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All Journal Journal of Education and Learning (EduLearn) Jurnal Tadris Kimiya IJoLE: International Journal of Language Education Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Indonesian Review of Physics (IRiP) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdimas Kartika Wijayakusuma Empiricism Journal Indonesian Journal of Multidiciplinary Research (IJoMR) Automotive Experiences Lensa: Jurnal Kependidikan Fisika Nuras : Jurnal Pengabdian Kepada Masyarakat International Journal of Essential Competencies in Education Biosaintifika: Journal of Biology & Biology Education International Journal of Ethnoscience and Technology in Education JURNAL REKAYASA KIMIA & LINGKUNGAN ASEAN Journal for Science and Engineering in Materials ASEAN Journal of Educational Research and Technology
Bilad, Muhammad Roil
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Control & Systems Engineering Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Mosaic of Drosophila Behavior Due to Bisphenol-A Exposure: From Hyperactivity to Aversion Fauzi, Ahmad; Ramadhan, Muhamad Justitia; Kharomah, Sindi; Kharomah, Sinta; Zahrah, Natasya Adiba; Setiawan, Deny; Buroidah, Hikmah; Bilad, Muhammad Roil; Zubaidah, Siti
Biosaintifika: Journal of Biology & Biology Education Vol. 17 No. 3 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/biosaintifika.v17i3.34229

Abstract

Bisphenol-A (BPA) is classified as an endocrine-disrupting chemical that is widely found in everyday food. However, various studies have reported inconsistent results regarding the effects of this exposure on behavior. This study aimed to evaluate how dose, genetic background, and duration of exposure interact to shape behavioral responses in Drosophila melanogaster exposed to BPA. Three strains (Wild-type, white-eye, and black-body) were cultured on a medium containing 0, 0.25, and 0.5 mg/mL BPA for two generations. Before exposure (G0), after the first generation of exposure (G1), and after the second generation of exposure (G2), three behaviors were measured: larval crawling speed, number of larval contractions, and larval exploration distance. Repeated-measures ANOVA revealed a non-monotonic pattern in behavioral responses. Each behavior exhibited distinct sensitivities to treatment factors, and complex interactions were observed between genetic factors, dose, and time (generation). Furthermore, the effects of BPA are not general but rather specific to the type of behavior observed. Generational effects are evident in some behavioral data. In addition, fly strain plays a role in determining the effect of exposure on behavioral responses.
How to Integrate Nanotechnology into Chemical Engineering Education: A Bibliometric and Technological Review of Curriculum Standards, Research Trends, Pedagogical Challenges, and Future Prospects Nandiyanto, Asep Bayu Dani; Kurniawan, Teguh; Bilad, Muhammad Roil; Al-Obaidi, Abdulkareem Sh. Mahdi; Farobie, Obie; Hammouti, Belkheir
ASEAN Journal of Educational Research and Technology Vol 5, No 2 (2026): (ONLINE FIRST) AJERT: VOLUME 5, ISSUE 2, September 2026
Publisher : Bumi Publikasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the integration of nanotechnology into chemical engineering education and its implications for future curriculum development. A bibliometric and technological review was conducted using publications from major scientific databases, with standardized datasets and mapped collaboration and keyword networks to identify pedagogical and curricular trends. The findings indicate a steady growth of interdisciplinary research linking nanoscale concepts with process engineering, accompanied by increasing adoption of virtual laboratories, computer simulations, and intelligent tutoring systems. Nevertheless, challenges remain, including uneven faculty preparedness, limited access to advanced instrumentation, and the lack of unified competency frameworks across institutions. These constraints are largely driven by macro-centric teaching traditions, resource limitations, and inconsistent curriculum standards. To address these gaps, the study proposes targeted updates to core and elective courses that emphasize nano-centric content, sustainability, and digital pedagogy. Overall, the paper presents a practical framework aligned with Safe-by-Design principles and the United Nations Sustainable Development Goals.
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.
Involving STEM Students in Critical Analysis Tasks on the Processes of Modifying Optical Properties of Materials Bilad, Muhammad Roil; Doyan, Aris
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1597

Abstract

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Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses Bilad, Muhammad Roil; Anwar, Kaspul; Hayati, Susruhiyatun
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.728

