Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Natural Science and Integration Indonesian Journal of Science and Education
Rahayu, Dea Santika
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
Analisis Empiris Instrumen Pilihan Ganda Beralasan untuk Mengukur Pemahaman Konsep Mahasiswa pada Materi Getaran Adila, Agista Sintia Dewi; Rahayu, Dea Santika; Wicaksono, Fahmi Adi
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.90522

Abstract

Penelitian ini bertujuan mengembangkan dan menguji instrumen pilihan ganda beralasan untuk mengukur pemahaman konsep mahasiswa prodi Pendidikan IPA pada materi getaran. Instrumen disusun berdasarkan peta konsep yang mengaitkan besaran fisis (periode, frekuensi, panjang, massa, amplitudo) dengan energi (potensial, kinetik, mekanik) serta penerapan GHS dalam konteks nyata. Terdapat 17 butir soal berlevel kognitif C2–C6 yang mengukur tiga aspek utama, yaitu hubungan antar besaran fisis, perubahan energi, dan penerapan konsep GHS. Hasil uji coba pada 117 mahasiswa menunjukkan bahwa sebagian besar soal tergolong sukar–sedang, memiliki daya pembeda 0,197–0,568, dan reliabilitas KR-20 sebesar 0,505 dalam kategori sedang. Analisis jawaban menunjukkan miskonsepsi terkait hubungan amplitudo, periode, dan energi, yang mengindikasikan kesulitan mahasiswa dalam mengaitkan konsep matematis dengan fenomena fisik. Secara keseluruhan, instrumen ini cukup diagnostik namun memerlukan revisi untuk meningkatkan konsistensi internal. Implikasi penelitian ini adalah memberikan dasar bagi pengembangan instrumen tes dalam identifikasi pemahaman konsep mahasiswa, sekaligus berkontribusi terhadap peningkatan kualitas asesmen dan pembelajaran di perguruan tinggi.
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
Co-Authors Adila, Agista Sintia Dewi Setia Rahmawan Wicaksono, Fahmi Adi Zamhari, Muhammad