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All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) EduChemia: Jurnal Kimia dan Pendidikan Jurnal Tadris Kimiya Jurnal Zarah J-PEK (JURNAL PEMBELAJARAN KIMIA) Lantanida Journal Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Orbital: Jurnal Pendidikan Kimia Jurnal Pendidikan Kimia (JPKim) Journal of Science Education Research PENDIPA Journal of Science Education Warta Pengabdian AR-RAZI Jurnal Ilmiah Molekul: Jurnal Ilmiah Kimia International Journal of Active Learning JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan JCER (Journal of Chemistry Education Research) Chemistry Education Practice Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang JPPS (Jurnal Penelitian Pendidikan Sains) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Community Development Journal: Jurnal Pengabdian Masyarakat Molluca Journal of Chemistry Education (MJoCE) Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Inovasi: Jurnal Diklat Keagamaan Hydrogen: Jurnal Kependidikan Kimia International Journal of Educational Research and Social Sciences (IJERSC) Journal La Edusci IJORER : International Journal of Recent Educational Research JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of English Language and Education Indonesian Journal of Educational Development (IJED) Jurnal Pijar MIPA JSEP (Journal of Science Education and Practice) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Business, Social and Technology UNESA Journal of Chemical Education Journal of Environment and Sustainability Education Multidisciplinary Indonesian Center Journal Jurnal Pendidikan MIPA Jurnal Pendidikan Kimia, Fisika dan Biologi Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo
Rusly Hidayah
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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A G-Bond Development: Gamification Media to Improve Literacy, Visualization, and Numeracy in Chemical Bond Learning in High School Dwiningsih, Kusumawati; Lutfi, Achmad; Hidayah , Rusly; Sukarmin, Sukarmin; Andriani , Novia; Fathoni , Rizal
IJORER : International Journal of Recent Educational Research Vol. 6 No. 3 (2025): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v6i3.827

Abstract

Objective: This study aims to develop and evaluate G-Bond, a gamification-based learning media designed to improve students' literacy, visualisation, and numeracy skills in learning chemical bonds. Methods: The research uses a Research and Development (R&D) approach with a 4D (Define, Design, Develop, Disseminate) model, limited to the development stage. A total of 35 high school students in Gresik Regency participated in the pretest-posttest design of one group. Five experts carry out validation through content assessment, design, and visualisation. Practicality was tested through a student questionnaire, and effectiveness was measured using an N-Gain score. Results: The G-Bond application obtained a perfect validity score (average = 5), was rated very practical (95.14%), and showed moderate to high effectiveness in improving literacy (N-Gain = 0.34), numeracy (0.34), and visualisation (0.74). The most significant improvement occurs in the visualisation aspect. Novelty: G-Bond is the first gamification medium to simultaneously integrate three main skills in one interactive platform based on the topic of chemical bonding. Unlike previous media that focused only on a single aspect or were less connected to the curriculum, G-Bond presents relevant and adaptive game-based contextual challenges for both online and offline learning. Future integration with Augmented Reality (AR) and AI technologies is proposed to enhance immersive and personalised learning experiences.
Efektivitas Penggunaan E-LAPD Berorientasi Problem Based Learning untuk Meningkatkan Keterampilan Metakognitif pada Materi Kesetimbangan Kimia Yulia Rahmawati Zain; Rusly Hidayah
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 2 No. 4 (2026): Juli: Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v2i1.1023

Abstract

This study aims to determine the effectiveness of using Problem Based Learning (PBL) oriented E-LAPD to improve students' metacognitive skills on chemical equilibrium material, especially on the sub-material of factors that influence chemical equilibrium shifts. This study was conducted at SMAS Hang Tuah 4 Surabaya class XII-2 as many as 25 students. The type of research used is research and development (R&D) with a 4-D model that was tested on a limited basis using a one-group pretest-posttest design. Scoring on the pretest-posttest uses N-gain (normalized gain) which aims to determine the increase in metacognitive skills through the results of students' pretest-posttest scores. The results showed that the N-gain value for each component of metacognitive skills, namely planning skills, monitoring skills, and evaluating skills, obtained values ​​​​sequentially, namely 0.85; 0.73; and 0.74 which are included in the high category, from the assessment shows that the use of PBL oriented E-LAPD is declared effective in improving students' metacognitive skills. This is supported by the results of the Metacognitive Awareness Inventory (MAI) questionnaire, which showed a percentage of planning skills of 82.43% with very good criteria, monitoring skills of 81.86% with very good criteria, and evaluating skills of 77.67% with good criteria. These results indicate that the MAI questionnaire can support pretest-posttest data to determine the improvement of metacognitive skills in students.
Profile of Students' Science Process Skills on Electrolyte and Non-Electrolyte Solution Material Assisted by E-LAPD Based on Guided Inquiry in Senior High School Wahyu Setyoningrum, Retno; Hidayah, Rusly
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2080

