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All Journal International Journal of Evaluation and Research in Education (IJERE) VALENSI Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian Saintek EKSAKTA: Journal of Sciences and Data Analysis Jurnal Pendidikan Kimia Indonesia Jurnal Pengajaran MIPA Jurnal Pendidikan Indonesia Pelita - Jurnal Penelitian Mahasiswa UNY Journal of Mathematical and Fundamental Sciences Majalah Kulit, Karet, dan Plastik JPS Unimus Jurnal Inovasi Pendidikan IPA Jurnal Tadris Kimiya JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA ALCHEMY Jurnal Penelitian Kimia Jurnal Pendidikan Kimia (JPKim) Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Psychology, Evaluation, and Technology in Educational Research Molekul: Jurnal Ilmiah Kimia Jurnal Riset Pendidikan Kimia (JRPK) Hydrogen: Jurnal Kependidikan Kimia Jurnal Eduscience (JES) Jurnal Riset Teknologi Industri Hydrogen: Jurnal Kependidikan Kimia Jurnal Pijar MIPA Kaunia: Integration and Interconnection of Islam and Science Journal International Journal on Education Insight Journal of Educational Sciences Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan Kimia Unkhair (JPKU) PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Elemen Kimia Jurnal Riset Pembelajaran Kimia Horizon: Indonesian Journal of Multidisciplinary al Kimiya : Jurnal Ilmu Kimia dan Terapan International Journal of Studies in International Education
Eli Rohaeti
Chemistry Department, Faculty Of Mathematics And Natural Science, Yogyakarta State University, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Developing the Chemical Equilibrium-Scientific Habits of Mind Scale: Validity and Reliability Analysis Pratama, Faiz Ilham; Amalia, Puspita; Rohaeti, Eli; Laksono, Endang Widjajanti
Jurnal Pendidikan Matematika dan Sains Vol. 12 No. 2 (2024): December 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v12i2.77612

Abstract

One of the challenges of the 21st century disruption era is the fast development of science and technology which was initiated by the hard work of scientists who have habits of mind. Habits of mind can be deepened into scientific habits of mind (SHOM) and can be encouraged to be used by students at the high school level. This research aims to develop and validate the SHOM questionnaire in chemical equilibrium. Modified 4D becomes an adapted development model. The questionnaire developed has 25 statement items originating from seven aspects of SHOM. Content validity was calculated using the Aiken V equation and involved seven expert judgments with 4 categories of answer choices and produced an average of 0.90, so the questionnaire tested content validity. Construct validity was calculated using the Pearson correlation coefficient involving 300 respondents from 7 public high schools and produced a mean of 0.581 which was above the r table (r table value = 0.113), thus meeting the construct validity criteria. The reliability of the questionnaire was calculated using Cronbach Alpha and got a mean score of 0.915 and the reliability was included in the very high category. Based on these findings, the SHOM questionnaire developed can be declared suitable for measuring SHOM for high school students.
Building Bridges: How Integrated STEM with Problem-Based Learning Can Enhance Student Critical Thinking and Learning Outcomes in Chemistry Tairas*, Nelson; Salirawati, Das; Suyanta, Suyanta; Rohaeti, Eli; Haatainen, Maria Outi
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38253

Abstract

Low critical thinking skills and student learning outcomes are still widely found, especially in chemistry learning. This study aims to analyze the application of STEM integrated problem-based learning (PBL) on chemistry materials, and to analyze STEM-based learning integrated with PBL to improve students' critical thinking skills and learning outcomes on chemistry materials. The method used in this research is a systematic literature review based on articles traced through Google Schoolar, Garuda, and ERIC databases. The data obtained was then analysed descriptively. The results showed that: (1) From a number of STEM-PBL implementations that have been carried out in various fields, the implementation of STEM-PBL in chemistry learning obtained a percentage of 32%; (2) STEM-PBL implementation can improve students' critical thinking skills and learning outcomes ranging from moderate to high categories. STEM-PBL learning is effectively used to improve critical thinking skills and learning outcomes, so it can be used as an alternative in chemistry learning.
Development of Website based Multiple Representation on Buffer Solution Topic in Chemistry Learning Hardiyansyah*, Muhammad Agus; Rohaeti, Eli; Haatainen, Outi Maria
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.37868

