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All Journal Jurnal Akademika Kimia Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Ratman Ratman
Tadulako University
Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Influence Problem-Based Learning Model (PBL) on Student Learning Outcomes on Colloidal Systems Material Nurjanna Nurjanna; Sri M. Sabang; Ijirana Ijirana; Ratman Ratman
Jurnal Akademika Kimia Vol. 15 No. 1 (2026)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j24775185.2026.v15.i1.pp46-54

Abstract

Students' chemistry learning outcomes remain relatively low, especially in the colloidal system material, which is considered difficult to understand due to a lack of active student involvement in the learning process. The Problem-Based Learning (PBL) model is an innovative approach that can improve student learning outcomes by presenting real problems that encourage students to think critically, analytically, and actively in finding solutions. This study aims to examine the effect of the PBL model on student learning outcomes in the colloidal system material for class XI at SMA Negeri 1 Palu. The type of research used is a quasi-experiment with a Nonequivalent Control Group Design. The research sample consisted of two classes: class XI-3, the control class, and XI-4, the experimental class, each with 36 students. The research instrument was a multiple-choice learning-outcome test consisting of 15 questions, validated by an expert and found to have 82% validity. Pretest and posttest data were analyzed using the SPSS program version 26.0. The t-test results showed a p-value of 0.043 < 0.05, so H0 was rejected, and H1 was accepted. Thus, it can be concluded that the application of the Problem-Based Learning (PBL) model significantly improves student learning outcomes in colloidal systems. This study provides empirical evidence that the application of PBL can increase active involvement and student learning outcomes, and can serve as a reference for teachers in developing more contextual and student-centered chemistry learning strategies.
Development of a Sigi Cultural Ethnomathematics-Based Student Learning Needs Questionnaire to Support SDG 4: Quality Education Mailili Wahyuni H; Jamhari Mohammad; Ratman Ratman; Astija Astija
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.179

Abstract

Objective: To develop a valid and reliable questionnaire and teacher interview instrument for assessing students’ learning needs and characteristics in junior high schools in Sigi Regency, and to analyze these needs as a basis for developing Sigi culture-based ethnomathematics teaching materials. Method: The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Development, and Dissemination). Instrument development involved needs analysis, instrument design, expert validation, empirical testing, and reliability analysis. Results:  Expert validation indicated that the instruments were feasible for use with minor revisions. Empirical testing showed that 17 of 26 questionnaire items and 11 of 15 interview questions were valid. Reliability analysis produced coefficients of 0.786 for the questionnaire and 0.798 for the interview guideline, indicating good reliability. Novelty: Developing and validating a student learning needs questionnaire specifically designed to support the development of Sigi cultural ethnomathematics-based mathematics teaching materials. By integrating students’ learning needs with local cultural contexts, the instrument provides a systematic framework for designing culturally responsive mathematics instruction that contributes to SDG 4 (Quality Education) through inclusive, contextual, and meaningful learning while supporting the preservation of local cultural heritage in line with SDG 11 (Sustainable Cities and Communities).
Development of a Sigi Cultural Ethnomathematics-Based Student Learning Needs Questionnaire to Support SDG 4: Quality Education Mailili Wahyuni H; Jamhari Mohammad; Ratman Ratman; Astija Astija
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.179

Abstract

Objective: To develop a valid and reliable questionnaire and teacher interview instrument for assessing students’ learning needs and characteristics in junior high schools in Sigi Regency, and to analyze these needs as a basis for developing Sigi culture-based ethnomathematics teaching materials. Method: The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Development, and Dissemination). Instrument development involved needs analysis, instrument design, expert validation, empirical testing, and reliability analysis. Results:  Expert validation indicated that the instruments were feasible for use with minor revisions. Empirical testing showed that 17 of 26 questionnaire items and 11 of 15 interview questions were valid. Reliability analysis produced coefficients of 0.786 for the questionnaire and 0.798 for the interview guideline, indicating good reliability. Novelty: Developing and validating a student learning needs questionnaire specifically designed to support the development of Sigi cultural ethnomathematics-based mathematics teaching materials. By integrating students’ learning needs with local cultural contexts, the instrument provides a systematic framework for designing culturally responsive mathematics instruction that contributes to SDG 4 (Quality Education) through inclusive, contextual, and meaningful learning while supporting the preservation of local cultural heritage in line with SDG 11 (Sustainable Cities and Communities).
The Effect of the PBL Model on Literacy and Numeracy Skills in Acid-Base Material Ratman Ratman; Kasmudin Mustapa; Dewi S. Ahmar; Anastasya Anastasya; Ijirana Ijirana; Magfirah Magfirah; Haeruddin Haeruddin
Jurnal Akademika Kimia Vol. 14 No. 3 (2025)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j24775185.2025.v14.i3.pp169-173

Abstract

Problem-Based Learning is a learning model that focuses primarily on problems in the learning process. It encourages students to collaborate in groups to solve problems through various activities. The purpose of this study was to determine the effect of the Problem-Based Learning (PBL) model on students' numeracy literacy skills in acid-base material. This study used a quantitative, true-experimental design. The research population consisted of 47 students. The research sample was obtained using purposive sampling, divided into an experimental class of 15 students from class XI MIA 2 and a control class of 16 students from class XI MIA 1. The research instruments included a literacy test comprising 20 multiple-choice questions and a numeracy test comprising five essay questions. Experts validated all instruments provided. Data analysis used the Mann-Whitney test. The results of the data analysis showed that the Mann-Whitney test p-value (0.000) was lower than the predetermined significance level of 0.05. Therefore, it can be concluded that the PBL learning model affects students' numeracy literacy skills.
Co-Authors Anastasya Anastasya Astija Dewi S. Ahmar Haeruddin Haeruddin Ijirana Jamhari Mohammad Kasmudin Mustapa Magfirah Magfirah Mailili Wahyuni H Nurjanna Nurjanna Sri M. Sabang