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All Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) FONDATIA Pelita Eksakta PAKAR Pendidikan Hydrogen: Jurnal Kependidikan Kimia Jurnal Pijar MIPA Journal of Educational Sciences Chimica Didactica Acta : Journal of Chemistry and Chemistry Education
Aini, Faizah Qurrata
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Other

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Analysis of Merdeka Curriculum Chemistry Textbooks on Atomic Structure Based on Multirepresentation of Chemistry Nafisah, Aura Zahra; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.274-287

Abstract

Atomic structure is a basic topic in chemistry learning that is very important as a foundation for other materials. Understanding this concept requires representations that are able to describe abstract concepts more concretely, with textbooks acting as the main learning resource. Textbooks help learners understand abstract concepts through various forms of representation. However, the chemistry textbooks of the Merdeka Curriculum still show shortcomings, such as the use of inappropriate representations and sourced from the internet. This study analyzes how the representation in the two Merdeka Curriculum chemistry textbooks used in SMA/MA Padang city, with an analysis based on Gkitzia's criteria. The results of this study indicate that chemistry textbooks A and B are dominated by 44% sub-microscopic and 36% macroscopic aspects (C1), in books A and B the surface features of the representations are generally explicit (C2), the representations of books A and B show that they are completely related and linked to the text (C3), in book A the no caption of the representation, while in book B the are existence of problematic caption (C4), books A and B the degree of correlation between representations comprising a multiple one is generally insufficiently linked (C5).
Description of Chemical Multirepresentation on Acid-Base Material in Merdeka Curriculum Chemistry Textbooks Septiani, Anggi; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.352-365

Abstract

The concept of acid-base is an essential and complex material because it is abstract. Textbooks play an important role in helping students' understanding through the use of representations to describe chemical phenomena that can make it easier for students to understand the material, especially on difficult material. However, the representations in the merdeka curriculum chemistry textbooks are generally sourced from websites or platforms that cannot be trusted. This study aims to analyze multirepresentation on acid-base material in the chemistry textbooks of the merdeka curriculum, using the method developed by Gkitzia. The data source in this study is the merdeka curriculum chemistry textbook which is generally used in SMA / MA Padang City. The results of this study show that textbook A and textbook B are dominant in the type of symbolic representation 64% and 50% (C1), book A and book B are generally explicit (C2), the relatedness to text, in book A is generally completely related and linked, book B is completely related and unlinked (C3), in book A and book B there is generally no caption (C4), the relationship between representations in book B is generally not quite related (C5).
Study of Chemical Multirepresentation on Chemical Bonding Material in Independent Curriculum Chemistry Textbooks Fadila, Iffa; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1137-1152

Abstract

Textbooks are one of the teaching materials that have an important role in understanding student representation. A meaningful approach can provide understanding to students by using images or visuals to illustrate different levels of representation in chemical phenomena contained in textbooks. One of the chemical materials that requires the role of chemical representation to provide a more realistic visualization for students about abstract chemical concepts is chemical bonding material. The concept in chemical phenomena that emphasizes three levels of chemical representation can provide a complete understanding if it is able to link the three levels of representation. The representations presented in the textbooks that were analyzed generally came from websites that were not scientifically trusted. This study aims to analyze the multi-representation of independent curriculum chemistry textbooks on chemical bonding material using five criteria developed by Gkitzia et al. (2011). The data sources in this study were six chemistry textbooks for the Independent Curriculum for SMA/MA which were compared with standard books. The results of this study indicate that the six textbooks generally have the following types of representation: (C1) multiple typology, but no mixed representation, (C2) explicit typology, (C3) fully related and related typology, (C4) typology of the existence of appropriate information, and (C5) fairly related typology.
Development of Test Instruments to Test Students' Understanding of Macroscopic, Sub-Microscopic and Symbolic Levels in Acid-Base Titration Material Using the Rasch Model Putri, Febi Edinda; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.269-281

Abstract

This study created a test instrument that can test students' understanding of the macroscopic, sub-microscopic and symbolic levels in acid-base titration material that has been tested for validity, reliability, difficulty index and differential power of the questions . This development research uses the Rasch model. The subjects of this study were four lecturers, two high school chemistry teachers and 35 students of SMA N 2 Padang. The object is the quality of the test instrument that meets the criteria of validity, reliability, difficulty index and discriminatory power . Data analysis used the MiniFac and Ministep programs. This study has 10 stages, namely: (1) Defining the construct, (2) Identifying the construct, (3) Designing the items, (4) Testing the product, (5) Analyzing the data, (6) Reviewing the results of the analysis, (7) Reviewing the map wright, (8) Repeat steps 4-7, (9) Claim product quality, (10) Develop documentation. The results showed that the suitability of validation by experts using the MiniFac program was the exact agreement and expected agreement values were very close, namely 95.8% and 95.4%, this indicated that the results of this analysis fit the model and its estimation. Likewise testing of students using the Ministep program. Each item can be said to be valid because it meets the criteria of the MNSQ, ZSTD and PtMean Corr. The instrument is also claimed to be reliable because it has a value of 0.92 . The difficulty index and discriminating power of the items also varied from the easiest to the most difficult .
Development of Test Instrument to Assess Students' Understanding on Macroscopic, Sub-Microscopic, and Symbolic Levels of Acid-Base Topics Using Rasch Model Sulvianti, Arifah; Aini, Faizah Qurrata
Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.282-295