Abstract

This study addresses the low mastery of science process skills (SPS) of high school students on electrolyte and non-electrolyte solutions, which is exacerbated by the limitations of conventional E-LAPD in the Industry 4.0 era. It aims to identify the SPS profile of 25 grade XI students purposively sampled from a population of 75 people at Muhammadiyah 4 Sidayu High School, Gresik, through a mixed descriptive approach to the preliminary study design. The instrument includes six reliable SPS test essay questions (Cronbach's Alpha 0.80) measuring observation, classification, prediction, measurement, communication, and conclusion drawing, plus questionnaires and interviews, analyzed using SPSS 26 descriptive statistics, Azwar categorization, and qualitative content analysis. The results show that 60% of students have very low SPS and 40% have low without medium or high achievement, with the percentage of observation indicators (17.13%), classification (16.82%), prediction (16.21%), measurement (17.13%), communication (13.91%), and conclusion drawing (18.81%). In conclusion, conventional E-LAPD fails to facilitate inquiry, so it is necessary to develop guided inquiry-based learning for systematic KPS improvement.
Development of E-Learning Based PBL-STEM Learning Tools on Students' Science Process Skills and Critical Thinking Ability Kusumawati Dwiningsih; Sukarmin Sukarmin; Achmad Lutfi; Rusly Hidayah; Suyono Suyono; Utiya Azizah; Aiza Alya
Jurnal Penelitian Pendidikan IPA Vol 10 No 9 (2024): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i9.7106

Abstract

Education in the 21st century must be in harmony with technological developments where students are expected to be able to master useful skills to be responsive to changes and developments over time and to have in-depth knowledge and understanding to become lifelong learners. Based on these problems, the researcher aims to produce e-learning based PBL-STEM learning tools that are valid, practical and effective. This research procedure follows the Borg and Gall research and development method. Where the research method is pre-experimental, researchers use the One Group Pretest - Posttest Design approach. The results of this research are: the teaching tools were declared valid in terms of validation results of 95%, the practicality of the teaching tools seen from the student response questionnaire obtained a score of 95% and the student activity observation sheet as supporting data obtained a value of 98%, and the effectiveness of interactive e-modules can be seen from the average N-Gain value of the science process skills test obtained an average N-Gain value of 0.73 and in the critical thinking ability test obtained an average N-Gain score of 0.70 so it can be concluded that the teaching tools developed are suitable use in learning.
ENHANCING METACOGNITIVE AND CREATIVE THINKING SKILLS IN CHEMISTRY EDUCATION: THE ROLE OF COLLABORATIVE PROJECT-BASED LEARNING AND STUDENT RESPONSIBILITY Muhammad Farhan Ivan Phalosa; Rusly Hidayah; I Wayan Dasna; Parlan; Nazriati
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p43-52

Abstract

The integration of metacognitive and creative thinking skills plays a crucial role in equipping STEM students with the necessary competencies to address complex, real-world challenges. This quasi-experimental study investigates the effectiveness of Collaborative Project-Based Learning (CPjBL) supplemented with Electronic Worksheets (E-LKM) in enhancing these essential skills among undergraduate chemistry students (N=52), while examining the moderating effect of student responsibility. The research employed a comparative approach between CPjBL and Project-Based Learning (PjBL) methodologies. Results demonstrated that CPjBL significantly outperformed conventional PjBL in developing both metacognitive skills (with an N-Gain of 0.76 compared to 0.66) and creative thinking abilities (N-Gain of 0.87 versus 0.70). Notably, the benefits were particularly pronounced among students exhibiting high levels of personal responsibility (p < 0.05). Further statistical analysis through univariate ANOVA revealed a significant interaction effect between the CPjBL approach and student responsibility (F = 2.084, p = 0.013), indicating that the effectiveness of the collaborative learning method is substantially influenced by learners' degree of accountability. This finding suggests that while CPjBL represents a powerful pedagogical tool, its implementation should consider students' readiness to take responsibility for their learning process. The study provides empirical evidence supporting CPjBL as an effective framework for cultivating 21st-century skills in chemistry education. The findings have important implications for instructional design, highlighting the need to incorporate collaborative, technology-enhanced learning strategies while simultaneously fostering students' sense of responsibility. Additionally, the research underscores the importance of professional development programs to equip educators with the necessary skills to implement these innovative teaching approaches effectively.
PENGEMBANGAN E-LAPD INKUIRI BERBASIS STEM UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI LAJU REAKSI Mulyasari, Yanti; Hidayah, Rusly
Lantanida Journal Vol 14 No 2 (2026): July-December 2026
Publisher : UIN AR-RANIRY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/lj.v14i2.35111

