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All Journal Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan Hydrogen: Jurnal Kependidikan Kimia Abdi Masyarakat Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Empiricism Journal Multi Discere Journal
Pahriah, Pahriah
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Arts Humanities Chemistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pengembangan Modul Berbasis Problem Based Learning (PBL) pada Materi Laju Reaksi Handayani, Anak Agung Ayu Trisna; Muhali, Muhali; Pahriah, Pahriah
Multi Discere Journal Vol. 3 No. 1 (2024): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i1.2226

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran berbasis Problem-Based Learning (PBL) pada materi laju reaksi bagi siswa kelas XI SMA/MA. Modul dikembangkan melalui model 4-D, yang terdiri dari tahapan Define, Design, Develop, dan Disseminate. Pada tahap Define, dilakukan analisis kebutuhan dan tujuan pembelajaran. Tahap Design meliputi penyusunan modul dengan komponen utama berupa pengenalan konsep, penyajian masalah, serta panduan eksperimen laboratorium. Tahap Develop mencakup validasi modul oleh dua ahli kimia, yang menilai aspek kelayakan isi, bahasa, dan tampilan visual dengan hasil rata-rata validasi sebesar 90,34%, mengindikasikan modul sangat layak. Pada tahap Disseminate, modul diujicobakan pada siswa untuk mengukur kepraktisan dan efektivitasnya. Hasil penelitian menunjukkan bahwa modul ini praktis digunakan dalam pembelajaran dengan skor kepraktisan 81%. Efektivitas modul dievaluasi melalui tes pretest dan posttest, yang menunjukkan peningkatan rata-rata nilai siswa dari 49,33% menjadi 81%. Peningkatan ini mencerminkan peningkatan signifikan dalam pemahaman materi serta keterampilan berpikir kritis, analitis, dan pemecahan masalah siswa. Dengan demikian, modul berbasis PBL ini dinyatakan efektif untuk diterapkan dalam pembelajaran kimia, khususnya pada materi laju reaksi, dan direkomendasikan untuk dikembangkan lebih lanjut pada topik-topik kimia lainnya. Development of Problem-Based Learning (PBL) Module on Reaction Rate Material  Abstract This study aims to develop a Problem-Based Learning (PBL) instructional module focused on reaction rates for eleventh-grade high school students (SMA/MA). The module was developed using the 4-D model, which comprises the stages of Define, Design, Develop, and Disseminate. In the Define stage, needs analysis and learning objectives were conducted. The Design stage involved the creation of the module, incorporating key components such as concept introduction, problem presentation, and laboratory experiment guidelines. During the Develop stage, the module was validated by two chemistry experts who assessed its content feasibility, language, and visual presentation, yielding an average validation score of 90.34%, indicating high feasibility. In the Disseminate stage, the module was pilot-tested with students to evaluate its practicality and effectiveness. The results demonstrated that the module is practical for instructional use, receiving a practicality score of 81%. The module’s effectiveness was assessed through pretest and posttest evaluations, which showed an average student score improvement from 49.33% to 81%. This increase reflects a significant enhancement in students' understanding of the material as well as their critical thinking, analytical, and problem-solving skills. Consequently, the PBL-based module is deemed effective for implementation in chemistry education, particularly concerning reaction rates, and is recommended for further development in other chemistry topics.
PENGARUH PENGGUNAAN E-MODUL PADA MATAKULIAH TEORI BELAJAR TERHADAP HASIL BELAJAR MAHASISWA PTI UNDIKMA Safitri, Baiq Rina Amalia; Pahriah, Pahriah; Putrayadi, Wirawan
Jurnal Ilmiah Mandala Education (JIME) Vol 8, No 4 (2022): Jurnal Ilmiah Mandala Education (Oktober)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v8i4.3928

Abstract

Tujuan penelitian ini adalah untuk mengetahui pengaruh e-modul terhadap hasil belajar mahasiswa. Adapun rancangan non-equivalent posttest only control group design di mana pada penelitian ini diberikan perlakuan yang berbeda kepada kedua kelas sampel. Kelas A dengan jumlah siswa 31 orang diberikan perlakuan berupa penggunaan e-modul dan disebut sebagai kelas eksperimen sedangkan kelas B dengan jumlah 31 orang menggunakan model pembelajaran konvensional dan disebut sebagai kelas kontrol. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode tes untuk ranah kognitif. Metode tes digunakan untuk mengetahui hasil belajar teori belajar mahasiswa dengan menggunakan tes pilihan ganda yang mencakup keseluruhan dari materi yang diajarkan. Hasil Penelitian Berdasarkan data pengukuran hasil belajar kognitif matakuliah teori belajar analisis uji t dengan Microsoft excel menunjukkan t hitung= 2.649 dan t tabel = 2.042, hal ini dapat diartikan bahwa terdapat pengaruh yang signifikan dalam penerapan E-Modul pada matakuliah teori belajar.
Effectiveness of the Constructivist Approach (Guided Inquiry) in Chemistry Learning: A Systematic Review Pahriah, Pahriah; Adnyana, Putu Budi; Ariawan, I Putu Wisna; Wesnawa, I Gede Astra
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 5 (2024): October 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i5.13353