Abstract

Students' conceptual understanding on acid-base topic has not been assessed comprehensively in multiple representation. The test instrument is needed to determine levels of students' understanding on acid-base topic comprehensively. This research developed an instrument to asses students' understanding on acid-base concept based on macroscopic, sub-microscopic and symbolic levels that is claimed valid, reliable, had good difficulty index and discriminatory item. This research is Research and Development (R&D) using Rasch model. The research procedure adopted ten stages by Wei, et al in 2012. The research instrument is questionnaire sheet given to subjects from chemistry lecturers and chemistry teacher. The data were analyzed using Rasch model assisted by minifacet and ministep software. The exact agreement value is 89,2% which have small range from the expect agreement with a percentage of 89,5%. It’s mean that, there is a fit between the results of expert's agreement and the results of estimated model. The pilot test results showed that all items have reached valid criteria based on the MNSQ, ZSTD, and Pt-Mean Corr. The reliability value is 0,80 in the good category. Difficulty index has variations of easy, medium, and difficult items. The discriminatory item is able to distinguish three levels of student ability.
Pengaruh Penggunaan E-Modul Asam Basa berbasis Guided Discovery Learning terhadap Kemampuan Literasi Membaca dan Numerasi Peserta Didik Salsabila, Diva; Yerimadesi, Yerimadesi; Gazali, Fauzana; Aini, Faizah Qurrata
PAKAR Pendidikan Vol 23 No 2 (2025): Published in July 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v23i2.882

Abstract

The Acid Base E-Module based on Guided Discovery Learning (GDL) has been validated and tested for practicality, but its effectiveness and impact on students' reading and numeracy literacy have not yet been tested. The purpose of this study is to analyze the effect of using e-modules on improving reading and numeracy literacy among Phase F students at SMAN 3 Bukittinggi. This research is a quasi-experimental study using a non-equivalent control group design. The research population included Phase F students at SMAN 3 Bukittinggi, with samples from classes XI F 3 and XI F 4 selected using purposive sampling. This study uses test instruments to evaluate students' reading literacy and numeracy skills. Data analysis employs N-gain tests, normality tests, homogeneity tests, and hypothesis tests. The study results show that the average N-gain for reading literacy in the experimental class (0.52) is higher than that of the control class (0.5). The normality and homogeneity tests showed a normal and homogeneous distribution in reading literacy. The hypothesis test using the t-test produced a tcount value (2.0032) that was greater than the ttable value (1.9955). The average N-gain in the experimental class for numeracy literacy (0.36) was also higher than that of the control class (0.26). Normality and homogeneity tests produced a normal and non-homogeneous distribution in numeracy literacy, and the t’ test produced a t’count value (3.5492) greater than the ttable value (2.0058). These findings indicate that the application of the acid-base e-module with the GDL approach has a significant impact on reading and numeracy literacy.
The Relationship Between Prior Knowledge and Students’ Chemical Literacy Pebriani, Nur Indah; Aini, Faizah Qurrata
Jurnal Pijar Mipa Vol. 20 No. 5 (2025)
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.v20i5.9598

Abstract

Chemical literacy is a key component of scientific literacy, enabling individuals to understand, evaluate, and apply chemical concepts in real-life situations. This study investigates the relationship between students' prior knowledge and their chemical literacy on acid-base topics in senior high school. The study employed a quantitative descriptive method with a correlational approach, involving 99 eleventh-grade students from three accredited private schools in Padang City, Indonesia. Two validated instruments were used to collect data: the Structured Essay Diagnostic Test of Chemistry (SEDToC) to assess prior knowledge, and a discourse-based chemical literacy test. Data analysis included descriptive statistics and Spearman's Rank correlation. Results revealed a very weak and statistically insignificant positive correlation between prior knowledge and chemical literacy (rₛ = 0.1454; p > 0.05), with a coefficient of determination (r²) of 2.1%. Stoichiometry emerged as the subtopic with the highest level of understanding (41.68%), while chemical bonding was the lowest (3.05%). Although most students demonstrated procedural understanding, many struggled with contextual and discourse-based questions that required higher-order thinking. A high rate of misconceptions (36.59%) was also identified, which negatively affected students’ ability to reason and interpret chemical phenomena accurately. This study highlights that conceptual understanding alone is insufficient to support chemical literacy. The novelty of this research lies in its focus on chemical literacy as a multidimensional construct, beyond mere content mastery. The findings suggest that instructional strategies should not only strengthen prior knowledge but also integrate real-world contexts and promote critical thinking. Future research is recommended to explore other contributing factors such as motivation, metacognitive awareness, and teaching approaches that could better foster students’ chemical literacy. To support this, educators should design learning strategies that go beyond reinforcing prior knowledge and emphasise contextual, inquiry-based, and reflective approaches to develop students' comprehensive chemical literacy.
Co-Authors Apriyani, Difva Desyafrianti, Vanny F, Fina Afrihany Fadila, Iffa Fauzana Gazali Febi Edinda Putri, Febi Edinda Putri Fitri, Bali Yana Kurnia, Reni Nafisah, Aura Zahra Naibaho, Sriwahyuni Oktavianti, Femi Pangestuti, Annisa Dewi Pebriani, Nur Indah Pertiwi, Nadia Putri, Febi Edinda Rindiany, Nindy Aprillia Salsabila, Diva Septiani, Anggi Sulvianti, Arifah Suryani, Okta Yerimadesi Yerimadesi