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All Journal Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan IPA (JPPIPA) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan SPIN: Jurnal Kimia & Pendidikan Kimia Online Learning in Educational Research Al Kawnu : Science and Local Wisdom Journal
Mubarak, Syarifatul
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THE EFFECT OF IMPLEMENTING THE POP-UP BOOK MEDIA-ASSISTED DEMONSTRATION METHOD ON STUDENT RETENTION AND COGNITIVE LEARNING OUTCOMES Suyatni, Liza; Mubarak, Syarifatul; Riyandari, Baiq Amelia
SPIN JURNAL KIMIA & PENDIDIKAN KIMIA Vol. 5 No. 2 (2023): Juli - Desember 2023
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/spin.v5i2.9412

Abstract

This research aims to determine the effect of applying the demonstration method assisted by pop-up book media on student retention and cognitive learning outcomes. This research was carried out at SMAN 1 Praya Tengah. The research method used was quasi-experimental with a pretest posttest control group design research design. The sampling technique used was purposive sampling. The research sample was students of class X Science consisting of class X Science 2 as the experimental class and X Science 3 as the control class. The instruments used to measure student retention and cognitive learning outcomes are an objective test of 20 questions and a cognitive interference questionnaire. Analysis of retention data and students' cognitive learning outcomes using the independent sample t-test formula obtained a significance value for cognitive retention of 0.00 < 0.005 with the average value obtained by the experimental class being 86.70% and the control class being 72.75%. For cognitive learning outcomes, the significance value was 0.042 <0.005, with the average score obtained by the experimental class being 73.70 and the control class being 60.36. From these results it can be concluded that there is an influence of the application of the demonstration method assisted by pop-up book media on student retention and cognitive learning outcomes
Diagnosis of Difficulties in Learning Stoichiometry Based on College Students' Education Backgrounds Raehanah, Raehanah; Mubarak, Syarifatul
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11153

Abstract

This study analyzed the learning difficulties in stoichiometry for university students at the Chemistry Department of UIN Mataram based on their upper secondary education backgrounds. This research employed a descriptive design with a quantitative approach. The sampling technique utilized was purposive sampling, targeting students who had studied stoichiometry. The research instrument was an open-ended diagnostic test form, which was validated by an expert. Data analysis techniques included calculating the percentages of question indicator completeness. The results indicated that the stoichiometric learning difficulties faced by UIN Mataram students were significant, as suggested by the percentage scores obtained in each category. Students from national senior high schools scored 41.7% (moderate), those from Islamic senior high schools scored 36.4% (high), and students from vocational high schools scored 16.7% (very high). The level of difficulties in learning stoichiometry was categorized as very high for students from national senior high schools in two areas: the application of Gay Lusac's law and Avogadro's hypothesis, and the application of the mole concept involving limiting reagents. The difficulties were also categorized as very high for students from Islamic senior high schools in three areas: the application of Gay Lusac's law and Avogadro's hypothesis, the application of the mole concept involving limiting reagents, and determining the compound formula. Furthermore, vocational senior high school students experienced very high difficulties in learning stoichiometry across seven topics, which included writing reaction equations, balancing reactions, formulating basic chemical laws, applying Gay Lusac's law and Avogadro's hypothesis, determining the relative equation (RE) and molecular formula (RM), applying the mole concept to limiting reagents, and determining the formula for hydrate compounds. Based on the results of this study, a differentiated learning strategy is needed to accommodate students' educational backgrounds in terms of content, process, product, and learning environment
PENGEMBANGAN INSTRUMEN TES DIAGNOSTIK FOUR-TIER UNTUK MENGIDENTIFIKASI MISKONSEPSI MATERI KONSEP MOL DAN STOIKIOMETRI Uswatun; Mubarak, Syarifatul
Al Kawnu : Science and Local Wisdom Journal Vol. 4 No. 1 (2024): Oktober 2024
Publisher : Tadris Biologi, Tadris Fisika, and Tadris Kimia, Universitas Islam Negeri Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/ak.v4i1.13838