Abstract

Alignment of inquiry learning has embarked on remote inquiry as a replacement for face-to-face inquiry. On the other hand, the current technological developments bring opportunities to use it as a learning resource to support critical thinking. The current study explores the impact of virtual simulation-assisted remote inquiry in Fourier transform courses on prospective STEM teachers' (PST) critical thinking (CT) skills. The experimental design employed a randomized pretest-posttest control group was employed. Two groups of samples were randomized: the experimental group, n = 30, and the control group, n = 30. The treatment of learning was different in each group. The experimental group was conducted by virtual simulation-assisted remote inquiry, while the control group was conducted by online learning without inquiry and simulation. The measured CT skills aspects included analytical, inference, evaluation, and decision-making measured by an essay test instrument. The results were then analyzed descriptively and statistically. The results confirm that the virtual simulation-assisted remote inquiry significantly improved PST CT in Fourier transform courses. The virtual simulation-assisted remote inquiry learning was better than courses with online learning without inquiry and simulation. The virtual simulation-assisted remote inquiry provided conceptual formation and application of concepts. It strengthened the opportunities for the PSTs to train their CT skills.
Analyzing STEM Students’ Critical Thinking Performance: Literacy Study on the Polymer Film Fabrication Process Irradiated with Gamma Rays Bilad, Muhammad Roil; Doyan, Aris; Susilawati, Susilawati
International Journal of Essential Competencies in Education Vol. 1 No. 2 (2022): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i2.782

Abstract

The reliability of pedagogical practice is highly dictated by how it enhances science, technology, engineering, and mathematics (STEM) students’ critical thinking achievement. Adequate pedagogical practice is thus needed in line with the demands of STEM learning in the 21st century, namely achieving optimal critical thinking. This paper reports this pedagogical practice on a topic of polymer film fabrication irradiated with gamma rays. The specific objective was to analyze STEM students’ critical thinking performance in literacy of the aforementioned topic. It is an exploratory study with an experimental method. Only one treatment group was involved, they were STEM students attending the Material Physics Courses. By employing valid critical thinking instruments and adequate methods of analysis, the findings show that literacy on the assigned topic significantly improved STEM students’ CT skills. It was proven that the mean scores of CT indicators have increased in all aspects of the CT assessed. The statistical analysis confirmed that there were significant differences in the CT skills of STEM students between the observations before and after the learning process intervention. The implication of this study is that pedagogical interventions integrated with studies on advanced material modification technology could be effectively used for creating inspiring STEM learning, especially for training STEM students’ critical thinking ways.
Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments Bilad, Muhammad Roil
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1369

Abstract

This study evaluates implementation of asynchronous learning in teaching engineering electromagnetics module. A group of first-year engineering students participated in the study. The instruction was divided into two periods, with the first period using asynchronous online mode and the second period using synchronous face-to-face mode. The performance evaluation was based on essay questions on class tests, and the data variances were statistically analysed. In addition, student feedback was gathered through interviews conducted at the end of the semester. In terms of overall performance, the results indicate that synchronous and asynchronous learning methods were equally effective, as no significant difference was found. However, individual student grades revealed a variety of outcomes for the asynchronous learning method, suggesting that students have different learning preferences and levels of adaptability. Positive feedback for asynchronous learning included the ability to adjust the pace of learning and conveniently access course materials. Students valued the availability of recorded lectures for reviewing difficult subject matter. Students with lower study motivation or limited experience with independent learning were negatively affected by the absence of scaffolding and immediate feedback in the asynchronous learning approach. Some students emphasized the importance of face-to-face interaction with the instructor, especially in a subject like electromagnetics that requires intuitive thought and elaboration.
Involving STEM Students in Critical Analysis Tasks on the Processes of Modifying Optical Properties of Materials Bilad, Muhammad Roil; Doyan, Aris
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1597

Abstract

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Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System Bilad, Muhammad Roil; Zubaidah, Siti; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1935

Abstract

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.
Analysis of Students’ Difficulties in Using ChatGPT to Solve Routine Mechanics of Motion Problems Bilad, Muhammad Roil; Azmi, Irham; Yusup, Muhammad Yusril; Habibi, Habibi; Mustofa, Hisbulloh Als
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 1 (2026): March
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i1.19616

