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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Penelitian Humaniora Jurnal Pendidikan Kimia Indonesia Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) JPS Unimus Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya SCIENCE TECH: Jurnal Ilmiah Ilmu Pengetahuan dan Teknologi Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Pendidikan Kimia (JPKim) Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Journal of Educational Research and Evaluation Journal of Education Technology Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Riset Pendidikan Kimia (JRPK) JURNAL PENDIDIKAN MIPA Jurnal Eduscience (JES) Tamansiswa International Journal in Education and Science (TIJES) Jurnal Pendidikan Kimia Unkhair (JPKU) Journal of Environment and Sustainability Education Jurnal Riset Pembelajaran Kimia
Antuni Wiyarsi
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Assessing the Effectiveness of Case-Based Learning on Students’ Attitudes Toward Chemistry and Formal Reasoning in Acid-Base Topics Apriyanti, Adelia; Wiyarsi, Antuni
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.34434

Abstract

Effective teaching strategies are critical in enhancing students’ attitudes toward chemistry and formal reasoning abilities, particularly for complex topics like acids and bases. Case-based learning has emerged as a promising alternative to traditional scientific learning methods. This study aims to compare the differences in attitudes toward chemistry and formal reasoning skills between students exposed to case-based learning and those undergoing scientific learning on acids and bases. A quasi-experimental design with a posttest-only control group was applied to 122 student of 11th grade science students in Yogyakarta, selected using simple random sampling. Data were collected through case-based essay questions and attitude questionnaires. Multivariate analysis (Hotelling’s Trace) assessed the differences between groups. The analysis revealed a significant difference (p = 0.000 < 0.05) in attitudes and formal reasoning skills between the two groups. Students in the case-based learning group demonstrated significantly better attitudes toward chemistry compared to those in the scientific learning group. These findings highlight the potential of case-based learning to enhance students’ engagement and reasoning skills in chemistry. By integrating case-based approaches into acid-base learning, teachers can adopt alternative methods to improve student outcomes. This study underscores the importance of diversifying teaching strategies to address the challenges of complex scientific topics effectively.
Enhancing Collaboration Skills and Student Learning Outcomes Through the Implementation of an Ethnoscience-Based Common Knowledge Construction Model (CKCM) with Podcasts Munawarah, Sinta Al; Yamtinah, Sri; Utomo, Suryadi Budi; Wiyarsi, Antuni; Widarti, Hayuni Retno; Shidiq, Ari Syahidul
Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i1.71557

Abstract

Responding to the challenges of 21st-century education, educators must implement innovative approaches to optimize student learning. Recognizing the importance of ethnoscience as a cultural lens that enriches traditional knowledge and constructivist learning, facilitated through the Common Knowledge Construction Model (CKCM), is essential to encourage the development of ideas. Using podcasts as a learning medium is increasingly promising in improving understanding of the material. This research analyzes the impact of ethnoscience-based CKCM with podcasts on chemical bonds. This type of research is quantitative, using a quasi-experimental design with a posttest-only control group. The sample in this study was 61 students, and it was taken using random sampling techniques. The data collection method uses tests. The data collection instrument uses test question sheets. The data analysis technique uses inferential statistical analysis. The research results show no significant difference in applying ethnoscience-based CKCM and podcasts on chemical bonds. While there are no striking differences, these findings provide avenues for future research, exploring differences in student engagement, podcast content development, and variations in teaching methodology. This exploration can contribute valuable educational insights to the ongoing discourse regarding effective strategies, providing benefits to educators and researchers aiming to improve learning outcomes in science education.
Integration of Batik in Science Learning to Overcome Students' Low Critical Thinking Skills in Junior High School: Teacher's Perspective Zuniari, Nurul Iqdami; Wiyarsi, Antuni; Wilujeng, Insih; Rahmawati, Laifa
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 15, No 1 (2025): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v15i1.26717