Abstract

Buffer solution is one of chemistry difficult topics. It contains theory, calculation, and experimentation, so it requires good analysis and understanding of concepts. The results of interviews with students in Bintan Regency showed that the sub material of determining buffer solution components and analyzing the working principles of buffer solutions was the most difficult part because it was abstract. Multiple representations on the website media will visualize abstract things from the topic of buffer solution so as to increase the understanding of concepts from students. The research aims to produce multiple representation website on buffer solution topics and to determine its feasibility, practicality, and readability. The research method used is research and development (RD) following the 4D development model by Thiagrajan (define, design, develop, and disseminate). The sample research used 21 students and five chemistry teachers in Bintan Regency to collect user responses related to practicality and readability. The data analysis calculates the average score of the validation and response values and classifies them into the available categories. The results of the validation show that the average score of material experts is 63.5 (learning, materials, multiple representations, and evaluation aspects), while the average score of media experts is 71.5 (graphic design, software engineering, and media selection criteria aspects), which are classified as very good. The results of practicality and readability responses are 119 (learning, materials, multiple representations, evaluation, graphic design, software engineering, and media selection criteria) and 70.5 (learning, graphic design, and software engineering), which are very good categories
Literacy and Research-Oriented Problem-Based Learning: Exploration of Implementation in Classroom Learning Pratama, Faiz Ilham; Rohaeti, Eli; Laksono, Endang Widjajanti; Apriliana, Apriliana
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 1 (2025): June 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i1.82391

Abstract

Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for learning in higher education. LIRACLE is developed from a combination of problem-based learning, cooperative learning, research-oriented learning, and literacy-oriented learning. To complete the development of the LIRACLE model, a test of the implementation of the LIRACLE model is needed. The survey was conducted by asking for an assessment from two lecturers of the molecular dynamics course. The research was conducted for one semester.  The instrument used was an observation sheet for the implementation of learning. The results of this study are the level of implementation of learning which is in the excellent category (E). This is because the systematic preparation of LIRACLE, accordance with the development of graduate skills, increases student enthusiasm, and has a clear basis for implementation. Therefore, the LIRACLE learning model can be said to have met the implementation test. This research is preliminary in the future development of the LIRACLE learning model
Development and validation of an assessment for measuring chemical literacy in chemical equilibrium Faiz Ilham Pratama; Sherly Hariyanti; Eli Rohaeti
Jurnal Pendidikan Kimia Vol. 16 No. 3 (2024): J. Pendidik. Kim : December 2024
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i3.65172

Abstract

Chemical literacy, the ability to integrate the understanding of chemistry with everyday life phenomena, has become a necessary skill for high school students. This skill is aimed at enabling students to develop an understanding of chemistry concepts about the environment, health, and industrial topics. This research focuses on developing and validating a chemical literacy assessment, specifically on chemical equilibrium. Afterward, the assessment was given the name Chemical Equilibrium Literacy Assessment. The development model is based on modified 4D and consists of two sets of 15 questions each. Content validity was measured using the Aiken V equation with seven expert judgments and four answer categories. To assess construct validity, the Pearson equation was used involving 100 respondents. The reliability of the assessment was calculated using Cronbach's Alpha. The results of content validity, construct validity, and quality of test items indicate that the chemical literacy assessment on chemical equilibrium material on environmental, health, and industrial topics has relatively high results. This assessment can be used to measure the chemical literacy abilities of high school students after studying chemical equilibrium.
The Impact of PBL-ESD-Based Electronic Student Worksheets on Developing Scientific Argumentation Skills among Pre-Service Chemistry Teachers Putri, Tiara Swastika; Rohaeti, Eli
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2388-2396

Abstract

This study investigates the impact of using Electronic Student Worksheets (E-LKM) based on Problem-Based Learning (PBL) and Education for Sustainable Development (ESD) on enhancing the scientific argumentation skills of prospective chemistry teachers. The research was motivated by the observed low levels of scientific argumentation among chemistry education students, which are attributed to the lack of contextual and student-centered learning approaches that support 21st-century skills. The study employed a quasi-experimental method with a pretest-posttest control group design, involving two classes selected through cluster random sampling. The experimental group used PBL-ESD-based E-LKM, while the control group used conventional methods. Argumentation skills were measured using essay tests, and data were analyzed using N-Gain and independent sample t-tests. The results showed that the experimental class achieved a higher N-Gain score (0.662) compared to the control class (0.544), with both in the moderate category. The t-test indicated a significant difference between the two groups (sig. = 0.000 < 0.05). These findings demonstrate that integrating PBL and ESD in E-LKM is effective in improving students’ scientific argumentation skills and fostering critical thinking and sustainability awareness in chemistry education.
Fostering Confidence in Chemistry: How Problem-Based Learning Elevates Self-Efficacy Simorangkir, Agustina; Rohaeti, Eli
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 1 (2025): June 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i1.84437

