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All Journal Jurnal Pendidikan Kimia Undiksha Jurnal Pendidikan Kimia Indonesia Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education EDUKATIF : JURNAL ILMU PENDIDIKAN JCER (Journal of Chemistry Education Research) Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia Chemistry Education Practice Jurnal Abdi: Media Pengabdian Kepada Masyarakat Molluca Journal of Chemistry Education (MJoCE) Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Pijar MIPA Jurnal Pendidikan Indonesia (Japendi) UNESA Journal of Chemical Education Journal of Environment and Sustainability Education Journal of Counseling, Education and Society Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Muchlis Muchlis
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Pengaruh Assessment for Learning dalam Pembelajaran Kimia terhadap Hasil Belajar Siswa Sufa Adatul Hasanah; Muchlis Muchlis
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7611

Abstract

This research aims to describe the effect of the implementation of assessment for learning (AfL) in chemistry learning on student learning outcomes. This type of research is pre-experiment. The design used in this research is One Group Pretest Posttest Design, with the same treatment in class XI, that is pretest - meeting 1 - posttest 1 - meeting 2 - posttest 2. Meetings 1 and 2 respectively are the implementation of AfL on the material of acidic buffer solutions and basic buffer solutions. The subjects of this research were students of class A and B SMAN 2 Bangkalan. Students' chemistry learning outcomes were obtained from the results of pretest, posttest 1, and posttest 2. Data analysis techniques using normality test followed by hypothesis testing and N-Gain test. The results showed that there was a significant difference between the pretest and posttest 1 and between posttest 1 and posttest 2 in classes A and B. Students' learning outcomes also improved based on the results of the N-Gain test. Based on the results of the research, it can be concluded that the implementation of AfL in learning chemistry has an effect on learning outcomes and is able to improve student learning outcomes
EFFECTIVENESS OF THE DETECTIVE GAME OF CHEMISTRY MEDIA ON STUDENTS LEARNING OUTCOMES IN GREEN CHEMISTRY MATERIAL Agung Wijaya; Muchlis Muchlis
UNESA Journal of Chemical Education Vol. 15 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v15n2.p136-145

Abstract

This study was motivated by the topic of green chemistry, which requires an understanding of reducing or eliminating the use of hazardous chemicals for humans and the environment; therefore, innovative and engaging learning media are needed. This study aimed to determine the effectiveness of Detective Game of Chemistry in improving students’ learning outcomes on green chemistry topics. The research method used was a quantitative approach with a one-group pretest-posttest design, where the pretest was used to measure students’ initial abilities and the posttest was used to measure learning outcomes after the treatment. Data analysis was conducted using the Wilcoxon Signed Rank Test, classical completeness (mastery learning), and N-gain. The results showed a significance value of 0.001, indicating that there was an improvement in learning outcomes, as posttest scores were higher than pretest scores. The classical completeness result was 96%, categorized as very good and exceeding the success criterion of ≥75%, indicating that the learning process was effective. The N-gain analysis showed that 4% of students were in the low category, 50% in the medium category, and 46% in the high category, with an average N-gain of 0.73, which is classified as high. Based on these results, Detective Game of Chemistry is considered effective in improving students’ learning outcomes in green chemistry using an Android-based learning media.
Embedded formative feedback in chemistry worksheets: a self-regulation approach to conceptual learning of the periodic table of elements Jihan Nabilah Rahma; Muchlis Muchlis
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces686200

Abstract

This study aims to investigate the effectiveness of Student Worksheets (LKPD) oriented toward Assessment for Learning (AfL) in improving student learning outcomes on the Periodic Table of Elements (PTE) topic. The research employed a pre-experimental design with a one-group pretest-posttest model (O₁ X O₂), conducted with students in Grade X of SMA 2 Muhammadiyah Sidoarjo, Indonesia. Grounded in Black and Wiliam’s (1998) Assessment for Learning (AfL) framework and self-regulated learning theory, the worksheets embedded five core AfL mechanisms transparent learning objectives, continuous evidence elicitation, constructive feedback loops, peer assessment activities, and structured self-assessment checkpoints hypothesized to address known conceptual barriers in Periodic Table learning by enabling students to monitor, evaluate, and regulate their own comprehension in real time. Data were collected through validated pretest and posttest instruments measuring conceptual understanding of the PTE. A paired sample t-test, preceded by Shapiro-Wilk normality testing, was applied to examine score changes. Results revealed a mean improvement of 41.79 points (pretest M = 42.07; posttest M = 83.86), with a t-value of −22.476 (p < 0.05) and an N-Gain of 0.72 (High category). These findings confirm that formative feedback embedded within chemistry worksheets produces substantive gains in conceptual understanding, with theoretical implications for self-regulation-based instructional design in secondary science education.
E-SAS liveworksheet with individualized learning for intellectual disabilities in chemistry law: Analysis of profiles and learning outcomes Amelia Aura Trisiawati; Yulina Dewi Sartika; Rahmania Fitrah Sari; Muchlis Muchlis; Dian Novita
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.160

