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All Journal Jurnal Pengabdian UNDIKMA Hydrogen: Jurnal Kependidikan Kimia Jurnal Pendidikan MIPA
Dewi, Citra Ayu
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Research Trends on Socio-Scientific Issues in Chemistry Learning: A Systematic Review Dewi, Citra Ayu; Yahdi, Yahdi
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp457-475

Abstract

Socio-scientific concerns have emerged as a prominent focus in contemporary chemistry education research. This study aims to analyze the trends used in socio-scientific issues in chemistry learning based on the results of research that has been carried out. This study uses a meta-analysis research design. This meta-analysis uses Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Data was acquired from the Scopus and Google Scholar databases utilizing scholarly publications from esteemed worldwide journals with the Scopus Q1-Q3 classification. Conduct an article search utilizing the title and keywords "Socio-Scientific Issues," "Socio-Scientific Issues Approach," or "Socio-Scientific Issues in Chemistry Learning," covering the last decade from 2015 to 2025. The results indicated that the database had a total of 10,982 articles, from which 35 articles were selected for examination. The results of the review found that: a) socio-scientific issues in chemistry learning have a very dominant relevance to case-based learning, namely inquiry (20.57%), PBL (10.29%) and PjBL (5.14%); b) the application of socio-scientific issues in chemistry learning is more dominant towards the aspects of argumentation, problem-solving, critical thinking and creative thinking. Consequently, the tendency in chemistry education on socio-scientific issues underscores case-based learning that prioritizes contextual difficulties.        Keywords: chemistry, learning, socio-scientific issues.
Pelatihan Manajemen Sekolah Berbasis eSchool untuk Meningkatkan Kompetensi Kepala Sekolah TK ABA Se-Kota Mataram Maemunah, Maemunah; Dewi, Citra Ayu; Sakban, Abdul
Jurnal Pengabdian UNDIKMA Vol. 6 No. 3 (2025): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i3.15203

Abstract

This community service aims to improve the competence of the principal of ABA Kindergarten in the city of Mataram. The method of implementing this service used training and mentoring with stages of preparation, implementation, evaluation and follow-up plans. The evaluation instrument for this activity used a survey questionnaire related to the knowledge and skills of school principals in eschool-based school management. The data analysis technique was the percentage distribution of the principal's competence before and after the training. The results of this community service showed that the principal's competence in eschool-based school management has increased after being given training. Thus, it can be concluded that eschool-based school management can improve the competence of ABA kindergarten principals in the city of Mataram.
Project-Based Learning in Basic Chemistry Practice: Its Impact on Vocational Students’ Analytical Abilities Munawan, Amro Hafiz; Dewi, Citra Ayu; Suryati
Hydrogen: Jurnal Kependidikan Kimia Vol. 14 No. 2 (2026): April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v14i2.19771

Abstract

Vocational chemistry education is expected to develop not only procedural competence but also higher-order analytical abilities aligned with industrial demands. However, Basic Chemistry Practice in vocational high schools is often dominated by teacher-centered instruction, limiting students’ capacity to interpret experimental data and connect theory with practice. This study aimed to examine the impact of Project-Based Learning (PjBL) on vocational students’ analytical abilities and to explore students’ and teachers’ perceptions of its implementation. A quantitative pre-experimental design using a one-group pretest–posttest model was employed. The participants were 34 Grade X Industrial Chemical Engineering students at a vocational high school. Analytical ability was measured using HOTS-based open-ended questions aligned with Bloom’s revised taxonomy, and perception data were collected through Likert-scale questionnaires. Statistical analysis included the Shapiro–Wilk normality test, paired sample t-test, and normalized gain (N-gain) analysis. The results showed a significant improvement in analytical ability, with the mean score increasing from 41.0 to 73.5 (p < 0.001) and an N-gain value of 0.55, categorized as moderate. Students and teachers reported highly positive perceptions, particularly regarding engagement, collaboration, and analytical skill development. These findings suggest that PjBL provides an effective pedagogical framework for strengthening analytical competence in vocational chemistry practice. The novelty of this study lies in the integration of HOTS-based assessment into authentic vocational chemistry projects within a PjBL framework, an approach that is still rarely reported in vocational chemistry education. By combining learner-centered project implementation with structured higher-order thinking assessment, this study offers a practical and context-relevant model for improving analytical competence in vocational education settings.
Co-Authors Munawan, Amro Hafiz Nurwijayanti Sakban, Abdul Suryati Yahdi, Yahdi