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All Journal JCER (Journal of Chemistry Education Research) Indonesian Journal of Educational Development (IJED)
Muhammad Farhan Ivan Phalosa
Universitas Negeri Surabaya
Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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ENHANCING METACOGNITIVE AND CREATIVE THINKING SKILLS IN CHEMISTRY EDUCATION: THE ROLE OF COLLABORATIVE PROJECT-BASED LEARNING AND STUDENT RESPONSIBILITY Muhammad Farhan Ivan Phalosa; Rusly Hidayah; I Wayan Dasna; Parlan; Nazriati
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p43-52

Abstract

The integration of metacognitive and creative thinking skills plays a crucial role in equipping STEM students with the necessary competencies to address complex, real-world challenges. This quasi-experimental study investigates the effectiveness of Collaborative Project-Based Learning (CPjBL) supplemented with Electronic Worksheets (E-LKM) in enhancing these essential skills among undergraduate chemistry students (N=52), while examining the moderating effect of student responsibility. The research employed a comparative approach between CPjBL and Project-Based Learning (PjBL) methodologies. Results demonstrated that CPjBL significantly outperformed conventional PjBL in developing both metacognitive skills (with an N-Gain of 0.76 compared to 0.66) and creative thinking abilities (N-Gain of 0.87 versus 0.70). Notably, the benefits were particularly pronounced among students exhibiting high levels of personal responsibility (p < 0.05). Further statistical analysis through univariate ANOVA revealed a significant interaction effect between the CPjBL approach and student responsibility (F = 2.084, p = 0.013), indicating that the effectiveness of the collaborative learning method is substantially influenced by learners' degree of accountability. This finding suggests that while CPjBL represents a powerful pedagogical tool, its implementation should consider students' readiness to take responsibility for their learning process. The study provides empirical evidence supporting CPjBL as an effective framework for cultivating 21st-century skills in chemistry education. The findings have important implications for instructional design, highlighting the need to incorporate collaborative, technology-enhanced learning strategies while simultaneously fostering students' sense of responsibility. Additionally, the research underscores the importance of professional development programs to equip educators with the necessary skills to implement these innovative teaching approaches effectively.
ViLabS: Deep learning AI and computer vision-based smart website for improving basic laboratory techniques Muhammad Farhan Ivan Phalosa; Rusly Hidayah; Muhammad Zainur Rifai
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6999

Abstract

To address excessive cognitive load and the lack of subject-based psychomotor evaluation in chemistry education, this study evaluates ViLabS, a deep-learning and computer vision website, for improving students' cognitive and psychomotor abilities. Using an explanatory sequential mixed-methods design, a quasi-experimental study involved 40 Grade X students selected via purposive sampling. Data were collected through cognitive tests, AI system logs, video-observation rubrics, and practicality questionnaires, followed by in-depth interviews. Results revealed ViLabS is highly feasible and practical (>92%). Cognitively, the experimental group achieved a significantly higher N-Gain (0.71) than the control (0.41) (p<0.05). Autonomously monitored psychomotor accuracy also significantly outperformed classical manual demonstrations (p<0.05). Thematic analysis confirmed the AI's instant corrective feedback minimized cognitive load and fostered precise muscle memory. Despite technical constraints such as internet and lighting dependency, ViLabS shows strong efficacy in accelerating theoretical understanding and kinesthetic proficiency. Future research should expand datasets and develop offline mobile applications. Ultimately, this study contributes a proactive, multimodal AI framework that advances the paradigm of AI-assisted laboratory learning.
Co-Authors I Wayan Dasna Muhammad Zainur Rifai Nazriati Nazriati dkk. Parlan . Rusly Hidayah