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All Journal Jurnal Pendidikan dan Pengajaran JCER (Journal of Chemistry Education Research) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Journal of Innovation in Educational and Cultural Research Indonesian Journal of Educational Development (IJED) Journal of Environment and Sustainability Education
Asih, Findiyani Ernawati
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Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Asih, Findiyani Ernawati; Novita, Dian; Ardhana, Ivan Ashif
Jurnal Pendidikan dan Pengajaran Vol 55, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i1.35979

Abstract

The society 5.0  era requires the active contribution of the younger generation to solve problems in the community through implementation of scientific methods which involve integrated science process skills (i-SPS). The rapid technological development makes social science students able to practice i-SPS through practicum methods. In addition, the existence of internet access can facilitate them to criticize phenomena through argumentation.. The aim of this study was analyzing the integrated science process skills (i-SPS) and argumentation of social science students. i-SPS were trained through demonstration methods and virtual experiment methods using pHET simulations, while argumentation were trained through debate activities involving pro-groups (pseudoscience view) and contra groups (scientific view). The research design was mixed method, the qualitative aspect is a content analyzing on i-SPS achievement of social science students who did rotation learning methods, while the quantitative aspect was the correlation test between i-SPS by pHET and argumentation. Mean score of  i-SPS by pHET was 83.46 and i-SPS by Demonstration was 55, while mean score of argumentation waas 77.88. The results of the nonparametric correlation test was r calculation was 0.175 smaller than r table 0.404 (sig 0.05 and N 24), so it was concluded that no correlation between i-SPS by pHET and argumentation. Majority of social science students about 75% have unequal category combinations of i-SPS by pHET and argumentation. Students’ i-SPS-PHET does not affect their argumentation. Several factors can influence the argumentation of social students, such as experience about phenomena, information disclosure in digital era , and the characteristics of debate involves pro and contra groups which expands knowledge.
INVESTIGATE THE UTILITY OF A MISCONCEPTION DETECTION APPLICATION AS AN EARLY DETECTION TOOL BASED ON FIVE-TIER DIAGNOSTICS TEST Novita, Dian; Muchlis; Yonata, Bertha; Asih, Findiyani Ernawati; Artiono, Rudianto
JCER (Journal of Chemistry Education Research) Vol. 9 No. 1 (2025): Volume 9 No. 1 June 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v9n1.p45-51

Abstract

Research into misconceptions is crucial in the field of education, particularly in subjects like chemistry, which are complex and prone to misunderstandings. Misconceptions—ideas held by individuals that deviate from established scientific understanding—can arise from various sources, including students, teachers, textbooks, and instructional methods. These inaccuracies can hinder effective learning and need to be addressed to enhance educational outcomes. Identifying and remediating misconceptions is challenging, requiring specialized tools and methods. Therefore, research into misconceptions aims to uncover and correct these misunderstandings to improve teaching strategies and student comprehension. Therefore, the research in this article is concerned with the practicality of the application of chemical representation diagnostic tests to identify chemical misconceptions, particularly on chemical equilibrium and chemical bonding materials. This research was carried out at Surabaya State University participated by 24 students from the Chemistry Education Study Program. In this research, the practicality of the chemical misconception diagnostic test application was obtained at 98.6% which indicates that the application is practical to use. In addition, obtained data on student diagnostic results, namely: 88.3% did not understand the concept; 10.4% had misconceptions; and 1.3% understood the concept on the topic of chemical bonding. Keywords: misconceptions, five-tier diagnostic test, chemical bonding, online application
Is the Creativity of First-Year Students in Stoichiometry Learning Affected by Their Chemistry Scholastic Ability? Asih, Findiyani Ernawati; Azizah, Utiya; Rachmadiarti, Fida; Sukarmin, Sukarmin
Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i1.1995

Abstract

This study aims to examine the correlation between scholastic ability in chemistry and creativity in stoichiometry learning among first-year students. Chemistry scholastic ability is naturally integrated among first-year students who demonstrate their reasoning skills in the field of chemistry, which may influence students' creativity in their chemistry learning. This quantitative research used a correlational design to examine two variables without providing an intervention. The research results showed a significant correlation between scholastic ability in chemistry and creativity, but were inconsistent across the two creativity measures (verbal assessment of creativity [VAC] and figural assessment of creativity [FAC]). Chemistry scholastic ability had a significant correlation with VAC. The first-year students identified had moderate-level reasoning ability, as evidenced by their difficulties transforming stoichiometry knowledge at the microscopic-symbolic level. Students' reasoning abilities encouraged the emergence of an original idea for molecular modeling using environmentally friendly materials (VAC). Even though they did not achieve high-level reasoning ability, they succeeded in creating a mind map (FAC) on stoichiometry by supporting digital literacy. Reasoning ability can foster creativity as one of the 21st-century skills, enabling students to directly contribute to preserving the environment by using molecular modeling materials. They also solve daily-life problems more easily by applying stoichiometry knowledge visualized in a mind map.
Enhancing slow learners' competency skills through e-LAPD using the UDL approach in clinical chemistry learning Novita, Dian; Amalia, Zelinda Fitri; Sari, Rahmania Fitrah; Muchlis; Rusmini; Asih, Findiyani Ernawati
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5618