Abstract

This article examines the role of Problem-Based Learning (PBL) in fostering self-efficacy among high school students, emphasizing how this pedagogical approach enhances students' self-efficacy in their ability to understand and apply chemistry concepts. By engaging students with real-world problems, PBL promotes active participation and critical thinking, encouraging students to take ownership of their learning. The study investigates how PBL aids students in overcoming challenges traditionally associated with chemistry education by providing hands-on, direct experiences. The research shows a notable difference in students' self-efficacy before and after the implementation of PBL, while no significant change was observed in students' self-efficacy before and after using the scientific approach. This article offers valuable insights for educators seeking to implement PBL in chemistry classrooms as a strategy to enhance student outcomes, foster a deeper understanding of chemistry, and cultivate sustained interest in the subject.
Innovation of the LIRACLE Model: Case of Gajah Wong River Pollution by Pb Metal Pratama, Faiz Ilham; Rohaeti, Eli; Laksono, Endang Widjajanti
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.84783

Abstract

Gajah Wong River is one of the rivers in Yogyakarta. Gajah Wong River is an aquatic ecosystem whose existence is greatly influenced by activities or activities around it or in the river basin. Several human activities cause pollution in this river. One of the pollutants found is Pb metal. Students, as a quality young generation, must be able to find alternative solutions to this problem. Literacy and Research-Oriented Cooperative Problem-Based Learning (LIRACLE) is a new learning model developed for learning in higher education. In its development, LIRACLE is used to develop chemical literacy skills, get used to scientific thinking, and develop the science process skills of prospective chemistry teachers. The purpose of this study is to describe the application of the LIRACLE model in the case of pollution of the Gajah Wong River by Pb metal. The description includes observations of the implementation of each syntax of LIRACLE. The number of water samples used in this study was taken from one point on the Gajah Wong River. The chemical concept studied is adsorption, the theory of which has been studied in the "Molecular Dynamics" course. The results of this study are descriptions of activities in each LIRACLE syntax in the case of Gajah Wong River pollution by Pb metal. This study is preliminary in the development of the LIRACLE model for the future
Immersive and Experiential Learning: A Review of Project-based Learning and Virtual Reality in Chemistry Education Joronavalona, Rasamimanana; Rohaeti, Eli; Laksono, Endang Widjajanti; Anjamampionona Notiavina, Andriandrainiarimanana
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.85704

Abstract

This review explores the integration of Project-based Learning (PjBL) and Virtual/Augmented Reality (VR/AR) in chemistry education. By synthesizing findings from eight peer-reviewed studies published between 2020 and 2025, selected through a systematic search using the Dimensions.ai database with specific inclusion criteria, the review highlights how immersive technologies enhance conceptual understanding, motivation, and engagement in student-centered learning environments. Data were collected using a structured literature search, and the findings were analyzed through thematic synthesis based on educational level, technology used, implementation strategies, and reported outcomes. The review reveals that VR/AR, when effectively embedded in PjBL frameworks, allows learners to simulate experiments, visualize abstract molecular structures, and collaborate in meaningful, inquiry-driven projects. However, challenges remain, including limited access to technology, pedagogical integration issues, and educator resistance. The review concludes with recommendations for future research, emphasizing the need for teacher training, inclusive design, and long-term evaluation of immersive PjBL in chemistry education.
Beyond Intelligence: The Power of Grit in Achieving Cognitive Excellence Achievement in Chemistry for Sustainable Education Abukasim, Sudarto M.; Annisa, Desfi; Sutrisno, Hari; Rohaeti, Eli; Dahlan, Jafar
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. Special_issue (2025): Integrasi Pendidikan Matematika dan Sains dalam Mendukung Sustaina
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13iSpecial_issue.86217