Abstract

This study analyzes university students’ difficulties in using ChatGPT to solve routine mechanics of motion problems by mapping challenges across the problem-solving cycle and explaining how these difficulties emerge during student–AI interactions. A sequential explanatory mixed-methods design was employed. In the quantitative phase, 70 Physics Education and Science Education undergraduates who had completed Basic Physics or Mechanics and had used ChatGPT for learning completed a 24-item Likert questionnaire covering six dimensions: problem representation, prompt formulation, understanding solution steps, evaluation and verification, integration into one’s own solution, and self-regulation/technical constraints. Descriptive statistics, ANOVA with post-hoc tests, and correlation analyses were conducted. The overall difficulty level was moderate (M ≈ 3.22), with 61.4% in the moderate category and 18.6% in the high category. Evaluation and verification emerged as the most critical difficulty (M ≈ 3.69; 45.7% high). Significant differences were found by semester and frequency of ChatGPT use, but not by study program; early-semester and rare users reported higher difficulty, especially in verification. Correlations indicated a chain linking prompting, understanding, and verification (e.g., D3–D4 r = 0.62). In the qualitative phase, interviews and reflections with nine students (high/moderate/low difficulty) showed that incomplete problem representation and reactive prompt revision led to superficial understanding and premature trust in AI outputs, with limited unit, sign, and plausibility checks. The findings highlight verification as the main bottleneck and support instructional designs that foreground modeling, evaluative routines, and metacognitive regulation in AI-supported physics learning.
Co-Authors - Khaeruman Abd Halim, Nur Syakinah Abduh, Amirullah Abdull Rahim Mohd Yusoff Abdullah, Mas Fathasha Abu Bakar Adam Bachtiar Maulachela AHMADI Ahzan, Sukainil Aishalya, Althafia Siti Al-Obaidi, Abdulkareem Sh. Mahdi Alaydrus, Kadir Alpan Amri Amin Annisa, Vera Nur Anwar, Kaspul Ardi, Raden Fanny Printi Ariani, Dwi Ariansyah Ariansyah, Ariansyah Aris Doyan Asep Bayu Dani Nandiyanto Astuti, Mei Dwi Asy’ari, Muhammad Ayupratiwi, Trisya Azmi, Irham Azmiyati, Ismi Baiq Asma Nufida Bayani, Faizul Burhanuddin Burhanuddin Dahlia Rosma Indah Deny Setiawan Fadilah, Himmi Raudatul Fajria, Gebrina Rezky Fauzi Ahmad Muda Fitriani Fitriani Fitriani, Herdiyana Gargazi Gargazi Girsang, Gabriela Chelvina Santiuly Grendis, Nuraqilla Waidha Bintang Habibi Habibi Hamdani, Muhammad Hasbul Wafi Mohammad Hammouti, Belkheir Harisanti, Baiq Muli Hassim, Faten Khairullisa Najihah Hayati, Susruhiyatun Herawati Susilo Hidayat, Linda Fasha Hikmah Buroidah Hulyadi, Hulyadi Irman Suherman Kharomah, Sindi Kharomah, Sinta Kuncahyono Kuncahyono Kurnia, Nova Kurniawan, Ervin Dwi M. Muhali Maratussolihah, Permata Md Nordin, Nik Abdul Hadi Melayu, Audrey Menti Baring Anak Mesarah, Siti Mirawati, Baiq Mizriaty, Alfina Mohd Asri, Muhammad Amir Nasrin Mohd Hizam, Shafiq Mubarak, Syarifatul Mugianti, Dinnida Sulistiani Muhammad Asy'ari Mujakir Mujakir Mustofa, Hisbulloh Als Nasrul Arahman Novrizal, Ricko Salza Nugraha, Hilda Herliani Obie Farobie Pangga, Dwi Pathan, Pathan Permana, Wegy Predy Piantari, Erna Prayogi, Saiful R. Siti Pupu Fauziah Ragadhita, Risti Rahma, Arinda Yusfika Rahmadianti, Salma Ramadhan, Muhamad Justitia Razak, Nik Nurul Ain Nabilah Riyanto, Muhammad Roestamy, Martin Sabila, Luthfia Shamsuddin, Norazanita Sharov, Sergii Shin, Wong Yen Siti Zubaidah Sopian, Aldi Sri Aprilia Suhartini, Sriyanti Sukriyadi, Sukriyadi Susilawati, Susilawati Sutarto Sutarto Syaputra, Ijlal Dhea Syarafah, Karina Nur Syazwany, Aisha Nadhira Syuhada, Themy Sabri Taufik Samsuri Tedi Kurniawan Teguh Kurniawan Tien, Ho Hao Tri Kuncoro Tyas, Kanthi Pawening Wirzal, Mohd Dzul Hakim Yaqin, Lalu Nurul Yuliana, Depi Yuni, Elza Yusran Khery, Yusran Yusup, Muhammad Yusril Zahrah, Natasya Adiba