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All Journal Journal of Natural Science and Integration Journal of Tropical Chemistry Research and Education Indonesian Journal of Science and Education
Rahayu, Dea Santika
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Bibliometric Methods: Analysis of the Development Potential of Ethnoscience-based Science Literacy Modules in Chemistry Learning Rahmawan, Setia; Rahayu, Dea Santika
Indonesian Journal of Science and Education Vol. 7 No. 2 (2023): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v7i2.1104

Abstract

There still needs to be more research on the potential analysis of the development of ethnoscience-based science literacy modules in chemistry learning using bibliometric tools. Ethnoscience-based science literacy modules still need to be found and used in chemistry learning. This research aims to analyze the novelty and effectiveness of ethnoscience-based science literacy modules in chemistry learning. The subject of this research is a science literacy module based on ethnoscience in chemistry learning. In this study, the researchers also analyzed articles that have been filtered based on topics based on local wisdom-based science literacy modules. The analysis contains several components: title, year, doi, author, method, outcome, and conclusion. The research uses an approach that uses the method of Systematic Literature Network Analysis (SLNA) assisted by bibliometric tools as the medium used in analyzing the article. The data obtained was many articles from the SCOPUS database, which had previously defined some criteria for capturing it. The criteria are related to the year of publication, keyword, and language selection. The application used in this study is the VOS Viewers application. The results show that research related to ethnoscience-based science literacy modules in chemistry learning is still highly feasible, given the numerous constraints in some schools. However, it should be noted that ethnoscience-based science literacy cannot replace scientific literacy globally because of the global literacy capabilities needed in everyday life.
Assessment of Pre-Service Chemistry Teachers’ Laboratory Teaching Self-Efficacy and Lesson Plan Quality for Deep Learning Readiness Rahmawan, Setia; Rahayu, Dea Santika; Zamhari, Muhammad
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39231

Abstract

Laboratory-based instruction is fundamental in chemistry education because it supports conceptual understanding through direct engagement with phenomena, evidence generation, and scientific reasoning. At the same time, current curriculum reforms in Indonesia emphasise deep learning readiness, requiring learning designs that promote inquiry, higher-order thinking, and meaningful technology use. This study examines the alignment between pre-service chemistry teachers' laboratory-teaching self-efficacy and the quality of their laboratory-oriented lesson plans in fostering deep learning readiness. Using a quantitative descriptive design complemented by systematic document analysis, the study involved 46 pre-service chemistry teachers enrolled in a school-based practicum course at an Indonesian university. Data were collected using (1) an adapted Chemistry Laboratory Teaching Self-Efficacy Scale covering experimental processes, technology use, and laboratory safety and (2) an analytic rubric to evaluate lesson plans across deep learning orientation, inquiry and reasoning structure, practicum design, higher-order assessment alignment, technology integration, safety/risk documentation, and instructional clarity. Descriptive statistics summarised efficacy and lesson plan quality, while cross-tabulation explored patterns between perceived capability and planning competence. Findings indicate that most participants reported high to very high laboratory-teaching self-efficacy, particularly in experimental procedures and safety. However, most lesson plans were rated moderate, with recurring weaknesses in the design of open inquiry, explicit higher-order assessment tasks, the purposeful integration of digital tools, and detailed safety documentation. The results suggest a partial misalignment between strong self-beliefs and the demonstrated quality of deep-learning-oriented lesson planning. The study highlights the need for teacher education programmes to combine explicit rubric-based lesson planning instruction, iterative feedback cycles, and technology-rich laboratory pedagogy to strengthen deep learning readiness in chemistry education. Keywords: Self-efficacy; lesson plan assessment; laboratory-based learning; deep learning; chemistry education
Analysis of Basic Laboratory Skills of Science Education Students Using Pictorial-Based Instruments Rahayu, Dea Santika; Muqtada, Moh. Rikza
Journal of Tropical Chemistry Research and Education Vol. 5 No. 2 (2023)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2023.52-06

Abstract

Basic laboratory skills are essential for supporting meaningful science learning, particularly in chemistry-related practical activities. However, assessing these skills through direct observation often requires considerable time and detailed performance monitoring. This study aimed to analyze science education students’ basic laboratory skills using a pictorial-based instrument designed to visualize common laboratory procedures. A descriptive study was conducted involving 36 science education students. Data were collected through a pictorial-based instrument and focused on three aspects of chemistry laboratory literacy: identifying laboratory apparatus and their functions, describing chemicals and their properties, and explaining laboratory safety procedures. The instrument was contextualized in basic chemistry practices, including preparing standard solutions from solids, preparing standard solutions from concentrated solutions, and conducting acid-base titration. The results showed that students’ ability to describe laboratory apparatus and their functions was mostly in the low category, with 53% of students demonstrating limited understanding. Similar patterns were found in the ability to describe chemicals and their properties, where 69% of students were categorized as low. In addition, 69% of students also showed low ability in explaining laboratory safety procedures. Overall, students’ chemistry laboratory literacy was dominated by the low category, indicating the need for more structured laboratory preparation, visual learning resources, and guided practice before students engage in hands-on laboratory activities.
Diagnosing Pre-Service Science Teachers’ Multiple Representational Understanding of Chemical Bonding Rahayu, Dea Santika; Adila, Agista Sintia Dewi; Mustaqimah, Fitriani
Journal of Tropical Chemistry Research and Education Vol. 8 No. 1 (2026)
Publisher : Chemistry Education Department, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jtcre.2026.81-06

Abstract

Chemical bonding is an abstract and conceptually demanding topic because learners must connect symbolic notation, particle-level mechanisms, and visual models. This study aimed to diagnose pre-service science teachers’ multiple representational understanding of chemical bonding using a quantitative descriptive method. Data were collected using a 23-item multiple-choice test on chemical bonding representations. From 43 initial respondents, 41 valid complete responses were analyzed after data screening. Each item was scored dichotomously and analyzed through descriptive statistics, performance categorization, construct-level accuracy, item difficulty, item discrimination, point-biserial correlation, and dominant distractor patterns. The instrument showed high internal consistency, with Cronbach’s alpha/KR-20 of 0.879. The results showed a mean score of 17.20 out of 23, equivalent to 74.76%, indicating generally high performance. Symbolic recognition showed the highest accuracy at 80.49%, followed by representational interpretation at 75.30% and submicroscopic reasoning at 70.46%. Item-level findings revealed difficulties in selecting ionic bonding models, explaining electrostatic attraction, interpreting ionic lattices as extended networks, and recognizing representational equivalence beyond surface features. These findings suggest the need for explicit representational scaffolding in science teacher education.  
Co-Authors Adila, Agista Sintia Dewi Muqtada, Moh. Rikza Mustaqimah, Fitriani Setia Rahmawan Zamhari, Muhammad