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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 Vidya Karya 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 Jurnal Riset Pendidikan Kimia (JRPK) JURNAL PENDIDIKAN MIPA Buletin Ilmiah Sarjana Teknik Elektro Jurnal Eduscience (JES) Journal of Innovation in Educational and Cultural Research Integrated Science Education Journal PSEJ (Pancasakti Science Education Journal) International Journal on Education Insight Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Tamansiswa International Journal in Education and Science (TIJES) Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Pendidikan Kimia Unkhair (JPKU) AMPLITUDO: Journal of Science & Technology Innovation Journal of Environment and Sustainability Education Jurnal Riset Pembelajaran Kimia International Journal of Educational Evaluation and Policy Analysis Indonesian Journal on Learning and Advanced Education (IJOLAE) Indonesian Journal of Chemical Education
Antuni Wiyarsi
Department Of Science Education, Faculty Of Mathematics And Natural Science, Universitas Negeri Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy 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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Analisis analisis minat belajar peserta didik dan implementasi model cycle 5 e pada materi kesetimbangan kimia Yuyun Ernawati; K. H. Sugiyarto; Antuni Wiyarsi; Jaslin Ikhsan
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3041

Abstract

This study aims to analyze students' learning interests in the application of the 5E cycle model to chemical equilibrium material at SMA Negeri 1 Seyegan. The research design used in this study was pre-experimental with a one-shot case study. The research sample consisted of all class X MIPA 1 students, with a total of 27 students. The sampling technique used was purposive sampling. Data collection techniques are carried out with an eye toward measuring student learning interest. The type of data analysis used is descriptive, calculating the proportion of the overall score at the level of interest in learning. The result of the study is that the level of interest in studying at SMA Negeri 1 Seyegan is in the moderate-high category.
The Efficacy of STEM-Integrated Teaching Materials in Improving High School Students' Critical Thinking Skills Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi; Sigit Priatmoko
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.24-33

Abstract

Education is a key pillar of a nation's progress. Results from the Program for International Student Assessment (PISA) 2022 indicate that Indonesian students' performance in reading, mathematics, and science remains below international averages, reflecting persistent challenges in higher-order thinking and problem-solving skills. This study aimed to develop STEM- based teaching materials integrated with 21st-century learning to enhance students' critical thinking skills. The research employed a Research and Development (R&D) approach using the 4D model (define, design, develop, disseminate). Participants included material and media experts, chemistry teachers, and 36 Grade XI students. Critical thinking skills were measured using pretest–posttest assessments aligned with Ennis' indicators, expert validation sheets, and student response questionnaires. The results showed that expert feasibility ratings reached 98.05% (highly feasible), user responses were 88.79%, and readability was 87.83%. The effectiveness of the materials was supported by a high N-Gain score of 0.73, indicating substantial improvement in students' critical thinking skills. Overall, the developed teaching materials were feasible, well-received, and effective in improving students' critical thinking skills. These findings imply that systematically integrating STEM principles with 21st-century learning skills can serve as an effective instructional strategy to strengthen higher-order thinking in chemistry education. Future research is recommended to conduct large-scale experimental studies across diverse school contexts and to explore digital integration to enhance scalability and long-term impact.
Hypermodule Deep Learning Inquiry–Steam: A Theoretical Framework And Science Teachers’ Perceptions In The Digital Era Wahyu Sugiarto; Sabar Nurrohman; Antuni Wiyarsi; Laifa Rahmawati
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.49-58

Abstract

Low scientific literacy and limited collaborative learning practices remain persistent challenges in science education, particularly in digitally constrained contexts where technology integration is uneven. This study develops a theoretical framework of the Hypermodule Deep Learning Inquiry–STEAM by integrating deep learning pedagogy, inquiry-based learning, and STEAM education into a unified digital learning model, while examining science teachers' perceptions of its implementation. A qualitative, exploratory survey design involved 38 junior high school science teachers in Biak Numfor Regency, Papua, Indonesia. Data were collected through open-ended questionnaires and semi-structured interviews, and were analysed thematically using open, axial, and selective coding. Findings reveal that teachers perceive deep learning as meaningful and transferable learning, inquiry as fostering scientific reasoning, and STEAM as promoting creativity and collaboration; however, these approaches remain fragmented in classroom practice. The study contributes a conceptual hypermodule framework linking pedagogical constructs, digital learning features, and targeted outcomes related to scientific literacy and collaboration skills. Future research should empirically test the framework’s effectiveness across diverse educational contexts and examine its impact on student learning outcomes through mixed-method or experimental designs.
Application of Culturally Responsive Transformative Teaching (CRTT) Assisted by Podcasts and E-Assessments to Improve Student Creativity and Science Literacy Puput Dyah Nur Safitri; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25605

