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Guided Inquiry Learning Model to Improve Students Science Literacy Skills and Learning Outcomes Nissa, Aliefiya Choirun; Mu'minin, Ali Amirul; Ardhana, Ivan Ashif
J-PEK (Jurnal Pembelajaran Kimia) Vol 9, No 1 (2024): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v9i12024p62-73

Students science literacy skills and learning outcomes tend to be low in chemical equilibrium material. One of the influence factors is the use of not exactly learning models. An alternative that can be done is using the guided inquiry learning model. This research aims to determine the effect of the guided inquiry learning model to improve student science literacy skills and learning outcomes chemical equilibrium. The research design was used Quasi-Experimental tipe Nonequivalent Control Only Group Design. The experimental class use the guided inquiry learning model meanwhile the control class use the conventional learning model. The data analysis technique was used independent sample t-test and manova test. The results of hypothesis test used independent sample t-test on science literacy skills of 0,000

Scientific Literacy Skills Profiles of Eleven Grade Students on Reaction Rates Topic Khumairoh, Alvin Jahwarotul; Ardhana, Ivan Ashif
J-PEK (Jurnal Pembelajaran Kimia) Vol 9, No 2 (2024): J-PEK (JURNAL PEMBELAJARAN KIMIA)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um026v9i22024p74-81

The literacy skills of Indonesian students, according to the results of the PISA (Program for International Student Assessment) report, show a low level. This is caused by assessment activities that have not promoted scientific literacy in the form of understanding reading, text, or science data. This study aims to describe the profile of high school students' scientific literacy skills on reaction rate material. The method used was descriptive quantitative. The research subjects were high school students who had received reaction rate material. The instrument used was 8 essay questions that had been validated and empirically tested with a reliability coefficient of 0.605 in the moderately reliable category. Based on the results of the study, students' scientific literacy skills obtained an average percentage value of 30.92% in the poor category. Students who have scientific literacy skills in the good category are 6%, 19% are sufficient, 45% are deficient, and 29% are very deficient. Indicator achievement of interpreting data and evidence scientifically obtained a percentage of 30%, and explaining phenomena scientifically obtained a percentage of 9%. Scientific literacy skills in chemistry, especially reaction rate material, are not only to achieve learning objectives, but also to train students in solving problems related to phenomena in everyday life.

Development of Assessment Tools for Understanding Submicroscopic Representations in Acid-Base Material Ardhana, Ivan Ashif; Hidayah, Rahayu Nur; ‘Aisy, Syandifa Rohadlotul; Ijtihadah, Mustabsyirotul
Hydrogen: Jurnal Kependidikan Kimia Vol 13, No 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14328

Acid-base material should ideally be evaluated holistically through the triplet of macroscopic, submicroscopic, and symbolic representations. However, the assessments conducted so far have primarily not evaluated the ability to understand submicroscopic representations and still focus on macroscopic and symbolic representations. Therefore, this research aims to develop an instrument for assessing submicroscopic understanding of acid-base material and analyze its feasibility. The research method used is the 4D model development, carried out up to the develop stage. The results of the content validation by expert validators yielded an average score of 91.2%, which falls into the very valid category. The empirical test results on 116 chemistry teachers and prospective chemistry teachers showed that all items on the instrument were valid with a reliability of 0.60, which falls into the reliable category. Moreover, the instrument has varying levels of difficulty index and discrimination power. The test items' character in the instrument assesses understanding of submicroscopic representations of acid-base concepts such as solution properties, acid strength, acid constant, pH, and degree of dissociation. The recommendation for further research is the need to develop and apply submicroscopic understanding questions in other chemistry topics as a reinforcement in the assessment and evaluation process of chemistry learning.

Analysis of Students' Scientific Literacy Ability in Terms of Learning Styles on Acid-Base Material Septiani, Nurul Ulya; Ardhana, Ivan Ashif
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art8

This study aims to determine students' science literacy abilities, to know students' science literacy abilities based on learning styles, and to determine differences in students' science literacy based on learning styles in acid-base materials. This research is a non-experimental causal-comparative quantitative study with a sample of 62 students from 11th grade Science (MIPA) at MAN 1 Jombang, specifically classes XI-H and XI-I. The sample was selected using a purposive sampling techniques. The research instruments used were interviews for the preliminary study, a test consisting of 19 questions covering all literacy indicators with a test reliability score of 0.697, which is considered high, and a questionnaire to determine students' learning styles using the AkuPintar website. The interview results indicate that the school has implemented the independent curriculum, but the application of science literacy in learning is still limited to providing introductory readings before explaining the material and during practice exercises, and has not fully integrated the aspects of science literacy. The research results show that students' science literacy skills on acid-base materials fall into the medium category. Based on science literacy indicators, the high category is found in the indicators of researching, evaluating, and using scientific information for decision-making and action; the medium category is found in the indicator of explaining phenomena scientifically; and the high category is found in the indicators of designing and evaluating designs for scientific investigations and critically interpreting scientific data and evidence. Based on learning styles, students with a visual learning style have higher science literacy skills, followed by students with an auditory learning style and students with a kinesthetic learning style. Although there are differences in mean scores between learning styles, statistically no significant difference was found in students' science literacy abilities based on learning style. This indicates that efforts to improve science literacy should focus on enhancing the quality of teaching, student engagement, and strengthening scientific thinking skills, rather than solely on adapting teaching methods to specific learning styles.

