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All Journal QUANTUM: Jurnal Inovasi Pendidikan Sains IJCER (International Journal of Chemistry Education Research) JKPK (Jurnal Kimia dan Pendidikan Kimia) JPPS (Jurnal Penelitian Pendidikan Sains) Journal of Educational Chemistry (JEC) CHEDS: Journal of Chemistry, Education, and Science Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) LAVOISIER: Chemistry Education Journal Prosiding Seminar Nasional Manajemen dan Ekonomi AMPLITUDO: Journal of Science & Technology Innovation Prosiding Seminar Nasional Pendidikan dan Agama Journal of The Indonesian Society of Integrated Chemistry Harmoni Sosial : Jurnal Pengabdian Dan Solidaritas Masyarakat LAVOISIER: Chemistry Education Journal Pemberdayaan Masyarakat: Jurnal Aksi Sosial
Harahap, Lenni Khotimah
Universitas Islam Negeri Walisongo Semarang
Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Differences in Students’ Self-Efficacy and Learning Outcomes between Case-Based Learning and Direct Instruction in Basic Chemistry Muliaman, Agus; Dewi, Ucia Mahya; Harahap, Lenni Khotimah; Ridho, Dimas
Journal of The Indonesian Society of Integrated Chemistry Vol. 17 No. 2 (2025): Journal of The Indonesian Society of Integrated Chemistry
Publisher : Pendidikan Kimia FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jisic.v17i2.50172

Abstract

This study is motivated by low levels of self-efficacy and learning achievement among students in General Chemistry, which are often associated with the material's abstract nature and the limited use of active learning approaches. This study aims to examine differences in students’ self-efficacy and learning outcomes between the Case-Based Learning (CBL) model and the Direct Instruction (DI) model. The study employed an intact-group comparison (quasi-experimental) design involving 44 students from the Chemistry Education Program at Malikussaleh University, divided into an experimental group (CBL) and a control group (DI). Research instruments included a self-efficacy questionnaire and a multiple-choice posttest. The results revealed statistically significant differences between the two groups in both self-efficacy (t = 13.715; p < .001) and learning outcomes (t = 8.793; p < .001). Students in the CBL group obtained higher mean scores in self-efficacy (72.86) and learning outcomes (83.27) compared to those in the DI group. These findings indicate that Case-Based Learning is associated with higher self-efficacy and better learning outcomes in General Chemistry. The study suggests that CBL can be considered an alternative instructional approach to support active and contextual learning in science education.
Development and Usability Perceptions of Spectral Crime Analysis Network Game with Augmented Reality for Ultraviolet-Visible Light Spectroscopy Hussain, Abbas Ali Iftikhar; Kamari, Azlan; Syamsudin, Frendi Ihwan; Harahap, Lenni Khotimah; Saputro, Sulistyo; Wiyarsi, Antuni; Sukkaew, Adulsman
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.517

Abstract

The Spectral Crime Analysis Network (SCAN) game was developed using the ADDIE model, used a hybrid augmented reality embedded game-based learning approach and aligned with the learning standards of ultraviolet–visible (UV–Vis) spectroscopy. This game is developed as a learning and reinforcement tool in analytical chemistry instrumentation for undergraduate chemistry students. Based on a survey study conducted on 265 respondents, it was found that the SCAN game demonstrated high usability with mean scores of 3.49 (SD = 0.489) for usefulness, 3.49 (SD = 0.474) for ease of use, 3.48 (SD = 0.504) for ease of learning and 3.53 (SD = 0.476) for satisfaction. Overall, SCAN supports cooperative, technology-enhanced game-based learning, fostering greater interactivity and engagement in chemistry education. This innovation is aligned with the United Nations' Sustainable Development Goal number 4 (SDG4), which is quality education that utilises technology and interactive 21st-century learning.
Co-Authors Aida Amalia Aldo Geo Frengky Saragih Anggi Desviana Siregar Desviana Siregar, Anggi Desviana Siregar Desviana Anggun Maharani Antuni Wiyarsi Arina Haqia Aulia Muthiatus Sa’adah A’immatus Sa’diyah Chandra Wijaya Chandra Wijaya Delima Sianturi Dimas Ridho Diyah Pitaloka Drastisianti, Apriliana Eky Pradipta Elsa Elperida Pandiangan Erma Aulia Istiqomah Faniyah, Isti Faridabby Tsamarah Hannu Fitria Natasya Anjani Hanif Jamaluddin Ahmad Hanifah Setiowati Hussain, Abbas Ali Iftikhar Icah Hamidah Isna Rahmah Sabila Ivena Tiara Syafa Iysfa Imroatun Adilla Julia Mardhiyah Kamari, Azlan Kamila Rosyada Laela Oktavia Nurul Hidayah Layla Asyrotun Ni’mah Litajzia Jaza ‘Anil Husna M. Raif Al Abrar Manggala Putra Sahalana Mei Sufi Anisa Sibarani Mela Purnamasari Melysa Septiana Monalisa Situmorang Muliaman, Agus Nugroho, Deni Ebit Nur Rahmaniyah Wijayanti Putri Merlinda Ratna Sari Dewi Ravico Ravico, Ravico Setiawan, Riky Sri Mulyanti Sri Rahmania Sukkaew, Adulsman Sulistyo Saputro Syamsudin, Frendi Ihwan Tasya Tri Wahyuni Ucia Mahya Dewi Wiranda Hasibuan