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All Journal Journal of Environment and Sustainability Education Journal of Digitalization in Physics Education (JDPE)
Adam, Alif Syaiful
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Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Industrial & Manufacturing Engineering Physics Social Sciences Other

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Assessment for learning in chemistry learning: One of the best ways to improve learning outcomes Nisa, Tri Amelia Khoirun; Muchlis, Muchlis; Adam, Alif Syaiful
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.243

Abstract

The integration of macroscopic, submicroscopic, and symbolic representations remains a major challenge in chemistry education, particularly when teaching abstract concepts such as electrolyte and nonelectrolyte solutions. This study aimed to investigate the implementation of the Assessment for Learning (AfL) approach and examine its effectiveness in improving students’ conceptual understanding of this topic. A pre-experimental study with a one-group pretest–posttest design was conducted involving 36 eleventh-grade students from a public senior high school in Surabaya. Data were collected using a validated 12-item conceptual understanding test and analyzed using the Wilcoxon signed-rank test and N-gain analysis. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 43.26 in the pretest to 89.72 in the posttest. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-gain analysis revealed that 91.67% of students achieved a high category of improvement in conceptual understanding. These findings demonstrate that the systematic implementation of AfL strategies clarifying learning objectives, facilitating productive classroom discussions supported by student activity sheets, providing continuous formative feedback, and activating students as owners of their learning effectively supports students in connecting different levels of chemical representation. This study suggests that integrating formative assessment into classroom instruction can help teachers identify and address students’ misconceptions during the learning process, thereby promoting deeper conceptual understanding in chemistry education.
The Potential of E-Learning in Understanding Concepts in Science and Physics Education: A Bibliometric Analysis Damarsha, Adrian Bagas; Suprapto, Nadi; Lutfiani, Elvia Reza; Aisah, Siti Nur; Mubarok, Husni; Adam, Alif Syaiful
Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i1.52130

Abstract

Objective: The objective of this study is to describe trends, contributions, developments, and research opportunities in e-learning for conceptual understanding in physics and science education. Method: The research method employed was bibliometric analysis using the Scopus database. Data were obtained from the Scopus database using the search terms “E-Learning” AND “Physics Education” OR “Science Education” AND “Conceptual Understanding,” yielding 2,735 documents. The Scopus database was filtered by year, document type, and language, resulting in 2,363 documents for analysis. Results:  The results indicate that research on e-learning’s impact on conceptual understanding in physics or science education has been a trend over the past ten years. The top contributing authors are H, Gwo-Jen; S, Niwat; K, Heru; and S, Andi, while the top affiliations are Indonesia University of Education, Padang State University, and Malang State University. Current developments in e-learning have been categorized as artificial intelligence, so the opportunity for data-driven research lies in developing artificial intelligence for learning.  Novelty: Technological transformation has impacted the world of education, particularly in strategies to improve students’ conceptual understanding. This study presents a bibliometric mapping of e-learning research related to conceptual understanding in physics and science education. This study differs from previous research, which has not presented a thematic evolution to guide future research.
Co-Authors Damarsha, Adrian Bagas Husni Mubarok Lutfiani, Elvia Reza Muchlis Muchlis Nadi Suprapto Nisa, Tri Amelia Khoirun Siti Nur Aisah