Analysis of Numeracy Literacy Ability of 11th Grade Students on Reaction Rate Material at SMAN 1 Grogol Pertiwi, Niken Yuhana; Ardhana, Ivan Ashif
IJCER (International Journal of Chemistry Education Research) VOLUME 9, ISSUE 2, OCTOBER 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/ijcer.vol9.iss2.art7

Numeracy literacy skills are abilities that need to be trained and developed, focusing on understanding concepts and mathematical calculations as well as their application in the process of contextual problem-solving. Specifically, the level of numeracy literacy in each school in Indonesia has not yet been identified, particularly in the context of reaction rates in chemistry, which is rarely analyzed. Therefore, this study aims to describe the overall level of students' numeracy literacy on the topic of reaction rates, based on numeracy literacy indicators, gender, and cognitive aspects in Bloom's taxonomy. This research employs a descriptive quantitative approach, involving 60 students as subjects. The research instrument consisted of 20 essay questions about numeracy literacy skills related to the topic of reaction rates, with a reliability of 0.817, categorized as very high. The research results indicate that, overall, the level of numeracy literacy on the topic of reaction rates remains low, with a percentage of 37.74%. Based on indicators, (1) the ability to analyze information in the form of tables, graphs, diagrams, and charts reached 47.09%; (2) the use of numbers and symbols was 36.07%; (3) interpreting analysis results to make decisions was 34.28%. Based on gender, male students achieved a rate of 39.61%, while female students achieved a rate of 37.06%. Based on cognitive aspects in Bloom's Taxonomy, C4 (analyzing) achieved the highest score of 50.44%, followed by C5 (evaluating) at 32.08%, C3 (applying) at 29.70%, and C6 (creating) at 21.50. These findings emphasize the importance of improving numeracy literacy skills in Indonesia, especially in chemistry education. These results can also serve as a basis for teachers in designing learning strategy policies by integrating numerical skills, data interpretation, and logical reasoning to enhance students' numeracy literacy in chemistry learning more broadly.

Development of Assessment Tools for Understanding Submicroscopic Representations in Acid-Base Material Ardhana, Ivan Ashif; Hidayah, Rahayu Nur; â€˜Aisy, Syandifa Rohadlotul; Ijtihadah, Mustabsyirotul
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 1 (2025): February 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i1.14328

Acid-base material should ideally be evaluated holistically through the triplet of macroscopic, submicroscopic, and symbolic representations. However, the assessments conducted so far have primarily not evaluated the ability to understand submicroscopic representations and still focus on macroscopic and symbolic representations. Therefore, this research aims to develop an instrument for assessing submicroscopic understanding of acid-base material and analyze its feasibility. The research method used is the 4D model development, carried out up to the develop stage. The results of the content validation by expert validators yielded an average score of 91.2%, which falls into the very valid category. The empirical test results on 116 chemistry teachers and prospective chemistry teachers showed that all items on the instrument were valid with a reliability of 0.60, which falls into the reliable category. Moreover, the instrument has varying levels of difficulty index and discrimination power. The test items' character in the instrument assesses understanding of submicroscopic representations of acid-base concepts such as solution properties, acid strength, acid constant, pH, and degree of dissociation. The recommendation for further research is the need to develop and apply submicroscopic understanding questions in other chemistry topics as a reinforcement in the assessment and evaluation process of chemistry learning.

PENGEMBANGAN BUKU PETUNJUK PRAKTIKUM BERBASIS CHEMO-ENTERPRENEURSHIP (CEP) PADA MATERI ASAM BASA UNTUK SMA/MA KELAS XI Febrianti, Intan Berliana; Ardhana, Ivan Ashif
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 1 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/3vv67p57

Kurikulum Merdeka menekankan pengembangan keterampilan dan kemampuan siswa dalam menghadapi tantangan di masa depan (life skill). Kimia dapat meningkatkan hard skill siswa melalui kegiatan praktikum berpendekatan chemo-entrepreneurship (CEP). Pendekatan ini dapat diterapkan pada praktikum asam basa yang menciptakan produk bernilai ekonomis dan menumbuhkan jiwa kewirausahaan. Penelitian ini bertujuan untuk mengembangkan buku petunjuk praktikum, mengetahui tingkat validitas, serta mengetahui respon guru dan siswa. Model pengembangan yang digunakan yaitu 4D Thiagarajan, dimodifikasi menjadi 3D. Pengumpulan data dilakukan dengan wawancara guru, uji validasi oleh dosen dan guru, serta angket uji respon yang dibagikan kepada 36 subjek penelitian. Analisis data terdiri dari deskriptif kuantitatif dan deskriptif kualitatif. Pengembangan menghasilkan buku petunjuk praktikum berbasis chemo-entrepreneurship (CEP) materi asam basa yang tervalidasi dengan rata-rata persentase sebesar 87,8% kategori valid. Uji respon siswa menunjukkan persentase rata-rata 86,4% dengan kategori sangat baik.

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