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Ari Syahidul Shidiq
Universitas Sebelas Maret, Indonesia
Chemistry Education Environmental Science Physics Other

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Validation of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry Dian Rahmawati; Sri Yamtinah; Ari Syahidul Shidiq; Hayuni Retno Widiarti; Antuni Wiyarsi
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.70

Abstract

This study aims to measure the content validity of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry using Aiken’s V index. The research design adopts the R&D model with the ADDIE approach, limited to the analysis, design, and development stages. A combination of quantitative and qualitative descriptive methods was utilized through purposive sampling, engaging 10 experts—chemistry education lecturers from UNS, UNY, UM, and high school chemistry teachers in Surakarta. Data were obtained through Focus Group Discussions (FGD), focusing on three aspects: context, language, and construct. Essay-based instrument items were rated using four relevance categories: irrelevant, less relevant, quite relevant, and relevant. Items with an Aiken index ≥ 0.73 were considered valid. The results showed that 1 question item had moderate validity and 14 question items had high validity, making them suitable for further testing. The questions were designed to assess students’ understanding of green chemistry principles and their ability to relate these to ethnochemistry practices—local cultural knowledge that supports sustainability. The formulation of the questions also demonstrated how the application of local culture can be interpreted through green chemistry to enhance scientific awareness and environmental responsibility. Based on the content validation results and subsequent revisions, the instrument is deemed ready to move forward to the limited trial stage.
Using plastic pollution management worksheets in fundamental science class: An investigation on students’ sustainable awareness Rendi Restiana Sukardi; Nor Asniza Ishak; Setyaningsih Rachmania; Dede Trie Kurniawan; Winti Ananthia; Ari Syahidul Shidiq; Meilinda Meilinda; Neng Ani
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.73

Abstract

Awareness among Indonesian society regarding plastic use and its management remains alarmingly low. This highlights an urgent need to strengthen sustainability education and responsible environmental practices. The implementation of the Plastic Pollution Management Worksheet uses a practicum-based method to foster greater sustainability awareness by integrating critical reflection and problem-solving strategies in addressing plastic pollution. This hands-on approach also encourages pro-environmental behavioural changes among learners. This study seeks to evaluate the impact of the Plastic Pollution Management Worksheet in practicum on students' sustainability awareness before and after its use. A one-group pre-test and post-test design was adopted, involving 40 university students, with a self-efficacy questionnaire used to assess five key indicators of sustainability awareness. The findings indicate that the implementation of practicum with the Plastic Pollution Management Worksheet had a moderate impact on enhancing students' sustainability awareness, with the most notable improvements observed in cognitive awareness (understanding sustainability concepts) and social engagement. Although improvements were noted across all dimensions, the development of sustainable behavioural changes requires further time and reinforcement. In conclusion, the practicum with Plastic Pollution Management Worksheet demonstrates potential as an innovative pedagogical strategy in sustainability education, though its effectiveness could be maximised by integrating it with other complementary educational approaches.
Inquiry based experiments to enhance sustainability literacy: A systematic literature review and bibliometric analysis Ari Syahidul Shidiq; Zamira Zia'ul Huda; Sri Yamtinah; Maria Ulfa; Mohammad Masykuri; Agung Nugroho Catur Saputro
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.98

Abstract

This study aims to explore inquiry-based experiments' educational aspects, levels of inquiry, and contributions to sustainability literacy. In this study, a systematic literature review and bibliometric analysis were used. A systematic literature review in this study used a PRISMA flow diagram, and the bibliometric analysis was conducted using VOS Viewer. Using systematic literature review 79 articles were analyzed, focusing on three main aspects: pedagogy/education, levels of inquiry, and sustainability literacy. A bibliometric analysis was also used in this study.  A RIS format of articles was compiled and then used for the bibliometric analysis using VOSviewer. The bibliometric analysis focused on network overlay, density visualization, and author and co-author relationships. The results of this study indicate that inquiry-based experiments significantly enhance students' understanding of scientific concepts, motivation, and essential scientific skills such as hypothesis formulation, experiment design, data collection, and analysis. This literature review also reveals a gap in integrating sustainability literacy into inquiry-based experiments. Although some studies have incorporated green chemistry principles and real-world applications, only a few explicitly promote sustainability literacy. This underscores an opportunity for future research to design inquiry-based experiments that more directly address sustainability literacy.
The effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model assisted by podcast and e-assessment on students’ scientific literacy and communication skills Kurnia Marta Indi Fahira; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.215

Abstract

This study aimed investigated the effectiveness of the Culturally Responsive Transformative Teaching (CRTT) model supported by podcasts and e-assessment in improving students’ scientific literacy and communication skills on chemical reactions topics. A quasi-experimental non-equivalent control group   pretest–posttest design was employed. The participants consisted of 72 tenth-grade students selected through cluster random sampling from a public senior high school in Boyolali, Indonesia, who were assigned to either a to an experimental class (CRTT supported by podcast and e-assessment) or a control class (conventional instruction). Scientific literacy was measured using a 15-item multiple-choice test, while communication skill was assessed using a 12-item observation sheet based on four-point Likert scale. Since the data did not meet parametric assumptions, non- Mann–Whitney U and Kruskal–Wallis tests were used for analysis. The result showed that the experimental class achieved higher posttest score in scientific literacy 84 than the control class (75), with a statically significant difference (p<0.001). Similarly, the experimental class obtained a higher mean score for communication skills (41.1) than the control class (31.9), with a significant difference (p=0.001).  This study lies in the integration of CRTT, culturally grounded podcast and e-assessment within chemistry instruction to simultaneously enhance students’ scientific literacy and communication skills. Culturally responsive pedagogy supported by digital learning resources and e-assessment tools can serve as an effective strategy for improving students’ understanding and communication of abstract chemistry concepts, particularly those related to s chemical reactions.
Co-Authors Agung Nugroho Catur Saputro Antuni Wiyarsi Dede Trie Kurniawan Dian Rahmawati Hayuni Retno Widarti Hayuni Retno Widiarti Kurnia Marta Indi Fahira Maria Ulfa Meilinda Meilinda Mohammad Masykuri Neng Ani Nor Asniza Ishak Setyaningsih Rachmania Sukardi, Rendi Restiana Winti Ananthia Yamtinah, Sri Zamira Zia&#039;ul Huda