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All Journal SAINTIFIK@ : Jurnal Pendidikan MIPA Journal of Science Education Research THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Ariyatun Ariyatun
Universitas Negeri Jakarta
Education Social Sciences Other

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Exploratory Study of Student Needs in the Development of Technology-Based Chemical Computing Software Ariyatun Ariyatun; Sylva Sagita; Devita Marlina Venessa; Vida Zenitha Sudariasri; Novi Andri Nurcahyono; Rosi Fitri Ramadani
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.90331

Abstract

The development of digital technology in education demands innovations in chemistry learning, especially in explaining abstract concepts such as molecular structure, chemical reactions, and properties of compounds. This research aims to explore the needs of chemistry education students towards the development of technology-based chemical computing software. The research method uses a quantitative approach with an exploratory descriptive design. The data was obtained through a closed questionnaire on the Likert scale, which was distributed to 117 students of the Chemistry Education study program from three universities in Indonesia. Data analysis was carried out using descriptive statistics in the form of frequency, average, and standard deviation. The results showed that students had a high need for interactive 3D molecular visualization features (M = 4.09), integration of materials with concept animation (M = 4.09), and interactive exercises (M = 4.06). In addition, simple reaction simulation features and auto-scoring were also considered important (M = 4.03). Meanwhile, the aspect of cross-device access (M = 3.76) and the availability of Indonesian content according to the national curriculum (M = 3.55) received a lower score, although it remained in the high category. The conclusion of this study emphasizes the importance of developing chemical computing software that is not only visual, but also educational, adaptive, and according to the needs of students. The implications of the research results provide direction for educational technology developers, curriculum designers, and higher education institutions in designing chemistry learning media that are more contextual, inclusive, and sustainable.
Collaborative Project-Based Learning with Eco-Friendly Product Theme: Improving Students’ Conceptual Understanding of Basic Chemical Laws Devita Marlina Marlina Venessa; Ariyatun Ariyatun; Vida Zenitha Sudariasri; Fera Kuraysia; Dira Ayu Annisa
SAINTIFIK@: Jurnal Pendidikan MIPA Vol 11 No 1 (2026): SAINTIFIK@: Jurnal Pendidikan MIPA EDISI MARET 2026
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/saintifik.v11i1.11124

Abstract

ABSTRACT. Understanding basic chemistry concepts is an important fundamental concept in high school chemistry education. This concept is very difficult to integrate into real-world phenomena, as learning generally emphasizes memorization and has minimal connection to real-world phenomena. Based on this, research to analyze the effectiveness of the Collaborative Cross-Disciplinary Chemistry-Physics Project-Based Learning (PJBL) model with 10 Eco-Friendly Product Project themes to improve understanding of basic chemistry concepts needs to be conducted. The method used was a quasi-experiment with a one group pretest-posttest design on 55 high school students in Jakarta. The data, in the form of pretest-posttest scores, were analyzed using descriptive statistics, paired t-tests, Pearson's correlation, and N-Gain. The results showed an increase in the average score from 66.36 on the pretest to 85.55 on the posttest, with the percentage of mastery increasing from 45.45% to 90.91%. The decrease in standard deviation indicates a more even distribution of scores. Statistical analysis shows a statistically significant increase (p<0.001) and a moderate positive correlation between the initial and final scores. The group performance assessment data during the implementation of PjBL shows that each group demonstrated adequate understanding in relating chemistry concepts to the projects they worked on, as well as good ability based on the five predetermined criteria.
Immersing Local Wisdom: Ethnopedagogy-Based Virtual Reality within Research-Based Learning for Regenerative STEM Education Ariyatun Ariyatun; Mukhlis Mukhlis; Ika Septiana; Wijayanto Wijayanto
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 9, No 1 (2026): THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v9i1.34416

Abstract

STEM education has long been criticized for prioritizing technical proficiency over socio-ecological responsibility. Regenerative education addresses this gap by aiming to restore and renew socio-ecological relationships, making it essential for equipping students to navigate complex global challenges. This study investigates the potential of Ethnopedagogy-based Virtual Reality (Ethno-VR) within a Research-Based Learning (RBL) framework as a pathway toward regenerative education. Using a quantitative comparative design, perspectives of 72 undergraduate students from Universitas Negeri Jakarta, Indonesia 32 from science programs and 40 from non-science programs were examined across four constructs reflecting core dimensions of regenerative education: learning engagement, cultural understanding, ecological awareness, and technology integration. Data were collected via structured questionnaire and analyzed using two-way ANOVA. Science students showed higher learning engagement (M = 21.100; SD = 2.654) than non-science students (M = 18.615; SD = 3.709), approaching significance (F = 4.119; p = 0.052). Cultural understanding was marginally higher among science students (M = 18.800) and female students (M = 18.444), though not significantly (F = 3.613; p = 0.067). Ecological awareness was significantly higher in science students (M = 17.860; F = 3.013; p = 0.047), the only dimension yielding a statistically significant result. Non-science and female students reported greater appreciation for technology integration (F = 3.023; p = 0.052). Gender was not analyzed separately in other dimensions due to the absence of significant interaction effects. These findings confirm that Ethno-VR strengthens cognitive, affective, and ecological dimensions of learning — as evidenced by significant ecological awareness outcomes and consistent near-significant trends — though its impact varies by academic background and gender. This study underscores the value of locally grounded immersive technology in RBL for advancing holistic regenerative education.
Co-Authors Devita Marlina Marlina Venessa Devita Marlina Venessa Dira Ayu Annisa Fera Kuraysia Ika Septiana Mukhlis Mukhlis Novi Andri Nurcahyono Rosi Fitri Ramadani Sylva Sagita Vida Zenitha Sudariasri wijayanto wijayanto