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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Kusumawati Dwiningsih
Universitas Negeri Surabaya, Indonesia

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Electronic Student Activity Sheet Integrated with Augmented Reality for Training Visual-Spatial Intelligence in Molecular Shapes Putri Dela Permatasari; Kusumawati Dwiningsih; Noviansyah Kusmahardhika
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.107

Abstract

Molecular structure material discusses the spatial arrangement of atoms in a molecule and is abstract in nature, often making it difficult for students to understand. This difficulty is also caused by students' inability to visualize molecules. Spatial visual intelligence plays an important role in learning abstract chemistry concepts because it helps students understand shapes and structures through pictures, diagrams, or 3D models. One effective way to train this intelligence is by using technology-based learning media. Augmented Reality technology is one innovation that allows students to interact with abstract material. The research method used was Research and Development (RnD) with a 4D model (Define, Design, Development, Disseminate), but modified to the Development stage. In the Design stage, an augmented reality prototype was developed using Assemblr Edu software to create molecules in 3D form. The research subjects were 21 grade XI students at IPIEMS High School in Surabaya. The research results showed that the augmented reality-integrated E-LAPD was declared valid with a median score of ≥ 4 on content and construct validity. Student response questionnaires obtained a score of 95.53%, and observations of student activities reached 97.33%, both categorized as very practical. The effectiveness of LAPD was demonstrated by a significant difference between the pretest and posttest scores for students' visual-spatial intelligence and an effectiveness score with an N-Gain of 0.66 (moderate category). Thus, the developed product is suitable for training students' visual-spatial intelligence in chemical molecular structures
Development of Interactive Videos on Hydrocarbon Material to Train Students' Visual Intelligence Fauziah Sya’bani Oktabrina; Kusumawati Dwiningsih; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.966

Abstract

Learning chemistry about hydrocarbon compounds presents significant challenges for teachers, as many of the concepts taught are abstract, involve many ideas that need to be memorized, and are imaginative. The problem faced by students is the limitation in visualizing the form of hydrocarbon compounds, so it is necessary to develop media to train their visual intelligence. This was revealed from interviews with chemistry teachers at high schools in Surabaya and a pre research survey of eleventh grade students, which showed that visual intelligence related to hydrocarbons is still relatively low, with an average ability of only 44 percent. One media that is suitable for the characteristics of learning in the 21st century is interactive video. Based on the things that have been explained, this research developed interactive video media that integrates visual intelligence training on hydrocarbon compounds, with the aim of describing the feasibility of the developed media. The research and development (R&D) method used was a 4D model, but was limited to 3 development stages. A limited trial was conducted involving 20 eleventh grade students. The average visual intelligence score increased from 48 in the pretest to 88 in the posttest. The Wilcoxon Signed Rank test showed a significance value of 0.000 with an effect size (r = 0.89), indicating a significant improvement. Therefore, the developed interactive video media, which combines molecular visualization and provides direct feedback, can effectively support the visual process in understanding abstract chemical concepts.
Smart Interactive Braille Periodic Table: An Assistive Learning Technology for Inclusive Chemistry Education for Visually Impaired Students Siti Aisatul Hijriyah; Kusumawati Dwiningsih; Inka Putri Suryani; Nina Ayu Firnanda; Haykal Aulil Albab; Wanda Istian Hamidah; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1902

Abstract

The abstract nature of chemistry poses significant learning challenges for visually impaired students, highlighting the need for tactile-based assistive learning technologies such as Braille to support inclusive chemistry education. This study aims to develop a smart interactive braille periodic table with dynamic audio as an assistive learning technology for inclusive chemistry learning. Limited access to visual learning resources poses significant challenges for visually impaired students in understanding the periodic system of elements. This study uses the research and development (R&D) method with the ADDIE model which is limited to the implementation stage (analysis, design, development, implementation. The developed media integrates tactile Braille, dynamic audio feedback, and a smart interactive system to provide real-time multisensory learning experiences for visually impaired students. The results showed that the media achieved high validity, with content validity of 87% and construct validity of 89%. The practicality test indicated very high usability, with student responses reaching 89.28% and learning activity observations achieving 100%. The effectiveness test demonstrated a significant improvement in learning outcomes, with an N-Gain score of 88.15% (very high) and a significant difference between pretest and posttest scores (p < 0.05). In conclusion, the smart interactive braille periodic table is a valid, practical, and effective assistive learning technology that enhances accessibility and conceptual understanding in inclusive chemistry learning
Enhancing Chemistry Learning Motivation among Visually Impaired Students through a Smart Interactive Braille Periodic Table Inka Putri Suryani; Kusumawati Dwiningsih; Siti A&#039;isatul Hijriyah; Rizkyana Nur Aisyah; Nani Fitria Ramadhani; Rohimatus Nur Aulia Putri; Maharani Agustina Arivi
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 3: SEPTEMBER 2026 (In Progress)
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i3.2949

Abstract

Abstract chemistry concepts and visual access limitations contribute to low chemistry learning motivation among students with visual impairments. Most chemistry concepts are presented through visual representations, such as chemical symbols and the periodic table, making them difficult for students with visual impairments to access through conventional learning media. This study aims to analyze learning motivation through the implementation of the smart interactive braille periodic table. The study employed a one-group pretest-posttest design using purposive sampling involving six students with visual impairments in Surabaya. Data were collected through a learning motivation questionnaire, student response questionnaire, learning implementation observation sheet, and student activity observation sheet, and were analyzed using inferential statistical and descriptive analyses. The results showed that the average learning motivation score increased from 51.67 on the pre-test to 88.50 on the post-test, with an N-Gain of 0.761 (high). Furthermore, the paired-sample t-test showed a significant difference (p < 0.05) and a very large effect size (Cohen's dz = 4.58). In conclusion, the smart interactive braille periodic table showed potential to enhance chemistry learning motivation among students with visual impairments and provides an adaptive, technology-based approach to multisensory inclusive chemistry learning
Co-Authors Fauziah Sya’bani Oktabrina Haykal Aulil Albab Inka Putri Suryani Maharani Agustina Arivi Maharani Agustina Arivi Nani Fitria Ramadhani Nina Ayu Firnanda Noviansyah Kusmahardhika Putri Dela Permatasari Rizkyana Nur Aisyah Rohimatus Nur Aulia Putri Siti A&#039;isatul Hijriyah Siti Aisatul Hijriyah Wanda Istian Hamidah