Abstract

This study investigated the impact of the influence of the Culturally Responsive Transformative Teaching (CRTT) Model, assisted by podcasts and e-assessments, on students' creativity and science literacy abilities in reaction rate materials. Quasi-experimental design with a cluster random sampling technique to select experimental classes and a control group from a public high school in the city of Karanganyar. Descriptive and inferential analyses were conducted by the Mann-Whitney test for the testing of the creativity hypothesis with significant results (<0.05), the independent samples t-test for testing the science literacy hypothesis with significant results (<0.05), and the Kruskal-Wallis test for the simultaneous hypothesis of two variables with significant results (<0.05). In conclusion, the podcast-assisted CRTT model and e-assessment on reaction rate materials can affect students' creativity and science literacy skills. In addition, this model includes culture-based learning equipped with podcasts as a flexible media facility, and e-assessments provide ease of assessment. These findings support the use of a podcast-assisted CRTT model and e-assessment as effective tools for enhancing chemistry learning, boosting students’ motivation, and improving their skills in line with the demands of 21st-century education.
Profil Literasi Sains Peserta Didik SMP pada Materi Zat dan Perubahannya di Kecamatan Mertoyudan, Magelang, Indonesia Achmad Nur Rochim; Tien Aminatun; Antuni Wiyarsi; Laifa Rahmawati
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): April 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n2.p192-204

Abstract

Capaian literasi sains Indonesia yang rendah pada PISA 2022 menunjukkan perlunya pemetaan empiris yang terfokus pada materi IPA spesifik dan konteks wilayah tertentu. Penelitian ini bertujuan memetakan profil literasi sains peserta didik SMP pada materi zat dan perubahannya serta menganalisis perbedaan capaian antarsekolah di Kecamatan Mertoyudan menggunakan pendekatan kuantitatif deskriptif dari tiga sekolah yang dipilih melalui purposive sampling. Pengumpulan data dilakukan melalui tes pilihan ganda, wawancara semi-terstruktur, dan observasi. Capaian literasi sains secara keseluruhan berada di kategori rendah dengan rerata 47,95%, yang meliputi indikator menjelaskan fenomena secara ilmiah (44,44%), mengevaluasi dan merancang penyelidikan ilmiah (52,31%), serta menafsirkan data dan bukti ilmiah (46,83%). Temuan ini menunjukkan bahwa peserta didik mengalami hambatan dalam mengintegrasikan konsep IPA dengan fenomena nyata, merancang penyelidikan ilmiah, serta menggunakan bukti untuk mendukung argumentasi ilmiah. Temuan ini menjadi dasar empiris bagi guru untuk mengembangkan pembelajaran berbasis inkuiri dan fenomena, bagi sekolah untuk memperkuat kurikulum berorientasi literasi sains, serta bagi pemangku kebijakan dalam merancang program peningkatan kompetensi guru IPA secara kontekstual.
Pre-Service Chemistry Teacher Ability in Constructing Content Representation on Electrochemistry Based Context Antuni Wiyarsi; Muhd Ibrahim Muhamad Damanhuri
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 2 No 2 (2021): April 2021
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v2i2.9946

Abstract

The study aims to explore the pre-service chemistry teacher ability in constructing Content Representation (CoRe) on electrochemistry based context. This research adopted an instrumental case study. A total of 20 pre-service chemistry teacher enrolled on Curriculum course were the subject of this research. The data of pre-service chemistry teacher ability in constructing CoRe were collected according to the document which consist a questions on pedagogical aspect. There were 9 indicators were used as a references to explored the pre-service chemistry teacher ability in constructing CoRe. The data of pre-service chemistry teacher ability in constructing CoRe were analysed according to descriptive quantity technique by classifying the mean score obtained into five categories from very good to very poor. The result of this study showed that the pre-service chemistry teacher ability in constructing CoRe were pretty good, thus it can be concluded that pre-service chemistry teacher were ready to conducted a quality chemistry learning. The pre-service chemistry teacher in the future is expected applying CoRe in every learning to promote students’ chemistry meaningful learning.
Improving students' chemical literacy skills through experiential learning on global warming concepts Sunartri Sunartri; Antuni Wiyarsi; Bambang Susilo
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.15846