Abstract

Academic achievement is often associated with cognitive ability; however, non-cognitive skills, such as grit, also play an important role in determining learning outcomes. Chemistry is a challenging subject because of the many abstract concepts that require perseverance and dedication to comprehend. This study aimed to examine the relationship between grit and students' cognitive achievement in chemistry learning at the secondary school level, as well as to evaluate the extent to which grit affects learning success. The method used was quantitative, with a survey approach of 200 students in class X in Pekanbaru, Indonesia. The research instruments consisted of a talent questionnaire and a multiple-choice test to measure cognitive chemistry achievement. The data were analyzed using the Pearson product-moment correlation technique after performing prerequisite tests, including normality and homogeneity tests. The results of the analysis showed a significant positive correlation between grit and cognitive achievement (p = 0.001 < 0.05), with a correlation coefficient of 0.234, which is classified as low. These findings indicate that students with higher grit levels tend to have better cognitive performance in chemistry learning, although other factors also play roles. In addition, this study is in line with the Sustainable Development Goal concerning Quality Education, particularly through its focus on the role of non-cognitive skills in learning.
Co-Authors Abukasim, Sudarto Abukasim, Sudarto M. Adilah Afikah Afikah, Adilah Ageng Priatni Agus Ratriana Dewi Amalia, Puspita Anggraeni Wulandari Anggraeni, Lely Anjamampionona Notiavina, Andriandrainiarimanana Anna Rakhmawati Annisa Annisa Anti Kolonial Prodjosantoso Antuni Wiyarsi APRILIANA, APRILIANA Argo Khoirul Anas Ariantika, Dewita Azlan Kamari Baiq Miftah Azumi Beta Heva Anggraeni Betzy Ayu Omega Rampean Cynthia L. Radiman Dahlan, Jafar Das Salirawati Desfi Annisa, Desfi Deti Ratih, Putri Devina Siti Hafsah Dewi Yuanita Lestari Dianti, Sekar Paramitha Rizqy Din Azwar Uswatun Dini Rohmawati Dita Novita Rini Dwiani Ratna Sari Dwita Rachmawati Dyah Puspitasari Ningthias E. Ratnaningsih Eko Yuliyanto Elfina Salsabila Elisabeth Temuji Koten Elma Pujiana Emiliana Kasmudjiastuti Endang W Laksono Endang W. Laksono Endang Widjajanti Laksono FX Endang WLFX ENY KURNIAWATI Erfan Priyambodo Erni Johan Evy Yulianti Faiz Ilham Pratama Faiz Ilham Pratama Faiz Ilham Pratama Fatharani, Mirra Fauzia, Silvia Dwi Febri Saputri Goni, Nur Abdul Haatainen, Maria Outi Haatainen, Outi Maria Hardiyansyah*, Muhammad Agus Hari Sutrisno Hariyanti, Sherly Heru Pratomo Hestya Arinta Ayu Prianto Hotmauli Gultom Ihda Nur Rahmah Ina Rohmawati Irwanto Irwanto Isana Supiah Yosephine Louise Islawati Islawati Islawati Isti Yunita Ixora Sartika Mercuriani Jaslin Ikhsan Joronavalona, Rasamimanana Jumadi Jumadi Jumadi Jumadi K.H. Sugiyarto, K.H. Kamari, Azlan Khairani Sarwinda Klaudius Ware Kun Sri Budiasih Leny Christiana Lisya Asmiati Mas’ud, Alwan Masiswo Masiswo Meliana Fajri Nurkhasanah Meliana Fajri Nurkhasanah Mir'atul Hasanatin Mirra Fatharani Mujiyono Mujiyono N. M. Surdia Nanang Rudianto Ariefta Nayudin Hanif Nelson Tairas Nining Istiqomah Nur Fitriyana Nur Huda Nur Ihda Zulaikha Nurfina Aznam Nurhaliza Adisha Pawestri, Julianne Sharon Pratama, Faiz Ilham Prianto, Hestya Arinta Ayu Priastomo, Yoga Putri Deti Ratih Putri, Tiara Swastika Regina Tutik Padmaningrum Renita Purnaningrum Restu Utami, Restu Retno Arianingrum Rihastiwi Setiya Murti Riki Perdana Rochmadi Rochmadi Rochmadi Rochmadi Roshiana Maria Angelia Dewi Permata Gading Roza Ruspita Ruspita, Roza SAPUTRI, FEBRI Sari, Nariswara Lova Sarwinda, Khairani Sasmi, Weni Tri Senam Senam Sherly Hariyanti Simorangkir, Agustina Siti Aisyah Siti Apriliyanti Khodijah Siti Fatimah Siti Khuzaimah Siti Muhajir Sukisman Purtadi Sulistyani Sulistyani Suwardi Suwardi Suyanta Suyanta Syaza Syahana Tairas*, Nelson Titin Nurhayati Ma’mun Titis Wulandari Tutiek Rahayu Vita Fatmadewi Vivian Salelatu Wantrilita, Agil Widya Prasasti Utami Wika Rinawati Wulandari, Nadila Iin Yanti, Widya Ikhma Yoga Prihatna Yuni Nurfiana Yuyum Fahmidani