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All Journal Jurnal Pendidikan Kimia Indonesia Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Edu Sains: Jurnal Pendidikan Sains dan Matematika PAEDAGOGIA Orbital: Jurnal Pendidikan Kimia Journal of Natural Science and Integration JMM (Jurnal Masyarakat Mandiri) Journal of Educational Chemistry (JEC) Kafa’ah: Journal of Gender Studies Buletin Abdi Masyarakat (BAM) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Inovasi Pendidikan Kimia
Ella Izzatin Nada
Department Of Chemistry Education, Faculty Of Science And Technology, UIN Walisongo, Jl. Walisongo No.3-5, Ngaliyan, Semarang City, Central Java 50185
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Problem-Based Learning on Scientific Argumentation Skills in the Merdeka Belajar Curriculum Wiwik Kartika Sari; Nidaul Hasanah; Ella Izzatin Nada
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.102722

Abstract

PBL encourages students to think openly, actively, and reflectively, which are essential components of critical thinking. This skill is significant for communication, collaboration, and problem-solving, all of which are integral to scientific argumentation. This study aims to determine the effect of problem-based learning models on students' scientific argumentation skills on the implementation of the Merdeka Belajar curriculum. This study used a non-equivalent pretest-posttest control group design. The sample was determined through cluster random sampling, and 2 classes were selected as control and experiment classes, with 32 students each. Data collection was carried out using scientific argumentation questions that had been declared valid by experts. The results reveal a significant improvement in the scientific argumentation skills of students in the experiment class that was taught using the Problem-Based Learning (PBL) model. The comparison between pre-test and post-test scores in both the experimental and control classes indicates that the Problem-Based Learning (PBL) model has a more pronounced effect in fostering students’ scientific argumentation skills than the inquiry-based model. While the control group exhibited some growth, the magnitude of change in the experimental group was noticeably greater. This suggests that the PBL approach not only helps students understand scientific content but also actively enhances their ability to articulate, justify, and critique scientific ideas.
A Thematic Analysis of Chemistry Teachers’ Readiness to Implement Authentic Assessment Integrating the 4C Skills Ella Izzatin Nada; Wiwik Kartika Sari; Nida Alkhawa; Putri Nadlifa Tiara Nita
Jurnal Inovasi Pendidikan Kimia Vol. 19 No. 2 (2025): Jurnal Inovasi Pendidikan Kimia
Publisher : Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jipk.v19i2.26380

Abstract

Teachers play a crucial role in the successful implementation of authentic assessment, particularly within the context of the Merdeka Curriculum, which emphasizes the integration of 21st-century skills, or the 4Cs. This study aims to analyze the readiness of high school chemistry teachers (SMA/MA) in Semarang City to implement authentic assessment integrated with 4C skills, as well as to identify its supporting and inhibiting factors. A qualitative descriptive approach was employed, using thematic analysis supported by triangulation techniques, which included interviews, observations, and document analysis. The participants were selected through purposive sampling of 20 teachers from different schools. Data analysis was conducted through several stages: data transcription, coding, thematic categorization, and drawing conclusions. The findings reveal that chemistry teachers demonstrated a high level of readiness across four aspects: (1) Cognitive: 74% of the assessment tools were complete, indicating a good understanding of authentic assessment; (2) Physical: All respondents were in good health and had strong physical endurance; (3) Psychological: The teachers were motivated and showed strong interest in implementing authentic assessment; (4) Facilities and Infrastructure: On average, the schools had adequate facilities and resources available. Supporting factors included training, infrastructure availability, teacher collaboration, and a solid understanding of assessment concepts. The main obstacles were the lack of advanced training, significant differences in student abilities, limited time, and low technological proficiency among some teachers. These findings are expected to serve as a foundation for strengthening policy and providing continuous professional development to improve the quality of authentic assessments integrated with 4C skills
Co-Authors Agung Setiawan Agus Imam Kharomen Busiri AH Erna Wijayanti Fauziatul Khusna Jasuri, Jasuri M Rikza Chamami Melida Sholikhah Dwi Fametya Mokh. Sya’roni Muhammad Nadhifah Nadhifah Nida Alkhawa Nida Alkhawa Nidaul Hasanah Putri Nadlifa Tiara Nita Qutni, Darul Titik Rahmawati Wiwik Kartika Sari Wiwik Kartika Sari