Abstract

Improving chemical literacy is an important task in learning in the global and sustainable development era. However, chemistry learning at schools still tends to focus on mastering theoretical concepts. Therefore, a learning model that is able to provide meaningful and contextual learning experience is needed, one of which is the experiential learning model. The experiential learning model is considered capable of facilitating students in constructing knowledge and developing chemical literacy skills. This study aims to analyze students’ chemical literacy skills before and after learning using the experiential learning model on the topic of global warming, as well as analyzing their improvement. This study employed a quasi-experimental method with a one-group pretest–posttest design and was conducted in two public senior high schools in Sleman Regency, Indonesia, with a sample of 144 Grade X students. Data were collected using chemical literacy tests that had been validated theoretically and empirically. The data were analyzed using a paired t-test and N-gain scores. The results showed a significant difference between pretest and posttest scores, with an improvement in chemical literacy skills in the medium category. These findings indicate that the application of the experiential learning model is effective in improving students’ chemical literacy skills on global warming topics.
Environmental Literacy in Science Education: A Systematic Literature Review of Conceptual Emphases, Instructional Resources, and Methodological Trends Ahmad Saputra; Insih Wilujeng; Antuni Wiyarsi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.19133

Abstract

The increasing complexity of environmental issues highlights the importance of environmental literacy as a key competence within science education; however, existing research remains fragmented in terms of conceptual emphases, instructional resources, and methodological practices. This study systematically examines research trends on environmental literacy in science education, focusing on investigated dimensions, learning materials and resources, methodological approaches, and data collection instruments. A systematic review was conducted following the PRISMA 2020 guidelines. Articles were retrieved from the Scopus database and screened through identification, screening, and eligibility stages, resulting in twenty-one peer-reviewed studies published between 2016 and 2025. The findings indicate that environmental literacy is predominantly conceptualized as a multidimensional construct encompassing cognitive, affective, and behavioral components, with a strong emphasis on cognitive aspects, particularly environmental knowledge and conceptual understanding. Experiential and technology-enhanced learning resources are most frequently employed, while traditional textbook-based materials are less common. Methodologically, quantitative approaches and questionnaire-based instruments dominate the field. Overall, this review reveals persistent conceptual and methodological imbalances and highlights the need for more integrated frameworks and diverse research approaches to support meaningful environmental literacy development through science education.
Improving Students' Science Literacy and Collaboration Skills Through Culturally Responsive Transformative Teaching Model with Podcasts and E-Assessment Dhea Nur Magfiroh; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Dhea Nur Magfiroh; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.2

Abstract

This study was motivated by the low level of science literacy and collaboration skills among students. One effort to overcome this problem is to apply the Culturally Responsive Transformative Teaching (CRTT) model, which emphasizes active student involvement through the integration of cultural backgrounds and social interactions, supported by podcasts as a learning medium and e-assessment as a more effective evaluation tool. This study aims to analyze the effect of the CRTT model with podcasts and e-assessment on students' science literacy and collaboration skills. This study uses a quantitative approach with a quasi-experimental method and uses a pretest-posttest control group design. The sample consisted of 72 high school 11th grade students selected through cluster random sampling. Data were collected using science literacy tests and collaboration skill observations. Data analysis was performed using parametric statistical tests with hypothesis testing through MANOVA. The results of this study indicate a significant difference between students taught using the CRTT model assisted by podcasts and e-assessment and students not taught using this model and media. Applying the CRTT model with podcasts and e-assessment has been proven to improve students' science literacy and collaboration skills. The implications of this study indicate that the CRTT learning model, supported by digital media and e-assessment, can be an alternative strategy for teaching chemistry especially for reaction rate material.
Development and Usability Perceptions of Spectral Crime Analysis Network Game with Augmented Reality for Ultraviolet-Visible Light Spectroscopy Abbas Ali Iftikhar Hussain; Azlan Kamari; Frendi Ihwan Syamsudin; Lenni Khotimah Harahap; Sulistyo Saputro; Antuni Wiyarsi; Adulsman Sukkaew
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.517

