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All Journal Journal of Natural Science and Integration Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Aliyu, Faruku
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education

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Augmented Reality in Chemistry Education: A Literature Review of Advantages on Learners Abdul Talib, Corienna; Romainor, Najibulla; Aliyu, Faruku
Journal of Natural Science and Integration Vol 5, No 1 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i1.16805

Abstract

Education moves forward together with technology. In recent years, application of modern technology known as Augmented Reality (AR) has significantly shifted the paradigm of learning process in education, including Chemistry education. Many researchers have explored the potential of AR in education. Unfortunately, literatures on its benefits for leaners in Chemistry education are limited and inaccessible. This research-based paper manifests underlying usefulness of AR in teaching and learning process of chemistry education in terms of (i) Mastering chemistry content and (ii) motivation, interest and attitude. The researchers aspired that with the contents of this paper, other researchers and interested parties could use them for their literature and as incentive to improve current available AR software or develop further advance technology program of AR in chemistry.Keywords: augmented reality, chemistry, education, technology, advantages.
Assessing Effectiveness of Animated Instructional Media on Academic Performance and Retention of Genetics Concepts Faruk, Umar Ramatu; Aliyu, Faruku; Hassan, Lawal Zahriya
Journal of Natural Science and Integration Vol 5, No 1 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i1.16949

Abstract

The present study was carried out to assess the effectiveness of animated instructional media on academic performance and retention of genetic concepts among senior secondary school on biology students in Sokoto State. Adopted through Quasi Experimental design involving pre-test, post-test and post-posttest on two equivalent groups as experimental and control, the population on the study was 10148 SS III Biology students. In this regard, four intact classes were chosen with sample size of 238 SSIII students. Genetic Concept Performance and Retention Test (GCPRT) was the instrument used for data collection. Animated Instruction Media was used as instructional material to teach the experimental group while demonstration method was used to teach the control group. Independent sample t-test was used to test the four (4) hypotheses formulated in the study. The esults obtained in this line of research revealed that there was a significant difference in the academic performance and retention ability between students taught using Animated Instructional Material and those taught using demonstration method. It was therefore recommended for other senior secondary school teachers to harness the considerable benefits of technology, particularly animations, in teaching genetics and other related concepts.Keywords: animated, media, academic performance, retention.
Augmented Reality Media Versus Molymod Media: Comparative Study on Students Spatial Ability in Chemical Bonding Kurniawati*, Yenni; Wulandari, Handayani; Aliyu, Faruku
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.48459

Abstract

Spatial ability is a fundamental cognitive skill in chemistry education, particularly in facilitating the visualization of abstract molecular structures, geometric shapes, and spatial relationships among atoms. This research aimed at comparing the uses of augmented reality (AR) media and molymod demonstration media in supporting student spatial ability on chemical bond lesson at the tenth grade of Islamic Integrated Senior High School of Al-Fityah Pekanbaru. Comparative method was used with quantitative approach and pretest-posttest group design in the experimental group I use AR media and the experimental group II use molymod media. Measuring spatial ability was carried out through spatial ability test questions including spatial ability indicators. The research findings showed that the score of significance (2-tailed) was 0.016 lower than 0.05, so there was a significant difference between the experimental groups. In addition, the mean percentage of N-gain score of spatial ability in the AR group was 44% which was in less effective category, and the score of the molymod group was 59.94% which was in quite effective category
Relationship of Chemistry Teachers’ Knowledge, Skills and Affective on Computer-Assisted Learning Aliyu, Hassan; Abdullahi, Anas; Abdul Talib, Corrienna; Aliyu, Faruku; Umar Mani, Bilkisu
Journal of Natural Science and Integration Vol 5, No 2 (2022): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v5i2.17853

Abstract

The study investigated the relationship of chemistry teachers’ knowledge, skills and affective on computer-assisted learning in Sokoto. A questionnaire was designed and distributed to 81 chemistry teachers in 24 secondary schools in the metropolis. The premises that guide the development of the test items used are strongly based on constructivism theory of learning and related literature. The data obtained from an online survey (Google form) were imported into an excel spreadsheet which was later keyed into SPSS 25 for further analysis. The results indicated that Chemistry teachers of Sokoto are have moderate level of both knowledge, skills and affective of computer-assisted learning. The results reveals that both knowledge, skills and affective serves independent purpose for instruction that utilizes computer-assisted learning. It concluded that the moderate knowledge, skills or affect are not significant for integrating computer-assisted learning in chemistry instruction. Awareness alone cannot guarantee quality integration of instruction in the classroom. Thus, chemistry teachers should seek more professional training on computer-assisted learning through workshop, seminars and conferences.Keywords: knowledge, skills, affective, computer-assisted learni
Students’ Visualization Skills in Chemical Bonding through Three Dimension: A Study on Secondary School Chemistry Students Aliyu, Faruku; Garba, Aliyu; Faruk, Ramatu Umar
Journal of Natural Science and Integration Vol 6, No 2 (2023): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v6i2.27212

Abstract

Visual cognitive representation of chemical structures and composition is achieved when proper visualization is made by chemistry students. It is in respect this that, this study measured the students’ visualization skills in chemical bonding through three dimension: a study on secondary school chemistry students. The study adopted quasi-experimental group design where both experimental (students taught using 3D visualization) and control (students taught using 2D visualization) groups participated in pre-test and post-test but only the experimental group received the intervention as 3D visualization.  The population for this research comprises all science senior secondary school one (SSS1) students under Sokoto State Ministry of Science and Technology, Sokoto State, Nigeria. A sample of 118 students purposively selected were used. The instrument used for this research was Students’ Visualization Test in Chemical Bonding (SVTCB). The measured reliability of the instruments was 0.72.  Independent sample t-test was used to analyse data collected. The findings implies that, 3D visualization enhances students’ visualization skills in the learning of chemistry abstract concept irrespective of gender. Keywords:  Visual, Cognitive, Skills, Chemical Bonding, 3D
Co-Authors Abdul Talib, Corienna Abdul Talib, Corrienna Abdullahi, Anas Aliyu, Hassan Faruk, Ramatu Umar Faruk, Umar Ramatu Garba, Aliyu Hassan, Lawal Zahriya Kurniawati*, Yenni Romainor, Najibulla Umar Mani, Bilkisu Wulandari, Handayani