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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) AMPLITUDO: Journal of Science & Technology Innovation
Feri Andi Syuhada
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Materials Science & Nanotechnology Physics

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Implementing the INTER-SETS Learning Model in Acid–Base Chemistry to Improve Students' Science Process Skills and Scientific Attitudes Feri Andi Syuhada; Eli Rohaeti; Hari Sutrisno; Sakinah Zubair
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15434

Abstract

This study examined whether students’ science process skills (SP) and scientific attitudes (SA) changed following the implementation of the INTER-SETS learning model in acid–base chemistry. A pre-experimental one-group pretest–posttest design involving 34 senior high school students was employed. Science process skills were measured using an essay test, whereas scientific attitudes were assessed using a validated questionnaire. Data were analyzed using one-sample Hotelling’s T² based on difference scores (posttest–pretest), followed by univariate analyses at a significance level of 0.05. The results revealed statistically significant simultaneous improvements in SP and SA after implementing the INTER-SETS learning model (Hotelling’s Trace = 11.37, F(2, 28) = 159.24, p < 0.001). Follow-up analyses also showed significant improvements in science process skills (F(1, 29) = 197.42, p < 0.001) and scientific attitudes (F(1, 29) = 57.80, p < 0.001). These findings suggest that integrating guided inquiry with Science, Environment, Technology, and Society (SETS) contexts provides meaningful learning experiences associated with improvements in students’ scientific competencies and attitudes during acid–based learning. However, because this study employed a one-group pretest–posttest design, the findings should be interpreted as evidence of improvement rather than definitive causal effects.
Development and Validation of a Learning Independence Instrument for Chemistry Education Using Exploratory and Confirmatory Factor Analysis Feri Andi Syuhada; Eli Rohaeti; Hari Sutrisno; Azlan Kamari; Rasamimanana Joronavalona
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.792

Abstract

This study aimed to develop and validate a short-form instrument for assessing students’ learning independence in chemistry education among senior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A quantitative survey was conducted involving 131 twelfth-grade science students from two public senior high schools in Sleman Regency, Indonesia, selected through random sampling. Data were collected using a 40-item questionnaire measured on a five-point Likert scale, with the items designed to assess students’ independence in managing, engaging in, and taking responsibility for their chemistry learning, and analyzed using EFA and CFA. The EFA, conducted using JASP version 0.95.4, identified a four-factor structure consisting of self-management, motivation, responsibility, and self-confidence and reduced the initial instrument to 34 items with factor loadings above 0.40. Subsequent CFA further refined the instrument into a parsimonious 14-item version with standardized factor loadings exceeding 0.50, indicating acceptable construct validity. Reliability analysis demonstrated acceptable construct reliability (CR > 0.60, ranging from 0.64 to 0.78). The average variance extracted (AVE) values ranged from 0.41 to 0.49, with self-management, motivation, and responsibility each obtaining an AVE value of 0.41, while self-confidence reached 0.49. Although these AVE values indicated marginal convergent validity, the constructs remained acceptable when evaluated alongside their adequate CR values. The findings suggest that the final 14-item instrument provides acceptable psychometric evidence and offers an empirically supported measure for assessing senior high school students’ learning independence in chemistry education, although further validation in broader chemistry-learning populations and educational settings is recommended
Co-Authors Azlan Kamari Eli Rohaeti Hari Sutrisno Rasamimanana Joronavalona Zubair, Sakinah