Abstract

Critical thinking is an essential component of higher-order thinking skills that plays a crucial role in addressing the challenges of the twenty-first century. This study aimed to develop a STEM-based inquiry Electronic Student Activity Worksheet (E-LAPD) on the topic of reaction rates to enhance students' critical thinking skills. The study employed a Research and Development (R&D) approach using the 4D development model, which was limited to the Develop stage. A limited trial was conducted with 36 eleventh-grade students at SMA Negeri 1 Menganti using a One-Group Pretest–Posttest design. The results showed that the E-LAPD achieved a mode score of 4 for both content and construct validity. Its practicality was demonstrated by the students' activity implementation rate of 98.5% and a student response rate of 98.6%. Its effectiveness was indicated by an N-gain score of 0.80, which falls into the high category, suggesting an improvement in students' critical thinking skills. Therefore, the STEM-based inquiry E-LAPD met the criteria of validity, practicality, and effectiveness and is suitable for use in reaction rate instruction to enhance students' critical thinking skills.
Validitas Website sebagai Media Pembelajaran untuk Meningkatkan Keterampilan Berpikir Kreatif pada Materi Ikatan Kimia Selvia Nuraini; Rusly Hidayah
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 3 (2023): Desember 2023
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v8i3.28

Abstract

The lowness of creative thinking skills of students on chemical bonding can be improved by making good quality learning media that using websites. Therefore, this research was carried out to determine the validity of the website as a learning media in order to improve creative thinking skills on chemical bonding. This study uses the 4D model (define, design, develop, & disseminate), but it is limited to the development stage. The content and construct validity of the website was obtained using a validation sheet. The percentage of content validity obtained from the suitability of website with learning objectives, material, and indicators of creative thinking skills is 91.22%. While the percentage of construct validity obtained from the ease of navigation, presentation, and language on the website is 88.57%. So, the developed website is considered as very valid to improve students' creative thinking skills
Validitas LKPD Elektronik Berbasis PBL Untuk Meningkatkan Keterampilan Metakognitif Peserta Didik Pada Materi Asam Basa Ainun Tazkia; Rusly Hidayah
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 8 No. 2 (2023): Agustus 2023
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v8i2.29

Abstract

This study aims to determine the validity of e-worksheets based on PBL (Problem-Based Learning) to improve students' metacognitive skills in acid-base material. The 4D model development implemented in this study has four stages, namely Define, Design, Develop, and Disseminate, which is limited to the Develop stage. The validators comprised two chemistry lecturers at Surabaya State University and a chemistry teacher from a senior high school in Gresik. The validation sheet is a research instrument used to assess the content and construct criteria of e-worksheets. The results of the three electronic LKPD validations developed on the content and construct criteria obtained percentages of 91.67% and 95.63% which were included in the very valid criteria
Pengembangan e-Modul Berorientasi Problem Based Learning (PBL) untuk Melatih Keterampilan Berpikir Kreatif pada Materi Laju Reaksi Nurul Hanifah; Rusly Hidayah
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 9 No. 2 (2024): Agustus 2024
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v9i2.99

Abstract

Penelitian ini bertujuan untuk menghasilkan e-modul berorientasi Problem Based Learning yang layak untuk melatih keterampilan berpikir kreatif pada materi laju reaksi. Penelitian pengembangan ini menggunakan model 4D dan dibatasi hingga tahap develop. Subjek penelitian berupa e-modul yang diujicobakan kepada peserta didik kelas XI-10 SMAN 7 Surabaya yang telah mempelajari materi laju reaksi. Pengumpulan data dilakukan dengan metode angket, observasi, dan tes yang diperoleh dari lembar telaah dan validasi, angket respon peserta didik, lembar observasi, dan lembar tes. Hasil penelitian menunjukkan bahwa e-modul yang telah dikembangkan dan dinilai validator berada pada kategori sangat valid dengan modus 4, respon peserta didik terhadap e-modul memperoleh persentase 96,50% dan aktivitas peserta didik dengan persentase 96,85% berkategori sangat praktis, serta tingkat keefektifan dari peningkatan keterampilan berpikir kreatif dengan rata-rata nilai N-Gain 0,65 berkategori sedang dan berdasarkan uji Paired Sample t-Test memiliki P-Value sebesar 0,000 (<0,05), sehingga dinyatakan e-modul layak untuk digunakan.
EFEKTIVITAS LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS CONTEXTUAL TEACHING AND LEARNING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT Rusly Hidayah
Jurnal Zarah Vol. 7 No. 2 (2019): October, 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v7i2.1328