Abstract

This study aims to review materials that are difficult for students to develop critical thinking skills, appropriate learning models to improve critical thinking skills, and effective learning approaches. In addition, it is necessary to review the development of teaching materials that integrate local wisdom and to improve critical thinking skills. The research strategy used is qualitative descriptive with a case study research strategy with purposive sampling techniques and using thematic analysis methods. This study shows the low critical thinking skills of junior high school students in science learning, especially in abstract materials such as temperature, heat, and expansion. The integration of local wisdom, such as the batik process, through interactive e-books equipped with videos, animations, and quizzes, as well as discovery learning models, can improve students' understanding and critical thinking skills in a contextual and engaging manner. This innovation is a solution to the challenges of learning science and developing student competencies.
PENERAPAN FLIPPED-COMMON KNOWLEDGE CONSTRUCTION MODEL BERMUATAN ETNOSAINS UNTUK MENGEMBANGKAN ELEMEN BERNALAR KRITIS DAN BERKEBHINEKAAN GLOBAL SERTA HASIL BELAJAR KOGNITIF SISWA SMA Setiawan, Indra; Wiyarsi, Antuni
Jurnal Riset Pembelajaran Kimia Vol 10, No 1 (2025): Jurnal Riset Pembelajaran Kimia
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk: (1) menganalisis perbedaan hasil belajar kognitif dan sikap berkebhinekaan global peserta didik pada pembelajaran flipped-common knowledge construction model (F-CKCM) bermuatan etnosains dan pendekatan saintifik pada materi ikatan kimia secara terpisah, (2) menganalisis level hasil belajar kognitif, sikap berkebhinekaan global dan keterampilan bernalar kritis peserta didik setelah penerapan pembelajaran F-CKCM bermuatan etnosains pada materi ikatan kimia.Penelitian adalah kuasi eksperimen dengan desain posttest only. Jumlah sampel 144 siswa kelas X. Instrumen pengambilan data berupa angket sikap berkebhinekaan global, lembar penilaian bernalar kritis, dan tes hasil belajar kognitif. Terdapat dua kelas dalam penelitian ini, yaitu kelas eksperimen dengan menerapkan pembelajaran F-CKCM bermuatan etnosains materi ikatan kimia dan kelas kontrol melalui pendekatan saintifik. Data hasil belajar kognitif dan sikap berkebhinekaan global dianalisis menggunakan uji Mann-Whitney U dan analisis kategori penilaian ideal untuk level tiap variabel.Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan yang signifikan dari hasil belajar kognitif peserta didik antara kedua kelas. (2) tidak terdapat perbedaan yang signifikan dari sikap berkebhinekaan global peserta didik antara kedua kelas. (3) sebagian besar peserta didik pada kelas eksperimen memiliki hasil belajar kognitif dan keterampilan bernalar kritis sangat baik serta sikap berkebhinekaan global yang baik. Penerapan model pembelajaran F-CKCM menawarkan alternatif bagi guru dalam menciptakan lingkungan belajar yang aktif sehingga dapat meningkatkan kualitas pembelajaran secara keseluruhan.
AI-Powered Automated Assessment: Aiken Index Analysis of Content Validity Scientific Literacy Asesment Putri, Bela Anisa; Yamtinah, Sri; Shidiq, Ari Syahidul; Widarti, Hayuni Retno; Wiyarsi, Antuni
EduChemia: Jurnal Kimia dan Pendidikan Vol 10, No 1 (2025)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v10i1.30640

Abstract

This study aims to analyze the content validity of the Scientific Literacy Asesment (SLA) instrument, which integrates ethnochemistry based on artificial intelligence through expert agreement based on the Aiken index so that the instrument can measure what should be measured. The research method used is a qualitative descriptive method based on the results of content validity calculated through the Aiken formula. Content validity data were obtained from 10 experts, namely, chemistry education lecturers from UNS, UNY, and UM and high school chemistry teachers in Surakarta, through focus group discussions (FGDs). Content validity is assessed by a score of 1 – 4, namely, irrelevant (TR) with a score of 1; less relevant (KR) with a score of 2; quite relevant (CR) with a score of 3; and relevant (R) with a score of 4 for each question item with aspects measured, namely, aspects of content, language, and construct.  Based on the calculation, 15 questions were declared valid with an Aiken index value ≥ 0.73.
ANALISIS KEBUTUHAN BUKU PENGAYAAN KIMIA HIJAU BERBASIS CULTURALLY RESPONSIVE TEACHING (CRT) Pratiwi, Galuh; Wiyarsi, Antuni
JRPK - Jurnal Riset Pendidikan Kimia Vol. 15 No. 1 (2025): Jurnal Riset Pendidikan Kimia (JRPK), Volume 15 Nomor 1 (2025)
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JRPK.151.03

