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p-Index From 2021 - 2026
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All Journal Journal of Tropical Chemistry Research and Education Indonesian Journal of Science and Education
Rahayu, Dea Santika
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Biochemistry, Genetics & Molecular Biology 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.
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 an important part of science learning, where students are required to work with apparatus, chemicals, procedures, and safety rules. In practice, assessing these skills through direct observation is not always easy because it requires extra time, careful monitoring, and consistent assessment. This study aimed to describe science education students’ basic laboratory skills using a pictorial instrument. The instrument was designed to present laboratory activities in visual form that could be identified before or during laboratory learning. Descriptive research is used with involving 36 science education students. Data were collected using a pictorial instrument consisting three aspects of chemistry laboratory literacy: identifying laboratory apparatus and their functions, describing chemicals and their properties, and explaining laboratory safety procedures on preparing standard solutions from solid samples, preparing standard solutions from concentrated solutions, and conducting acid-base titration. The results showed that students’ ability to identify laboratory apparatus and explain their functions was still generally low, with 53% of students placed in the low category. Students’ ability to describe chemicals and their properties showed a similar pattern, with 69% of students also categorized as low. These findings suggest that many students still have difficulty connecting visual representations of laboratory activities with the conceptual and procedural knowledge needed in chemistry laboratory work. Therefore, pictorial instruments can be used as an initial diagnostic tool to map students’ laboratory readiness and to support the design of more targeted pre-laboratory instruction.
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