Abstract

Kesalahpahaman atau miskonsepsi yang dimiliki peserta didik dapat mempengaruhi pemahaman konsep peserta didik, yang dapat menyebabkan kesulitan dalam mempelajari materi berikutnya. Penelitian ini bertujuan untuk mengembangkan instrumen tes diagnostik four-tier untuk mengidentifikasi miskonsepsi peserta didik pada konsep mol dan stoikiometri. Penelitian ini berjenis penelitian pengembangan atau Research and Development (R&D) type model ADDIE (Analyze, Design, Develop, Implementation, & Evaluation). yang menggunakan metode pendokumentasian, wawancara terbuka, pemberian angket, dan pemberian soal. Tes diagnostik tipe four-tier terdiri dari empat tingkat: soal, keyakinan terhadap jawaban soal, pengungkapan alasan, dan keyakinan terhadap alasan yang diberikan. Hasil pengembangan ini menghasilkan instrumen yang lengkap, terdiri dari kisi-kisi soal, soal tes diagnostik four-tier, kunci jawaban, serta pedoman penskoran. Penelitian ini hanya melalui uji validitas oleh ahli karena instrumennya berjenis subyektif. Instrumen yang dikembangkan dinyatakan valid berdasarkan hasil penilaian validator. Hasil diagnosis miskonsepsi menunjukkan bahwa mayoritas siswa (88,5%) belum memahami konsep pada semua indikator. Selain itu, terdapat proporsi kecil siswa yang mengalami miskonsepsi (6,4%) dan miskonsepsi positif (5,1%). Tidak ada siswa yang menunjukkan pemahaman konsep yang benar atau miskonsepsi negatif.
Questing through Acid–Base Chemistry: An RPG-Based Educational Game for High School Learning Mubarak, Syarifatul; Khatmunnubuwah, Muhammad Thobrhoni Noor; Raehanah, Raehanah
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.842

Abstract

The background of this study was triggered by the long time period in which students spend playing games and the ineffective use of learning media in teaching chemistry subjects. The purpose of the study is to design a model for learning through an Educational Role Playing Game (RPG) to be feasible and practical in teaching acid-base principles for grade XI students. In addition, the study Using the analysis, design, development, implementation, and evaluation (ADDIE) approach in conjunction with a research and development approach. The participants in this study were media experts, subject matter experts in the area of chemistry, chemistry teachers, and learners in Grade XI from MAN 1 Mataram. The study used interviews and questionnaires as techniques to collect data from the study participants. With validation scores of 92.85% from media professionals, 90.62% from subject experts, and 97.36% from chemistry professors, the study's findings demonstrate the viability of the suggested learning game. Students with an 85.90% practicality level also provided a very positive feedback. This outcome also leads to the conclusion that this RPG-based instructional game is workable and useful for improving students' comprehension of acids and bases
Level of Islamic High Schools Students' Chemistry Literacy Mubarak, Syarifatul; Mizriaty, Alfina; Mujakir, Mujakir; Bilad, Muhammad Roil
Jurnal Tadris Kimiya Vol 10 No 2 (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.v10i2.44204

