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All Journal Jurnal Tadris Kimiya SPEKTRA: Jurnal Kajian Pendidikan Sains Journal of Natural Science and Integration JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Sains dan Edukasi Sains BIOCHEPHY: Journal of Science Education Jurnal Penelitian Inovatif CHEDS: Journal of Chemistry, Education, and Science Jurnal Basicedu Journal of Chemistry Education and Integration Community Service Journal Of Economic Education
Miterianifa, Miterianifa
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Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Identifying Students’ Metacognitive Characteristics in Solving Problems on the Hydrocarbons Topic Miterianifa, Miterianifa; Utari, Lidya; Yasthophi, Arif; Yanda, Sri Novita
Jurnal Tadris Kimiya Vol 10 No 1 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i1.40868

Abstract

Metacognitive abilities play a critical role in students’ learning processes by enabling them to regulate their thinking and select effective learning strategies. Understanding one’s own metacognition allows students to optimize their learning outcomes by adapting approaches that align with their cognitive strengths. This study aimed to identify the metacognitive characteristics and levels of Grade XI students in learning hydrocarbons during the 2023/2024 academic year at MAN 4 Kampar. A quantitative descriptive research design was employed, involving 13 purposively selected students. Data were collected using an essay-based test instrument designed to assess three metacognitive indicators: declarative, procedural, and conditional knowledge. The results revealed that students demonstrated a high level of declarative knowledge (92.40%, categorized as very good), but performed poorly on procedural (60.26%) and conditional (59.62%) indicators, both falling into the low category. These findings suggest that while students possess strong factual knowledge, they struggle with applying and adapting that knowledge in problem-solving contexts. The study highlights the need for instructional strategies that explicitly develop procedural and conditional metacognitive skills to support deeper and more autonomous learning in chemistry education.
SYSTEMATIC LITERATURE REVIEW: STUDENTS’ GENERIC SCIENCE SKILLS IN CHEMISTRY LEARNING Nandari, Gita; Miterianifa, Miterianifa; Sari, Fahira Purnama; Trisnayanti, Yetty
Journal of Chemistry Education and Integration Vol 4, No 2 (2025): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v4i2.37996

Abstract

Science generic skills are part of the 21st-century skills. This has triggered massive innovation in science generic skills research especially, in chemistry subjects including in Indonesia. These skills contribute to an individual's practical participation and success in the surrounding environment. This research aims to analyze by literature study the trend of science generic research in Indonesia based on articles published in national and international journals. This qualitative research used a content analysis approach with a systematic literature review technique to analyze the research trends of science generic skills in chemistry subjects in Indonesia. Based on the predetermined inclusion criteria, 26 articles were collected for analysis using the Paper Classification Form (PCF) instrument. The research findings show the dominance on the topic of science generic skills research strategies in chemistry subjects conducted on various issues showing that learning strategies as much as 37%, dominate the improvement of generic skills in chemistry subjects, followed by teaching materials at 22%, learning models 18%, learning instruments 11%, and on the topic of learning evaluation being a minor topic as much as 4%, where the dominant dependent variable is related to science generic skills in chemistry learning.Keywords: Science Generic Skills, Chemistry Learning, and Systematic Literature Review
Systematic Literature Review: Analisis Problem Solving dalam Pembelajaran Kimia Peserta Didik SMA Miterianifa, Miterianifa; Fitriana, Fitriana; Murdiati Dongoran, Rahmita
Jurnal Penelitian Inovatif Vol 5 No 4 (2025): JUPIN November 2025
Publisher : CV Firmos