Abstract

Abstrak Pembelajaran kimia di Indonesia saat ini menghadapi tantangan yang cukup kompleks, terutama dalam menyesuaikan kebutuhan belajar dengan latar belakang budaya siswa. Di sisi lain, pendidikan abad ke-21 mengharapkan siswa dapat menguasai sejumlah kompetensi kimia, salah satunya adalah literasi kimia yang memungkinkan siswa dengan budaya lokal yang berbeda dapat menciptakan pengalaman belajar yang lebih relevan dan membangun keberlanjutan isu-isu lingkungan yang global. Penelitian ini bertujuan mengeksplorasi persepsi guru kimia tentang kebutuhan dan karakteristik buku pengayaan kimia hijau berbasis CRT dengan integrasi SDGs yang baik dan sesuai dengan kebutuhan guru di lapangan.  Untuk memenuhi tujuan ini, dilakukan penelitian survey dengan pendekatan kualitatif. Sebanyak 6 guru kimia berpartisipasi dalam penelitian ini. Data dikumpulkan menggunakan open endeed-questionnaire yang berjumlah 16. Teknik analisis data yang digunakan adalah content analysis dengan metode interpretative coding. Hasil yang diperoleh yaitu guru menyatakan bahwa pengembangan buku pengayaan kimia berbasis culturally responsive teaching (CRT) perlu dilakukan untuk mendukung integrasi SDGs dan literasi kimia siswa SMA. Karakteristik buku pengayaan yang diharapkan oleh guru yaitu terdapat integrasi materi kimia hijau dengan yang lainnya, mendukung keberlanjutan, dan dapat membekali literasi kimia. Abstract Chemistry learning in Indonesia currently faces quite complex challenges, especially in adapting learning needs to students' cultural backgrounds. On the other hand, 21st century education expects students to master a number of chemical competencies, one of which is chemical literacy that allows students with different local cultures to create more relevant learning experiences and build sustainability on global environmental issues. This study aims to explore the perceptions of chemistry teachers about the needs and characteristics of CRT-based green chemistry enrichment books with SDGs integration that are good and in accordance with the needs of teachers in the field.  To fulfill this objective, a survey research was conducted with a qualitative approach. A total of 6 chemistry teachers participated in this study. Data were collected using an open-ended questionnaire totaling 16. The data analysis technique used was content analysis with interpretative coding method. The results obtained were that teachers stated that the development of culturally responsive teaching (CRT)-based chemistry enrichment books needs to be done to support the integration of SDGs and chemical literacy of high school students. The characteristics of enrichment books expected by teachers are the integration of other green chemistry materials, support sustainability, and can equip chemical literacy.
Development of a Culturally Contextualized Chemistry Literacy Test Based on West Kalimantan Culture on Thermochemistry Topics Aisyah, Siti; Wiyarsi, Antuni
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.v13i2.84709