Abstract

Tujuan dari penelitian ini adalah menghasilkan lembar kerja peserta didik (LKPD) berbasis contextual teaching and learning (CTL) untuk melatihkan keterampilan berpikir kritis peserta didik pada materi larutan elektrolit dan non elektrolit yang efektif digunakan ditinjau berdasarkan 1) hasil pretest-posttest keterampilan berpikir kritis ; dan 2) hasil pretest-posttest pengetahuan. Metode penelitian yang digunakan yakni metode 4-P (pendefinisian, perancangan, pengembangan, dan penyebaran) namun pada penelitian ini hanya sampai pada tahap pengembangan. Selanjutnya dilakukan uji coba terbatas pada 12 peserta didik kelas XI MIA 5 SMAN 1 Cerme yang telah mendapat materi larutan elektrolit dan non elektrolit. Pengumpulan data dilakukan dengan menggunakan instrumen lembar tesketerampilan berpikir kritis dan pengetahuan. Hasil penelitian menunjukkan bahwa 1) tes keterampilan berpikir kritis peserta didik mengalami peningkatan N-gain sebanyak 83,33% dengan kriteria tinggi dan 16,67% peserta didik dengan kriteria sedang.; dan 2) tes pengetahuan peserta didik memperoleh 100% tuntas. Berdasarkan hasil tes keterampilan berpikir kritis dan pengetahuan peserta didik dapat disimpulkan bahwa pengembangan LKPD ini efektif digunakan dalam pembelajaran larutan elektrolit dan non elektrolit.
Co-Authors A.A. Ketut Agung Cahyawan W ABADI Achmad Lutfi Achmad Lutfi Achmad Lutfi Achmad Lutfi Achmad Lutfi Achmad Lutfi Adeliani, Afrilia Dwi Ahmad Lutfi Ainun Nisa Ainun Tazkia Airiza Dian Luthfiana Aisyatur Rahmanah Aiza Alya Alis Rahmawati Alis Rahmawati Andriani , Novia Anggie Bagoes Kurniawan Anggie Bagoes Kurniawan ANGGRAENI, LIYA Anjas Bimanyu Aprianto Aprianto Aulia Amalia Ahmadiyanti AYONA, VALDO Dewitasari, Annisa Putria Dian Novita Dina Kartika Maharani Dina Kartika Maharani Dina Kartika Maharani DINA KARTIKA MAHARANI Dinda Karunia Putri Dwi Bagus Rendy Astid Putera El Safitri, Nimas Ayu Endang Budiasih ENDANG SUSANTINI Erlia Yudha Erman Erman ERMAN ERMAN Esa Nur Isma Fathoni , Rizal Fatimah, Nuril Fauziatul Fajaroh Findiyanti Ernawati Asih Galuh Clarisa Harun Nasrudin Hasna Choiriyah Hutama, Mochamad Wahyuda Putra I Wayan Dasna Iga Putri Subandi Isma, Esa Nur ISMONO Janah, Shafna Nor KURNIA NINGSIH, RANI Kurniawan, Rivaldi Dwi Kusumawati Dwiningsih LAILIY, NURUL Maftukhatun Nimah Marttina Rachmawati Marttina Rachmawati Maulidiya, Lailatul Maullidyawati, Trisna Ma’wa , Asya Firosul Moh. Mualliful Ilmi, Moh. Mualliful Moniqsa Purbo Syahrani Muchlis Muchlis Muchlis Muchlis Muchlis Muchlis Muchlis Muchlis Muhammad Farhan Ivan Phalosa Muhammad Zainur Rifai Mulyasari, Yanti Nabilah, Shabrina Narestifuri, Romita Erika Nazriati Nazriati dkk. Nendi, Ikhsan Ni'matul Zahro Ningsih, Rani Kurnia Nuril Fatimah Nuril Lailiyah Iswahyuni Nurul Hanifah Nurul Hidayati Parlan . Pradnyo Wijayanti QURROTA AYUN, NURINA Rachma Devita Santoso Rahma Aisyah Nur Fadhilah Rahmadani, Reza Suci Rani Kurnia Ningsih Rewanda, Fania Fasya Rifdah Fa'iqotul Himmah Rina Ayu Puspita Rinaningsih Rinaningsih Rista Ajeng Mitasari Rista Ajeng Mitasari Romita Erika Narestifuri Rudiana Agustini Rusmini Rusmini Salsabilla, Salvia Selvia Nuraini Singgih Oka Wardhana Siti Suarningtyas SRI HIDAYATI SYARIEF Sri Poedjiastoeti Sri Poedjiastoeti Subandi, Iga Putri Sudzuasmais, Sudzuasmais SUKARMIN Sukarmin Sukarmin Sukarmin Sukarmin Sukarmin Sumuba, Raizza Carbonel Sunarto, Nadia Eka Vania Suprianto Suprianto Suyono Suyono Suyono Suyono Suyono Suyono Tariqa Sadiah Tiara Yusi Destari Triana, A’an Dimas Trisna Maullidyawati Utiya Azizah Valdo Ayona Wahyu Setyoningrum, Retno Wardhana, Singgih Oka Yohanan Didik Yuwono Yulia Rahmawati Zain YUNI SRI RAHAYU