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All Journal IZDIHAR JIPI (Jurnal IPA dan Pembelajaran IPA)
Muhammad Zamhari
Chulalongkorn University, Thailand
Education Languange, Linguistic, Communication & Media

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Development of Predict-Observe-Explain-Based Diagnostic Test for Analysing Multiple Representations in Electrolysis Cells Yusri Hajjo Dwipa; Setia Rahmawan; Muhammad Zamhari
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
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.v10i1.197

Abstract

To assess students' diverse chemical representation skills in electrolysis cell materials, this research aims to develop and evaluate a predict-observe-explain (POE)-based diagnostic test instrument. Tessmer's Formative Evaluation, which included the preliminary self-evaluation, prototyping (expert review, one-to-one, and small group), and field-test stages, was used in the development model. Fifty grade 12 students from Yogyakarta High School, with varying cognitive capacities, participated in the study. Excellent content validity was indicated by the validation results' content validity index (CVI) and content validity ratio (CVR) of 1. Excellent internal consistency was demonstrated by reliability analysis using the Rasch model, which yielded Cronbach’s alpha of 0.93, person reliability of 0.88, and item reliability of 0.87. Three groups of students' representational skills were identified: high (18%), medium (48%), and low (34%). While learners in the low category were still unable to integrate the three levels of representation, learners with high ability regularly did so. The results validate the POE-based instrument's validity, reliability, and efficacy as a diagnostic tool for thoroughly evaluating the integration of chemical representations. In addition to practically advancing reflective and contextual chemistry learning, this work reinforces the relevance of multiple representations-based diagnostic evaluations in promoting 21st-century chemical reasoning
Cross-Dialectal Arabic Learning: Intercultural Adaptation of Indonesian Students in a Sudanese African Asian School Context Muhammad Jafar Shodiq; Annindita Hartono Putri; Muhammad Zamhari
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 9 No. 2 (2026): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v9i2.42773

Abstract

This study examined cross-dialectal Arabic learning and intercultural adaptation among Indonesian students at the Sudanese African Asian School (SAAS), where Formal Arabic (Fusha) and Colloquial Arabic (Amiyyah) were used concurrently in academic and daily communication. The study employed a qualitative case study design anchored in Robert De Keyser's Skill Acquisition Theory and investigated how learners develop linguistic proficiency and navigate sociocultural adjustment within a Sudanese-Arabic environment. Data were collected through observations, semi-structured interviews, and document analysis. Participants comprised the school principal, five Arabic teachers, parents or guardians, and fourth-grade students who were recruited through snowball sampling. The findings revealed that sustained exposure to both varieties supported learners’ grammatical, lexical, and pragmatic competence while facilitating cultural adaptation. Through continuous interaction in authentic contexts, learners developed an understanding of linguistic structures alongside cultural values and communicative norms. This development was supported by cultural immersion, scaffolded instruction, and active learner engagement. However, challenges persisted, including limited Arabic exposure outside school, anxiety in spontaneous communication, and difficulties with unvocalized Arabic texts. The findings suggest that cross-dialectal learning functions as a linguistic and cultural bridge, fostering communicative flexibility and intercultural competence in multilingual Arabic learning contexts.
Co-Authors Annindita Hartono Putri Muhammad Jafar Shodiq Setia Rahmawan Yusri Hajjo Dwipa