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All Journal Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Jurnal Pijar MIPA
Raihanah, Dinnah
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences

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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.
Co-Authors Achmad Ridwan, Achmad Fatmawati, Tri Kurnia Muktiningsih Nurjayadi Putri, Nabilah Mustika Yuli Rahmawati