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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Chimica Didactica Acta, Journal of Chemistry and Chemistry Education
Mohammad Ahdiat
Universitas Lampung

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Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students Mohammad Ahdiat; Ila Rosilawati; M. Setyarini; Rabiyatul Adawiyah Siregar
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Practicality of a Chemistry Science Teaching Module Based on Basic Concepts and Practical Applications for First-Year Biology Education Students, Chemistry learning for biology education students often encounters challenges due to abstract chemical concepts and the limited availability of teaching materials that integrate biological contexts, necessitating practical teaching modules tailored to student characteristics. Objective: This study aims to analyze the practicality level of the Chemistry Science teaching module “Chemistry for Beginners: Basic Concepts and Practical Applications” developed for first-year students of the Biology Education Study Program, FKIP, University of Lampung. Methods: This research employed a quantitative descriptive approach with 80 students from the 2024 cohort as subjects. The instrument was a practicality questionnaire covering nine closed indicators (Likert scale 1-4) and one open-ended suggestion item. Data were analyzed using descriptive percentage statistics and thematic analysis for open-ended suggestions. Results: The results showed that the teaching module achieved a very practical category with an average percentage of 86.4%. The highest indicators were font readability (92.5%) and suitability of material sequence with the lecture contract (91.3%). The three main student suggestions were adding more varied sample questions (45 respondents), explaining formula and symbol notations (28 respondents), and correcting typos (12 respondents). Conclusion: The Chemistry Science teaching module is declared very practical and feasible to use as a supporting teaching material. Improvement recommendations focus on enriching sample questions, compiling a glossary, and enhancing proofreading quality.
ENHANCING STUDENTS’ CHEMICAL REPRESENTATION SKILLS THROUGH MOLECULAR DYNAMICS SIMULATION-BASED DISCOVERY LEARNING Lisa Tania; Andrian Saputra; Annisa Meristin; Mohammad Ahdiat; Athifah Azzahra
Chimica Didactica Acta Vol. 14 No. 1: June 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jcd.v14i1.2174

Abstract

Enhancing Students’ Chemical Representation Skills Through Molecular Dynamics Simulation-Based Discovery Learning. Objectives: This study aimed to investigate the effectiveness of a discovery learning model integrated with molecular dynamics (MD) simulations in enhancing high school students' chemical representation skills. It specifically sought to determine the difference in skill improvement between students engaged in the simulation-based discovery learning environment and those receiving conventional instruction. This research addopted a quasi-experimental study using a non-equivalent control group pretest-posttest design was conducted with 72 eleventh-grade students from a public high school. The experimental group (n = 36) participated in a discovery learning module featuring interactive MD simulations, while the control group (n = 36) followed the standard curriculum using conventional teaching methods. The primary instrument was the Chemical Representation Skills Test (CRST), which was content-validated and demonstrated high reliability (Cronbach’s α = 0.88). Data were analyzed using descriptive statistics, independent samples t-test, and normalized gain (N-gain) scores. The results revealed a statistically significant difference in the posttest scores between the two groups (p < 0.05). The experimental group demonstrated substantially greater improvement in chemical representation skills, achieving a high average N-gain score of 0.72, compared to the control group's medium N-gain score of 0.45. Analysis of sub-skills revealed that the most significant gains for the experimental group were observed at the sub-microscopic and symbolic representation levels. The integration of molecular dynamics simulations within a discovery learning framework is highly effective for improving students' chemical representation skills. This approach provides a powerful pedagogical tool to bridge the gap between abstract chemical concepts and concrete, dynamic visualizations, thereby fostering a deeper and more integrated understanding of chemistry
Co-Authors Andrian Saputra Annisa Meristin Athifah Azzahra Ila Rosilawati Lisa Tania Rabiyatul Adawiyah Siregar Setyarini, Marina