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54082/jupin.1121

Abstract

Salah satu bidang yang paling sulit dan abstrak adalah kimia. Hal ini menyebabkan peserta didik kesulitan memecahkan masalah yang mengakibatkan hasil belajar yang buruk. Sehingga menyebabkan masalah dalam pembelajaran kimia yang dipengaruhi oleh kegiatan pembelajaran yang terlalu lama, serta penerapan model dan metode yang tidak efektif dalam pembelajaran kimia yang dapat berdampak negatif pada kemampuan siswa untuk memahami konsep-konsep kimia. keterampilan pemecahan masalah siswa masih tergolong rendah karena kurangnya ketelitian siswa dalam mengerjakan soal serta penguasaan konsep yang kurang. Tujuan dari penelitian ini adalah untuk menganalisis problem solving peserta didik SMA. Penelitianan ini menggunakan systematic literature review, yang dilakukan dengan pencarian artikel dalam rentang waktu 5 tahun terakhir dari tahun 2020-2024 sebanyak 30 artikel melalui penyaringan dan 7 artikel yang memiliki minimal sinta 5 telah diidentifikasi untuk digunakan dalam pembelajaran kimia. Hasil systematic literature review menunjukkan bahwa dalam meningkatkan pemecahan masalah yang dibahas dari artikel mengenai materi laju reaksi, titrasi asam basa, kimia unsur, kesetimbangan kimia dan hidrolisis garam yang menggunakan metode kualitatif, kuantitatif dan metode pengembangan. Instrument yang digunakan berupa tes uraian, wawancara serta menggunakan LKPD.
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN LITERASI SAINS PESERTA DIDIK PADA PEMBELAJARAN IPA: LITERATURE RIVIEW Sonia, Gina; Miterianifa, Miterianifa
BIOCHEPHY: Journal of Science Education Vol. 4 No. 1 (2024)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/biochephy.v4i1.1049

Abstract

Pembelajaran berbasis masalah (PBL) merupakan suatu bentuk pembelajaran yang menekankan pada proses pembelajaran dan mengembangkan keterampilan pemecahan masalah. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model pembelajaran PBL sebagai strategi untuk meningkatkan kemampuan literasi sains peserta didik SMP dalam konteks pembelajaran IPA. Metode yang diterapkan dalam penelitian ini adalah literature riview, dengan jenis penelitian meta-analisis. Sebanyak 20 artikel yang diterbitkan antara tahun 2019 dan 2024 digunakan dalam literatur proses peninjauan untuk penelitian ini. Keseluruhan artikel ini menjalani proses analisis konten dalam artikel tinjauan. Pemilihan sampel dilakukan melalui Google Scholar dengan menerapkan teknik pengambilan sampel purporsive. Hasil penelitian menunjukkan bahwa PBL mempunyai potensi positif dalam meningkatkan kemampuan literasi peserta didik. Baik penggunaan model PBL secara langsung tanpa integrasi maupun dengan integrasi menunjukkan adanya peningkatan literasi sains peserta didik.
PERKEMBANGAN SOCIETY 5.0 PADA PENDIDIKAN IPA DI INDONESIA Amel, Amelia Maharani; Miterianifa, Miterianifa
Jurnal Education and Development Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.5343

Abstract

Pada era yang semakin maju, diera society 5.0 mempengaruhi segala aspek kehidupan manusia terutama pada bidang pendidikan di Indonesia. Pada penelitian terdahulu yang mengkaji mengenai society 5.0 pada bidang pendidikan IPA telah ditemukan namun tujuan dari penelitian ini ialah mengetahui perkembangan society 5.0 dalam pendidikan di Indonesia. Pada peneliti sebelumnya memperkuat teori hubungan antar variabel. Dalam penelitian ini, peneliti menggunakan metode literature review dengan data based google scholar, dan akademik lainnya. Hasil dari penelitian ini ialah pendekatan dan materi yang sering digunakan dalam society 5.0 di pembelajaran IPA yang meliputi pendekatan STEAM dengan kegiatan pembelajaran berbasis proyek (Project Based Learning).
THE EFFECTIVENESS OF SOCIO-SCIENTIFIC APPROACHES TO 21ST CENTURY SKILLS IN HIGH SCHOOL STUDENTS’ CHEMISTRY LEARNING: SYSTEMATIC LITERATURE REVIEW Miterianifa, Miterianifa; Afrianti, Naila; Asri, Zakiyah; Trisnayanti, Yetty
Journal of Chemistry Education and Integration Vol 5, No 1 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i1.39182