Abstract

Chemical literacy is a core construct in chemistry education, reflecting students’ ability to understand chemical concepts, coordinate macroscopic, sub-microscopic, and symbolic representations, and apply chemistry knowledge meaningfully. In Indonesia, persistent regional disparities in educational quality remain a challenge, particularly in provinces with lower human development indicators. West Nusa Tenggara has recently been identified as a region with relatively high general illiteracy rates, raising concerns about students’ chemical literacy at the upper secondary level. This study aimed to investigate the chemical literacy levels of Grade XI students enrolled in State Islamic Senior High Schools across West Nusa Tenggara. A quantitative research design was employed involving 654 students selected through multi-stage cluster sampling based on regional Human Development Index classifications. Data were collected using the Chemical Literacy Instrument (CLI), a validated three-tier diagnostic assessment designed to capture students’ conceptual understanding and reasoning across macroscopic, sub-microscopic, and symbolic levels. The instrument consisted of ten items covering core chemistry topics commonly taught in senior secondary education. Descriptive statistical analyses were conducted to categorize students’ chemical literacy into nominal, functional, conceptual, and scientific illiteracy levels. The results reveal critically low levels of chemical literacy. Only 12.62% of students demonstrated nominal literacy, 9.16% reached the functional level, and merely 1.12% achieved conceptual literacy, while 77.10% of students were classified as scientifically illiterate. This study provides novel large-scale empirical evidence on chemical literacy in Islamic secondary education contexts within developing regions, highlighting persistent representational and conceptual gaps that remain underexplored in existing chemistry education research. The findings underscore the need for instructional approaches that explicitly support representational competence, diagnostic assessment, and conceptual integration to strengthen chemical literacy development in secondary chemistry education.
Persepsi & asistensi guru: penerapan asesmen kompetensi minimum sekolah dasar di se-kecamatan Rasanae Barat kota Bima Mubarak, Syarifatul; Sukmawati, Ati
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 3 (2024): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i3.25411

Abstract

AbstrakAsesmen Nasional 2021 yang digunakan untuk pemetaan mutu pendidikan di Indonesia terdiri dari tiga bagian yang salah satunya yaitu Asesmen Kompetensi Minimum (AKM), saat ini, sebagian besar pelaku pendidikan baik kepala sekolah, guru, dan peserta didik, maupun orangtua masih belum memahami fungsi dan jenis asesmen nasional yang sesungguhnya, termasuk di SD yang terdapat di Kecamatan Rasanae Barat, Kota Bima. Sasaran utama kegiatan ini adalah guru kelas 5 & 6 berjumlah 44 orang berasal dari 17 SD/MI se-kecamatan Rasanae Barat, Kota Bima. Kegiatan pendampingan ini menggunakan metode Service Learning (SL) dengan pendekatan iPERCE (investigation, preparation, engagement, reflection and connection, and evaluation). 80% responden nyaman dan percaya dengan dukungan lembaga sekolah, dinas dan kementerian guna mendukung ketercapaian dan kesuksesan pelaksanaan AKM di tingkat sekolah. Peserta kegiatan setuju/sangat setuju bahwa kedepannya, AKM tidak hanya berfungsi untuk memberdayakan siswa, namun juga memberdayakan guru untuk menjadi lebih profesional. Kata Kunci: asesmen kompetensi minimum; AKM; SD kota bima; asistensi AKM; AKM SD. AbstractThe 2021 National Assessment, which is used to map the quality of education in Indonesia, consists of three parts, one of which is the Minimum Competency Assessment (AKM). Currently, most educational actors, including school principals, teachers, students, and parents, still do not understand the function and proper type of National assessment, including in elementary schools in West Rasanae District, Bima City. The main target of this activity is 44 grade 5 & 6 teachers from 17 elementary schools/MI in West Rasanae sub-district, Bima City. This mentoring activity uses the Service Learning (SL) method with the iPERCE (investigation, preparation, engagement, reflection and connection, and evaluation) approach. 80% of respondents are comfortable and confident with the support of school institutions, agencies, and ministries in supporting the achievement and success of AKM implementation at the school level. Activity participants agreed/strongly agreed that in the future, AKM will not only function to empower students but also empower teachers to become more professional. Keywords: AKM assistance; AKM; AKM SD; minimum competency assessment; SD Kota Bima.
Co-Authors Ati Sukmawati, Ati Bilad, Muhammad Roil Khatmunnubuwah, Muhammad Thobrhoni Noor Mizriaty, Alfina Mujakir Mujakir Raehanah Raehanah Suyatni, Liza Uswatun