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All Journal KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Chimica Didactica Acta, Journal of Chemistry and Chemistry Education
Richa Purmaya Sari
Universitas Syiah Kuala
Chemistry Education

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AI-Based Interactive Powerpoint on Photosynthesis and Chemical Reactions Saidatur Rahmi; Richa Purmaya Sari; Adi Hartono
KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Vol 9 No 1 (2026): Jurnal Katalis Volume 9 Nomor 1 Tahun 2026
Publisher : Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/katalis.v9i1.14881

Abstract

Photosynthesis and chemical reactions are essential concepts in biology and chemistry learning; however, students often experience difficulties in understanding these topics due to their abstract characteristics and complex processes. The integration of artificial intelligence (AI) in interactive learning media is considered capable of improving students’ conceptual understanding and engagement in science learning. This study aimed to develop and evaluate an AI-Based Interactive PowerPoint on photosynthesis and chemical reactions for biology and chemistry education. This research employed a Research and Development (R&D) approach using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The developed media integrated AI-assisted explanations, animations, interactive quizzes, and visual simulations. The research participants were students from biology and chemistry education programs. Data were collected through expert validation sheets, practicality questionnaires, and pretest-posttest instruments. The obtained data were analyzed descriptively and quantitatively using percentage analysis and N-gain scores. The findings showed that the AI-Based Interactive PowerPoint achieved a very valid category based on expert assessment and was considered highly practical by students and lecturers. Furthermore, the media effectively improved students’ understanding of photosynthesis and chemical reaction concepts, as indicated by the increase in posttest scores and positive student responses toward the learning process. The integration of AI features also encouraged more interactive, visual, and student-centered learning experiences. In conclusion, the AI-Based Interactive PowerPoint is feasible and effective as an innovative learning medium for integrated biology and chemistry education. The developed media can support meaningful science learning and enhance students’ engagement and conceptual understanding in the digital learning era.
THE EFFECT OF KAHOOT GAME-BASED MEDIA ON THE LEARNING INTEREST AND LEARNING OUTCOMES OF 10th-GRADE STUDENTS ON THE CONCEPT OF PETROLEUM Latifah Hanum; Nabilah Amanda; Sri Winarni; Richa Purmaya Sari; Zulfadli Zulfadli
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.v14i1.1684

Abstract

Chemistry learning, particularly on the petroleum topic, is often considered difficult by students because it involves abstract concepts that contribute to low learning interest and learning outcomes. This condition indicates the need for interactive learning media that can create a more engaging learning environment and increase student involvement during the learning process. This research aimed to investigate the effect of the Kahoot game-based learning media on students’ learning interest and learning outcomes in the petroleum topic at State Senior High School 7 Banda Aceh. This study employed a quasi-experimental method with a post-test only control group design. The research sample consisted of two classes, namely an experimental class and a control class, each comprising 36 students. Data were collected through questionnaires to measure learning interest and tests to measure students’ learning outcomes. The collected data were analyzed using statistical tests, including normality tests, homogeneity tests, independent samples t-tests, and correlation tests. The results indicated that students in the experimental group achieved significantly higher learning outcomes (M = 69.17, SD = 14.61) than those in the control group (M = 61.11, SD = 18.48), t(70)=2.05, p=.044, suggesting a statistically significant difference between the two groups. In addition, the Pearson correlation test yielded a correlation coefficient (r) of 0.542 with a significance value of 0.001 (< 0.05), indicating a positive relationship between students’ learning interest and learning outcomes. Therefore, the use of Kahoot was associated with higher learning interest and learning outcomes in the petroleum topic.
Co-Authors Adi Hartono Latifah Hanum Nabilah Amanda Saidatur Rahmi Sri Winarni Zulfadli Zulfadli