Abstract

The aim of this research is to produce a chemical literacy assessment instrument based on cultural context for high school students on the topic of thermochemistry. The instrument development was carried out by constructing and validating the culturally contextualized chemical literacy test through the following stages: (1) identification of aspects and indicators of culturally based chemical literacy; (2) construction of the assessment instrument; (3) theoretical validation; (4) empirical validation; (5) reliability testing; and (6) difficulty level analysis. Data were analyzed using the Winsteps application and interpreted through the Rasch Model. The developed instrument consists of 12 items encompassing four chemical literacy indicators: Chemical Knowledge Concept, Chemistry in Context, Higher-Order Thinking Skills, and Attitude. The cultural context includes four West Kalimantan cultural themes: Dayak traditional tuak drinking, betel chewing tradition, nasi hadap-hadapan ceremony, and the karbit cannon festival. Validity was confirmed through Outfit MNSQ, Outfit ZSTD, and Point Measure Correlation (Pt. Mean Corr) values. Reliability analysis showed a Cronbach’s alpha of 0.56 (moderate), person reliability of 0.68 (moderate), and item reliability of 0.95 (very high). The instrument covers various difficulty levels: easy (1 item), moderate (9 items), and difficult (2 items), indicating a well-distributed test construction.
PENGEMBANGAN INSTRUMEN PENILAIAN SIKAP BERKEBHINEKAAN GLOBAL: VALIDITAS DAN RELIABILITAS Setiawan, Indra; Wiyarsi, Antuni
Jurnal Pendidikan Kimia Unkhair (JPKU) Vol 4, No 1 (2024): Jurnal Pendidikan Kimia Unkhair (JPKU)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/jpku.v4i1.8405

Abstract

 Informasi Jurnal Kata Kunci:                Angket, Berkebhinekaan global, Kurikulum Merdeka AbstrakPenelitian ini bertujuan untuk mengembangkan instrumen penilaian sikap berkebhinekaan global, khususnya terkait dengan penentuan aspek-aspek sikap berkebhinekaan global yang dapat digunakan sebagai dasar dalam merumuskan indikator-indikator motivasi belajar tersebut. Adapun aspek-aspek motivasi belajar yang digunakan sebagai dasar dalam pengembangan instrumen motivasi tersebut, meliputi: mengenal budaya, menghargai budaya, interaksi antar buadya, refleksi terhadap kebhinekaan. Berdasarkan keempat aspek motivasi tersebut, selanjutnya dirumuskan indikator-indikator sikap berkebhinekaan global. Akhirnya, indikator-indikator itulah yang dipakai sebagai dasar untuk merumuskan butir-butir pernyataan dalam suatu angket sebagai instrumen untuk mengukur sikap berkebhinekaan global. Instrumen sikap berkebhinekaan global tersebut berupa angket dengan menggunakan skala Likert. Berdasarkan hasil pengujian, ternyata instrumen motivasi belajar fisika yang dikembangkan ini terdapat 30 pernyataan valid yang dikembangkan. Sedangkan, derajat reliabilitasnya tergolong tinggi, yaitu dengan ditunjukkan oleh nilai koefisien korelasi sebesar 0,781.Keyword:Questionnaire, Global Diversity, Kurikulum MerdekaAbstractThis study aims to develop a global diversity attitude assessment instrument, especially related to determining aspects of global diversity attitudes that can be used as the basis for formulating indicators of learning motivation. The aspects of learning motivation used as the basis for the development of the motivation instrument include: recognizing culture, appreciating culture, interaction between cultures, reflection on diversity. Based on these four aspects of motivation, indicators of global diversity attitudes were formulated. Finally, these indicators are used as the basis for formulating statement items in a questionnaire as an instrument to measure global diversity attitudes. The global diversity attitude instrument is a questionnaire using a Likert scale. Based on the test results, it turns out that the developed physics learning motivation instrument has 30 valid statements developed. Meanwhile, the degree of reliability is high, which is indicated by the correlation coefficient value of 0.781.
AI-based assessment: Aiken index analysis of content validity in scientific literacy instruments on the basic laws of chemistry with ethnochemistry Zai, Fila Delfia; Yamtinah, Sri; Shidiq, Ari Syahidul; Widarti, Hayuni Retno; Wiyarsi, Antuni
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.v16i3.65174

Abstract

Scientific Literacy Assessment (SLA) is used to measure science literacy on basic chemical law material that has been qualified and tested. This study aims to prove the content validity of ethnochemistry SLA instruments integrated with artificial intelligence (AI) systems using Aiken's validity index so that they can measure students' scientific literacy in basic chemical law material. The research design uses the ADDIE development model (Analysis, design, development, implementation and evaluation which is simplified into analysis, design, and development. Content validity data was obtained from 10 experts, namely 7 chemistry education lecturers from UNS, UNY, and UM and 3 chemistry teachers in Surakarta through focus group discussions (FGD). The content validation test is based on aspects of context, language, and construct. A valid instrument is indicated by an Aiken index value of more than or equal to 0.73. The AI-integrated ethnochemistry SLA instrument on basic laws of chemistry material produced 15 valid items with an Aiken index greater than 0.73.
Validation of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry Rahmawati, Dian; Yamtinah, Sri; Shidiq, Ari Syahidul; Widiarti, Hayuni Retno; Wiyarsi, Antuni
Journal of Environment and Sustainability Education Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i2.70