Abstract

The Spectral Crime Analysis Network (SCAN) game was developed using the ADDIE model, used a hybrid augmented reality embedded game-based learning approach and aligned with the learning standards of ultraviolet–visible (UV–Vis) spectroscopy. This game is developed as a learning and reinforcement tool in analytical chemistry instrumentation for undergraduate chemistry students. Based on a survey study conducted on 265 respondents, it was found that the SCAN game demonstrated high usability with mean scores of 3.49 (SD = 0.489) for usefulness, 3.49 (SD = 0.474) for ease of use, 3.48 (SD = 0.504) for ease of learning and 3.53 (SD = 0.476) for satisfaction. Overall, SCAN supports cooperative, technology-enhanced game-based learning, fostering greater interactivity and engagement in chemistry education. This innovation is aligned with the United Nations' Sustainable Development Goal number 4 (SDG4), which is quality education that utilises technology and interactive 21st-century learning.
Co-Authors Abbas Ali Iftikhar Hussain Achmad Nur Rochim Adulsman Sukkaew Ahmad Saputra Aminatun, Tien Anafiza, Rizqa Devi Anggra Prasetya Cahya Anti Kolonial Prodjosantoso Apriyanti, Adelia Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Ari Syahidul Shidiq Atina Rizanatul Fachriyah Aura Heidya Septa Azlan Kamari Azmi, Nur Sabrina Ahmad Bambang Susilo Crys Fajar Partana Dahliani, Eka Das Salirawati Das Salirawati Della Novri Yanti Deni Ainur Rokhim Dhea Nur Magfiroh Dian Rahmawati Dita Puji Rahayu Eddy Sulistyowati Eli Rohaeti Erfan Priyambodo Erlina Azmi Siregar Fa'ari Salsabila Fadhlan Muchlas Abrori Fatihatussa’adah, Ira Fauziah, Putri Nanda Febri Saputri Fila Delfia Zai Fitri, Hajidah Salsabila Allissa Frendi Ihwan Syamsudin 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 Kamari, Azlan Kristian Handoyo Sugiyarto Laifa Rahmawati Laisa Nasta'in Lenni Khotimah Harahap Lumadya, Sih Agung Lutfiah Nur Hidayati Mabrukah, Nabilah Putri Marfuatun Marfuatun Metridewi Primastuti Meyga Evi Ferama Sari Mr Sjaeful Anwar Mr Sumar Hendayana Muhd Ibrahim bin Muhamad Damanhuri Muhd Ibrahim Damanhuri Muhd Ibrahim Muhamad Damanhuri Munawarah, Sinta Al Musdalifah, Hainun Nanik Dwi Nurhayati Nanik Dwi Nurhayati Naseer Ahmed Naseer Ahmed Naseer Ahmed Nira Listyawati Nur Aeni Ariyanti Nur Fitriyana Nur Fitriyana Paidi Pertiwi, Andini Pratiwi, Galuh Pratiwi, Yunilia Nur Puput Dyah Nur Safitri Putri, Bela Anisa Rar.Nat. Senam Restu Utami Ristiyani, Yulinda Rr. Lis Permana Sari Sabar Nurrohman Salsabila, Fa'ari Saputra, Ahmad Sarina Senam Senam Shidiq, Ari Syahidul Siddiq, Ari Syahidul Sigit Priatmoko Siti Aisyah Sri Handayani Sri Retno Dwi Ariani Suhartini Suhartini Sukisman Sukisman Sukma Fajri Sulistyo Saputro Sunartri Sunartri Supriadi, Didi Suryadi Budi Utomo Sutiman Sutiman Sutiman Sutiman Tarigan, Wenny Pinta Litna Utami, Amaira Wahyu Sugiarto Widiarti, Hayuni Retno Yamtinah, Sri Yessi Prihartina Yunus, Muhamad Fahmi Yuyun Ernawati Zai, Fila Delfia Zuniari, Nurul Iqdami Zuniari, Nurul Iqdami