Abstract

This study aims to identify the effectiveness of the Guided Inquiry approach in enhancing critical thinking skills, learning motivation, conceptual understanding, and student learning outcomes in chemistry education. Utilizing the Systematic Literature Review (SLR) method, this research reviews various relevant studies from international and national databases such as Scopus, ERIC, and SINTA, employing focused keywords. The analyzed articles were selected based on inclusion criteria that encompassed topic relevance and the availability of empirical data, resulting in 27 final articles for further analysis. The qualitative analysis results indicate that Guided Inquiry not only improves students' conceptual understanding of chemistry concepts but also strengthens critical thinking skills and learning motivation. Quantitative findings demonstrate a pattern of increased effectiveness across various educational levels, with more significant results observed at the secondary education level compared to higher education. Several factors, such as the role of teacher facilitation and student readiness, were also identified as important influences on the success of this approach. This study recommends the integration of the Guided Inquiry approach into the chemistry education curriculum, accompanied by the development of technology-based modules and continuous training for educators, to maximize the potential for constructive learning.
Development of An Inquiry-Based Ethnochemistry Textbook To Improve Students' Scientific Literacy and Understanding Hendrawani, Hendrawani; Hatimah, Husnul; Safitri, Baiq Rina Amalia; Pahriah, Pahriah
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 2 (2025): April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i2.15467

Abstract

This research aims to develop an ethnochemistry-based chemistry textbook with an inquiry approach to increase students' scientific literacy and understanding of chemical concepts. The research method used is Research and Development (R&D) with a 4D model (Define, Design, Develop, Disseminate). The textbook was tested on class X I students at MA Daru Muhyiddin NW Santong. The validation results show very good quality, with an average score of 4.75 from experts, 4.5 from practitioners, and 4.3 from students. This book is considered relevant to the curriculum, effective in increasing student understanding, and connecting chemistry with local culture. Suggestions for development include adding a glossary, visualization, and variations in inquiry activities. This book has great potential as an innovative learning medium based on local culture.
Students’ Misconceptions in Chemistry Learning: A Systematic Literature Review from 2015 to 2025 Pahriah, Pahriah; Sudatha, I Gde Wawan; Suartama, I Kadek; Santosa, Made Hery
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 3 (2025): June 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i3.15805

Abstract

This study aims to identify the forms of misconceptions in chemistry learning, the methods/instruments used to detect these misconceptions, and effective instructional strategies to address them through a Systematic Literature Review (SLR) approach. The review was conducted on 24 scientific articles published between 2015 and 2025, obtained from the Scopus and Google Scholar databases (via Publish or Perish). Article selection was carried out in stages following the PRISMA flow, and the results were analyzed using a thematic content analysis approach. The review findings indicate that the topics most frequently associated with misconceptions are chemical bonding, acid-base concepts, chemical equilibrium, and reaction rates. The most commonly used instruments to identify misconceptions are three-tier diagnostic tests, followed by interviews and two-tier tests. Effective instructional strategies include the use of multiple representations, digital simulations, the 5E model, inquiry-based learning, and educational games. The study also revealed several research gaps, such as the lack of longitudinal studies, limited topic coverage in chemistry, and the underutilization of interactive digital technologies. Therefore, the development of innovative learning approaches and technology-based conceptual assessments is necessary to sustainably reduce misconceptions in chemistry learning.
Development of an Innovative Contextual Chemistry Textbook on Hydrocarbon Concepts : Enhancing Students' Mastery of Concepts Pahriah, Pahriah; Safitri, Baiq Rina Amalia; Putrayadi, Wirawan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.9047

Abstract

This research aims to develop an innovative contextual chemistry textbook on hydrocarbon concepts to enhance students' mastery of the subject. This research method used research and development with the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The study was specifically confined to the development stage, as its primary focus is on assessing the validity of the developed products. The validation process involved two material expert validators, one media expert validator, one practitioner validator, and ten students from Ushuluddin NW Ubung Islamic Boarding School, who served as limited test validators. Quantitative data obtained from the feasibility validation results were analyzed using a percentage formula. Qualitative data in the form of responses and suggestions for improvement from validators are used as considerations for making revisions. The results showed that the validator assessment resulted in a very satisfactory average percentage, with material expert validators reaching 83% (very feasible category), media expert validators reaching 75% (feasible category), practitioner validators reaching 91% (very feasible category), and Limited student trials reached 89% (very feasible category). Therefore, this textbook successfully met high validity standards and can be considered suitable for use in the learning process.
Co-Authors Ahzan, Sukainil Baiq Asma Nufida Baiq Rina Amalia Safitri Citra Ayu Dewi Dahlia Rosma Indah Gazali, Zulkarnain Handayani, Anak Agung Ayu Trisna Hendrawani, Hendrawani Husnul Hatimah, Husnul I Gede Astra Wesnawa I Kadek Suartama I Made Sutajaya I Putu Wisna Ariawan Ida Bagus Made Astawa M. Muhali M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Made Hery Santosa Martina, Husnul Heni Muhammad Fauzi Zulkarnaen Putu Budi Adnyana Satpiri, Reni Suja, Wayan Sukroyanti, Baiq Azmi Suryati Suryati Taufik Samsuri Wirawan Putrayadi, Wirawan Yuliana, Mina Yusran Khery, Yusran