). Embodying emotion. Science, 316(5827), 1002–1005.

O’Brien, G., & Cameron, M. (2012). Prelaboratory activities to enhance the laboratory learning experience. Proceedings of The Australian Conference on Science and Mathematics Education (Formerly UniServe Science Conference).

Oliver-Hoyo, M. T. (2003). Designing a written assignment to promote the use of critical thinking skills in an introductory chemistry course. Journal of Chemical Education, 80(8), 899.

Ottander, C., & Grelsson, G. (2006). Laboratory work: the teachers’ perspective. Journal of Biological Education, 40(3), 113–118.

Quitadamo, I. J., & Kurtz, M. J. (2007). Learning to improve: Using writing to increase critical thinking performance in general education biology. CBE—Life Sciences Education, 6(2), 140–154.

Reid, N., & Shah, I. (2007). The role of laboratory work in university chemistry. Chem. Educ. Res. Pract., 8(2), 172–185.

Reynolds, J. A., Thaiss, C., Katkin, W., & Thompson, R. J. (2012). Writing-to-learn in undergraduate science education: A community-based, conceptually driven approach. CBE—Life Sciences Education, 11(1), 17–25.

Rosenthal, L. C. (1987). Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 64(12), 996.

Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. Asia Society.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643–670.

Seery, M. K., Jones, A. B., Kew, W., & Mein, T. (2019). Unfinished recipes: Structuring upper-division laboratory work to scaffold experimental design skills. Journal of Chemical Education, 96(1), 53–59.

Setiawan, A., Fajaruddin, S., & Andini, D. W. (2019). Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school. Jurnal Prima Edukasia, 7(1), 9–19.

Shallcross, D. E., Harrison, T. G., Shaw, A. J., Shallcross, K. L., Croker, S. J., & Norman, N. C. (2013). Lessons in effective practical chemistry at tertiary level: Case studies from a chemistry outreach program. Higher Education Studies, 3(5).

Susskind, J. E. (2005). PowerPoint’s power in the classroom: enhancing students’ self-efficacy and attitudes. Computers & Education, 45(2), 203–215.

Talanquer, V. (2011). Macro, submicro, and symbolic: The many faces of the chemistry “triplet.” International Journal of Science Education, 33(2), 179–195.

Touroutoglou, A., Lindquist, K. A., Dickerson, B. C., & Barrett, L. F. (2015). Intrinsic connectivity in the human brain does not reveal networks for ‘basic’ emotions. Social Cognitive and Affective Neuroscience, 10(9), 1257–1265.

Tsaparlis, G., & Gorezi, M. (2007). Addition of a project-based component to a conventional expository physical chemistry laboratory. Journal of Chemical Education, 84(4), 668.

Vallori, A. B. (2014). Meaningful learning in practice. Journal of Education and Human Development, 3(4).

Van Bramer, S. E., & Bastin, L. D. (2013). Using a progressive paper to develop students’ writing skills. Journal of Chemical Education, 90(6), 745–750.

Van Duzor, A. G. (2016). Using self-explanations in the laboratory to connect theory and practice: The decision/explanation/observation/inference writing method. Journal of Chemical Education, 93(10), 1725–1730.

Visser, T., Maaswinkel, T., Coenders, F., & McKenney, S. (2018). Writing prompts help improve expression of conceptual understanding in chemistry. Journal of Chemical Education, 95(8), 1331–1335.

Wackerly, J. W. (2018). Stepwise approach to writing journal-style lab reports in the organic chemistry course sequence. Journal of Chemical Education, 95(1), 76–83.

Wagner, T. (2014). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need-and what we can do about it. Basic Books.

Walker, J. P., & Sampson, V. (2013). Argument-driven inquiry: Using the laboratory to improve undergraduates’ science writing skills through meaningful science writing, peer-review, and revision. Journal of Chemical Education, 90(10), 1269–1274.

Živković, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 5(19), 468–475.



  • There are currently no refbacks.

Copyright (c) 2019 Jurnal Inovasi Pendidikan IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Inovasi Pendidikan IPA indexed by:

Creative Commons License
Jurnal Inovasi Pendidikan IPA by is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN: 2406-9205 | e-ISSN: 2477-4820

View My Stats