Thesisq+Appendix

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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

7

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


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.

http://www.digilib.unes/

http://www.digilib.unes/

http://maharfisika.community.undip.ac.id/2010/09/27/pembelajaran-fisika-dengan-pendekatan-sets/

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http://bidadariq-bidadariq.blogspot.com/2010/01/pembelajaran-salingtemas-bab-i.html

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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.

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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


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)


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





55

Meeting : 2nd


A. Competency StandardsUnderstanding the properties of electrolyte and non electrolyte solutions,


B. Basic competence



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




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 )


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 )




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


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


2. Presentation.

3. task LKS


• Affective.



G . form Test


- Essay (Task LKS)

Makassar, Apr 6th, 2011

Teacher Researcher

58


LESSON PLAN





Meeting : 3rd


59

A. Competency Standards



B. Basic competence



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.


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.


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 )


Models of teaching and learning : The conventional model

60

Method : The method of discussion, question

and answer method, and giving tasks


Pre Activity Time (5 minute)





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)


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'.


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


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).


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


2. Presentation.

3. task LKS


• Affective.



G . form Test


- Essay (Task LKS)


Teacher Researcher


LESSON PLAN





Meeting : 4th

63





B. Basic competence



C. Indicator

Students can:


2. Describe the concept and the concept of a redox electrolyte solution in

solving environmental problems.


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.



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



and answer method, and giving tasks


Intial Activity Time (2 menit)




Main Activity Time (85 menit)


The teacher asks what about the preparedness of students in

preparing for his presentation today.


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


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)


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.


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


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


2. Presentation.

3. task LKS


• Affective.



G . form Test


- Essay (Task LKS)


Teacher Researcher

66


LESSON PLAN





Meeting : 5th



67



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




5. Describe the concept and the concept of a redox electrolyte solution in solving



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.



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



and answer method,and giving tasks


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


2. Presentation.

3. task LKS


• Affective.



69

G. form Test


- Essay (Task LKS)

Makassar, May 5th, 2011

Teacher Researcher


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%


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


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

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