Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
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This Author published in this journals
All Journal Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Jurnal Pijar MIPA Journal of Technology-Assisted Learning
Raihanah, Dinnah
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Relationship Between Collaborative Skills and Chemistry Learning Achievement Raihanah, Dinnah; Ridwan, Achmad; Rahmawati, Yuli
Jurnal Inovasi Pembelajaran Kimia (Journal of Innovation in Chemistry Education) Vol. 7 No. 2 (2025): OCTOBER 2025
Publisher : Universitas Negeri Medan

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Abstract

Abstract: This study investigates the relationship between students’ collaborative skills and their achievement in chemistry learning, particularly on the topic of acid–base concepts. Collaborative ability plays an essential role in supporting effective learning and knowledge construction, especially in cooperative classroom settings. The research involved 255 eleventh-grade students who completed both a collaborative skills questionnaire and a chemistry achievement test. The collaborative skills instrument consisted of 23 items covering 11 dimensions, while the achievement test assessed students’ understanding of acid–base concepts. Data were analyzed using Spearman’s correlation after confirming normality and identifying a non-linear relationship. The results revealed a positive and significant correlation between collaborative skills and learning achievement (r = 0.501; p < 0.001), with a determination coefficient of 25.1%. These findings indicate that students with stronger collaborative skills tend to achieve higher levels of conceptual mastery in chemistry. Overall, the study emphasizes the importance of developing collaboration competencies to enhance academic performance in science learning.
Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability for Prospective Chemistry Teacher Students and Chemistry Teachers: A Literature Review Raihanah, Dinnah; Putri, Nabilah Mustika; Fatmawati, Tri Kurnia; Nurjayadi, Muktiningsih
Jurnal Pijar Mipa Vol. 19 No. 1 (2024): January 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i1.6395

Abstract

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.
Bibliometric Analysis of Learning Styles Research in Higher Education: Trends and Insights from 1973 to 2024 Raihanah, Dinnah
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.2

Abstract

Identifying students’ learning styles is essential for enhancing the quality of education. This study aims to comprehensively understand the publication trends and conceptual, intellectual, and social structures within the topic of learning styles in higher education. The literature data was sourced from the Scopus database, covering the period from 1973 to 2024, and analyzed using bibliometric methods. This process began with an initial identification of 3,779 articles, which were then filtered according to specific criteria, resulting in 2,190 selected articles for in-depth analysis. The findings of this study reveal critical themes within the topic of learning styles and provide statistical insights through tables, graphs, and maps. This research also examines keywords and citations based on scientific publications. The results indicate that learning styles are closely linked with learning outcomes, learning objects, and students’ psychological aspects. A notable increase in publications began around 2001, reaching a peak in 2022 with 131 articles. Analysis reveals the three authors with the greatest publication output in this domain are Brown T., Van Petegem P., and Vermunt JD. The analysis identifies BMC Medical Education as the leading journal publishing research on learning styles in higher education, followed by Medical Teacher and Nurse Education Today. Based on bibliometric analysis, the most cited article was authored by Kolb A.Y. in 2005. The countries with the greatest publication output are the United States and the United Kingdom. The relevant keywords include “human,” “learning,” “female,” “article,” “male,” “humans,” “learning styles,” “teaching,” “adult,” and “education.” This information is expected to help researchers further develop, explore, and uncover additional dimensions, themes, ideas, and research trends related to the topic of learning styles in higher education.
Co-Authors Achmad Ridwan, Achmad Fatmawati, Tri Kurnia Muktiningsih Nurjayadi Putri, Nabilah Mustika Yuli Rahmawati