Abstract

The digitalization of chemistry education plays a crucial role in providing equal learning, this study is essential due to the persistent learning gaps experienced by slow learners in digital chemistry instruction. This study investigated the competency development of two slow learners at SMAN 10 Surabaya through the implementation of digital student worksheets (e-LAPD) focused on balancing chemical equations and Nomenclature of Ionic and Covalent bonds, combined with individualized strategies integrated with the UDL strategy delivered via the Liveworksheet platform. Qualitative data from semi-structured interviews and observations were analyzed using NVivo 11, comparing competencies at the start and end of the learning process. This analysis identified three key competencies: explaining scientific phenomena, interpreting data, and analyzing and evaluating scientific evidence. To supplement the qualitative results, pretest and posttest assessments were conducted, revealing significant improvements in competency. Specifically, students showed an average 40% increase in both the DA and E categories when balancing chemical equations. In contrast, for the Nomenclature of Ionic and Covalent bonds, DA scores rose by 80%, while E scores improved by 100%. The findings confirm that the use of e-LAPD with individualized learning strategies effectively promotes competency improvement among slow learners in chemistry education, guiding future instructional development.
Designing an inclusive chemistry learning environment for intellectual disabilities through Universal Design for Learning (UDL) in periodic properties elements Virani, Hana Salsabila; Santoso, Teguh Bedjo; Sari, Rahmania Fitrah; Asih, Findiyani Ernawati; Novita, Dian
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.198

Abstract

Inclusive education is a learning approach that accommodate the diverse abilities of students, including students with intellectual disabilities. However, implementation in chemistry learning which has abstract concepts, presents challenges for students with intellectual disabilities. Conventional chemistry learning tends to be limited to fulfilling cognitive needs. This research aims to examine the implementation Universal Design for Learning (UDL) principles in building an inclusive learning environment and support conceptual understanding of periodic properties This research employed a mixed-method embedded design, with qualitative data serving as the primary data and quantitative data supporting it. The subjects were three eleventh-grade students with intellectual disabilities at Senior High School 10 Surabaya. Qualitative data were gathered by means of observation, interviews, and video documentation, that processed using NVivo 11 software, quantitative data were obtained through pretests and posttests, analyzed use N-gain values. The results from this research demonstrate that implementation of UDL through the principles of representation, engagement, and action and expression was able to build an inclusive learning environment by providing flexible learning access and tailored to students' needs. In addition, the results of N-gain analysis reveal an improvement in conceptual understanding with a high category (average N-gain = 0.93). These findings confirm highlight that the application of UDL as an approach to more inclusive in chemistry learning environments for students with intellectual disabilities.
PELATIHAN EDUECOPRENEURSHIP SEBAGAI SOLUSI PENDIDIKAN DAN PEMBERDAYAAN EKONOMI BAGI PEKERJA MIGRAN INDONESIA DI BRUNEI DARUSSALAM Wasis, Wasis; Ekawati, Rooselyna; Sari, Yurizka Melia; Daulay, Pardamean; Indana, Sifak; Sunarti, Titin; Indrawatiningsih, Nonik; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Dewi, Sari Kusuma; Asih, Findiyani Ernawati; Permata, Reny Amalia; Soemarsono, Annisa Rahmita
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 11 No. 2 (2026): JURNAL ABDI : Media Pengabdian Kepada masyarakat
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abdi.v11i2.48740

Abstract

Indonesian Migrant Workers (PMI) in Brunei Darussalam face limited access to continuing education, lack of entrepreneurial skills, and insufficient understanding of the integration between education, ecology, and business. To address this gap, the FMIPA team from Universitas Negeri Surabaya conducted an online EduEcopreneurship training in November 2025. The activity employed a participatory workshop approach and a pretest-posttest evaluation design. Results indicated a significant improvement in participants’ conceptual understanding, with average scores rising from 52.4 to 84.2 (a 31.8-point increase, or 60.7%). Moreover, 93.3% of participants successfully designed business ideas that integrated the three core pillars of EduEcopreneurship: Eco-Innovation, Eco-Opportunities, and Eco-Commitment. Participant feedback was rated “Good” (average 4.08 on a 5-point scale). These findings confirm that EduEcopreneurship serves as an effective dual empowerment model,combining non-formal education and sustainable economic development,for migrant workers.
Co-Authors Amalia, Zelinda Fitri Ardhana, Ivan Ashif Bertha Yonata Dian Novita Fida Rachmadiarti Indrawatiningsih, Nonik MUCHLIS Mukhayyarotin Niswati Rodliyatul Jauhariyah Pardamean Daulay Permata, Reny Amalia Rooselyna Ekawati RUDIANTO ARTIONO, RUDIANTO RUSMINI Santoso, Teguh Bedjo Sari Kusuma Dewi, Sari Kusuma Sari, Rahmania Fitrah Sifak Indana Soemarsono, Annisa Rahmita Sukarmin TITIN SUNARTI Utiya Azizah Virani, Hana Salsabila Wasis Wasis Yurizka Melia Sari