Abstract

This study aims to measure the content validity of an AI-based automatic assessment system for scientific literacy instruments on green chemistry integrated with ethnochemistry using Aiken’s V index. The research design adopts the R&D model with the ADDIE approach, limited to the analysis, design, and development stages. A combination of quantitative and qualitative descriptive methods was utilized through purposive sampling, engaging 10 experts—chemistry education lecturers from UNS, UNY, UM, and high school chemistry teachers in Surakarta. Data were obtained through Focus Group Discussions (FGD), focusing on three aspects: context, language, and construct. Essay-based instrument items were rated using four relevance categories: irrelevant, less relevant, quite relevant, and relevant. Items with an Aiken index ≥ 0.73 were considered valid. The results showed that 1 question item had moderate validity and 14 question items had high validity, making them suitable for further testing. The questions were designed to assess students’ understanding of green chemistry principles and their ability to relate these to ethnochemistry practices—local cultural knowledge that supports sustainability. The formulation of the questions also demonstrated how the application of local culture can be interpreted through green chemistry to enhance scientific awareness and environmental responsibility. Based on the content validation results and subsequent revisions, the instrument is deemed ready to move forward to the limited trial stage.
Co-Authors A.K Prodjosantoso A.K Prodjosantoso Anggra Prasetya Cahya Apriyanti, Adelia Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Atina Rizanatul Fachriyah Crys Fajar Partana Dahliani, Eka Das Salirawati Das Salirawati Della Novri Yanti Deni Ainur Rokhim Dian Rahmawati Dita Puji Puji Rahayu Eddy Sulistyowati Eli Rohaeti Erfan Priyambodo Erlina Azmi Siregar Fa'ari Salsabila Fadhlan Muchlas Abrori Fauziah, Putri Nanda Febri Saputri Fitri, Hajidah Salsabila Allissa Ginesia Dudin Wijaya Harry Firman Harry Firman Hasrilia Beskara Hayuni Retno Widarti Heru Pratomo Indra Setiawan Insih Wilujeng Ira Fatihatussa’adah J, Jumadi Jaslin Ikhsan K. H. Sugiyarto Kristian Handoyo Sugiyarto Laifa Rahmawati Laisa Nasta'in Lumadya, Sih Agung Lutfiah Nur Hidayati Marfuatun Marfuatun Metridewi Primastuti Meyga Evi Ferama Sari Mr Sjaeful Anwar Mr Sumar Hendayana Muhamad Fahmi Yunus Muhd Ibrahim bin Muhamad Damanhuri Muhd Ibrahim Damanhuri Muhd Ibrahim Muhamad Damanhuri Munawarah, Sinta Al Nanik Dwi Nurhayati Naseer Ahmed Naseer Ahmed Naseer Ahmed Nira Listyawati Nur Aeni Ariyanti Nur Fitriyana Nur Fitriyana Nur Fitriyana Nur Sabrina Ahmad Azmi Pertiwi, Andini Pratiwi, Galuh Putri, Bela Anisa Rar.Nat. Senam Restu Utami Rizqa Devi Anazifa Rr. Lis Permana Sari Sarina Senam Senam Shidiq, Ari Syahidul Siddiq, Ari Syahidul Siti Aisyah Sri Handayani Sri Retno Dwi Ariani Sri Yamtinah Sukisman Sukisman Supriadi, Didi Suryadi Budi Utomo Sutiman Sutiman Sutiman Sutiman Utami, Amaira Widiarti, Hayuni Retno Yessi Prihartina Yulinda Ristiyani Yuyun Ernawati Zai, Fila Delfia Zuniari, Nurul Iqdami Zuniari, Nurul Iqdami