Abstract

Contemporary chemistry education aims to help students connect abstract concepts to real-world contexts. However, research indicates that many students continue to struggle to understand scientific literacy and its significance. The Socioscientific Issues (SSI) approach is implemented as a pedagogical strategy to bridge the gap between societal concerns and scientific content in educational settings. This study examines the impact of the SSI approach on high school students’ chemistry learning outcomes. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines, utilising Google Scholar to identify relevant literature published between 2020 and 2025. From an initial pool of 200 publications, 14 articles were selected for in-depth analysis. The results demonstrate that the SSI approach is highly effective in enhancing students’ learning abilities. The majority of research emphasises Critical Thinking (43%). Scientific Literacy (36%), whereas Argumentation (14%) and Creative Thinking (7%) receive comparatively less attention. Green Chemistry emerges as the predominant topic, accounting for 65% of the studies. At the same time, subjects such as Acid-Base and Rate of Reaction are underrepresented. The SSI approach contributes to the development of Higher Order Thinking Skills (HOTS), motivation, and scientific understanding. To further cultivate these competencies, it is recommended that SSI be integrated into a broader range of chemistry topics, with increased emphasis on creative thinking and advanced argumentation..
IMPLEMENTATION OF ETHNOSCIENCE APPROACH IN CHEMISTRY LEARNING TO IMPROVE STUDENTS' CREATIVE THINKING SKILLS: A LITERATURE REVIEW Fakhraini, Hazilah; Miterianifa, Miterianifa; Ritonga, Leli Marlina
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 1 (2026): Vol. 9 No. 1 (2026): Volume 9 No. 1 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i1.56939

Abstract

Creative thinking is a skill that students need to develop in 21 st-century education, particularly in the field of chemistry. This study aims to examine the ethnoscience approach in chemistry education to enhance students' creative thinking abilities. The methodology employed for this research is a Literature Review. The literature review focused on articles relevant to the research goals. Articles were sourced from Google Scholar and selected based on specific criteria from Sinta S1-S5, published between January 2019 and December 2024, including those published nationally. A total of nine articles that satisfied the research criteria were identified and evaluated for quality. The findings suggest that the ethnoscience approach can enhance students' creative thinking skills in chemistry across various dimensions such as fluency, flexibility, elaboration, and originality. Subjects that can be taught to students through the ethnoscience approach encompass salt hydrolysis, redox reactions, green chemistry, and colloids. The ethnoscience approach can be integrated into several educational models, including PBL (Problem-Based Learning), PjBL (Project-Based Learning), STEM (Science, Technology, Engineering, and Mathematics), and Culturally Responsive Transformative Teaching (CRTT).
Co-Authors Afrianti, Naila Ahmad Khoiri Amel, Amelia Maharani Asri, Zakiyah Audina, Dian Rifa budiyono saputro, budiyono Ernita, Mahdar Fakhraini, Hazilah Fitriana Fitriana Ismayana, Ismayana Kansha, Tsabitah Laras Dyaz Handayani Lisa Aulia, Lisa Mawarni, Muhammad Fiqri Meilany, Andien Tria Murdiati Dongoran, Rahmita Nandari, Gita Novia Rahayu Qori Agussuryani, Qori Rahmadan, Odi Rambe, Paijan Ritonga, Leli Marlina Sari, Fahira Purnama Siska, Novia Sofiyanita, Sofiyanita Sonia, Gina Syafira, Annisa Trisnayanti, Yetty Utari, Lidya Yanda, Sri Novita Yasnel, Yasnel Yasthophi, Arif