Abstract

This research aims to fill the research gap by combining in-depth analysis of learning profiles and measurement of learning outcomes for students with intellectual disabilities through E-SAS Liveworksheet with individualized learning on chemical law materials, especially Lavoisier's law and Dalton's law. This research involved 3 students with mild intellectual disabilities at Senior High School 10 Surabaya. This study used an embedded mixed-method design. Observations and interviews were used to collect qualitative data. Learning outcomes were used for collecting quantitative data. Qualitative data were analyzed using thematic analysis and matrix coding query with NVivo 11. Quantitative data were analyzed through the N-gain test on pretest and posttest scores. The study's findings indicate that when analyzing learning profiles, each student with intellectual disabilities has unique and diverse learning skills and styles. Learning skills include self-regulation, technology interaction, and information processing skills. Students' learning styles show the preferences of each student in the visual, auditory, and kinesthetic. The improvement in learning outcomes is indicated by the acquisition of an average N-gain score of 0.9 with high criteria. These research results demonstrate the importance of understanding the diversity of student learning profiles when creating learning processes and media, thereby creating effective learning impacting their learning outcomes.
Assessment for learning in chemistry learning: One of the best ways to improve learning outcomes Tri Amelia Khoirun Nisa; Muchlis Muchlis; Alif Syaiful Adam
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.243

Abstract

The integration of macroscopic, submicroscopic, and symbolic representations remains a major challenge in chemistry education, particularly when teaching abstract concepts such as electrolyte and nonelectrolyte solutions. This study aimed to investigate the implementation of the Assessment for Learning (AfL) approach and examine its effectiveness in improving students’ conceptual understanding of this topic. A pre-experimental study with a one-group pretest–posttest design was conducted involving 36 eleventh-grade students from a public senior high school in Surabaya. Data were collected using a validated 12-item conceptual understanding test and analyzed using the Wilcoxon signed-rank test and N-gain analysis. The results showed a significant improvement in students’ learning outcomes, with the mean score increasing from 43.26 in the pretest to 89.72 in the posttest. The Wilcoxon test produced an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), indicating a statistically significant difference between the pretest and posttest scores. Furthermore, the N-gain analysis revealed that 91.67% of students achieved a high category of improvement in conceptual understanding. These findings demonstrate that the systematic implementation of AfL strategies clarifying learning objectives, facilitating productive classroom discussions supported by student activity sheets, providing continuous formative feedback, and activating students as owners of their learning effectively supports students in connecting different levels of chemical representation. This study suggests that integrating formative assessment into classroom instruction can help teachers identify and address students’ misconceptions during the learning process, thereby promoting deeper conceptual understanding in chemistry education.
The Effectiveness of Student Worksheet with Problem Based Learning and Ethnoscience to Improve Critical Thinking Skills on Chemical Bonding Material: - Audy Via Rahmawati; Muchlis Muchlis
PendIPA Journal of Science Education Vol 9 No 2 (2025): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.9.2.264-270

Abstract

Learning chemistry through the merdeka curriculum prioritize on enhancing 21st century skills include students' critical thinking skills. Due to a number of critical thinking skill constraints, students find out the difficulties to comprehend theory-based in chemistry materials, such as chemical bonding materials. By problem-based learning that integrates ethnoscience content can make learning more meaningful is a way to train and enhance critical thinking skills. This research conducted in terms to quantify the effectiveness of Problem Based Learning and ethnoscience-based student worksheet on chemical bonding material to enhance the critical thinking skills of XI grade senior high school students. The research method used are descriptive quantitative and qualitative of One Group Pretest-Posttest Design. With 36 students of class XI-8 in SMAN 16 Surabaya as the subject, the worksheet stated effective according to the increasingly of N-gain value with an average of 0.7206 that is in the high category. As much as 26 students include into the high category, 8 fall into the medium category, and 2 fall into the low category. Therefore, the finding suggest that student worksheet with Problem Based Learning and ethnoscience-based student worksheet on chemical bonding materials can significantly improve students’ critical thinking abilities.
Implementation of Assessment for Learning-Oriented Student Worksheets to Improve Students’ Thermochemistry Learning Outcomes Orisia Toriqotul Ulum; Muchlis Muchlis; Maharani Agustina Arivi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.2019

Abstract

Thermochemistry is considered difficult because students need to connect abstract concepts, experimental observations, and calculation procedures in one learning process. Therefore, structured learning support that provides learning targets, feedback, and reflection is needed. This study focused on describing how students’ thermochemistry learning outcomes increased after the use of assessment for learning-oriented student worksheets. A pre-experimental approach using a one-group pretest-posttest design was carried out, with 24 students of class XI-B at SMA 1 Muhammadiyah Taman as participants. The learning process was carried out over two meetings covering system and surroundings, exothermic and endothermic reactions, thermochemical equations, calorimetry, and heat calculation. Data were collected through pretest and posttest, observation sheets for teacher and student activity, and student response questionnaire. The data were analyzed using rate (percentage) analysis, a normality test, the Wilcoxon signed-rank test, and N-gain. The findings indicated that teacher activity reached 91.54% and student activity reached 89.69%, both in the very good category. Students’ mean score improved from 60.94 to 85.83, indicating that the difference between the pretest and posttest results was significant. The N-gain result was categorized as medium with a mean score of 0.63, whereas students’ responses were categorized as very good with a rate of 97.92%. These results show that assessment for learning-oriented student worksheets can enhance students’ thermochemistry learning outcomes
The Effectiveness of Student Activitysheets with Assessment for Learning Approach in Improving Students’ Problem Solving Skills on Reaction Rate Materials Eka Saskia Pradita; Muchlis Muchlis; Khoirun Nisa’
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i1.622

Abstract

One of the key competences in learning chemistry is the capacity to solve problems, although this skill is yet not fully developed in the raction rate content. This study uses student activity sheets (SAS) with an assessment for learning technique on reaction rate material to examine how students' problem-solving skills (PSS) develop after learning. This study used a one-group pretest–posttest design and a pre-experimental methodology. Students in grade XI of high school who used SAS in conjunction with an assessment for learning methodology served as the research subjects. Tests of problem-solving skills administered both before and after therapy served as the data collecting tool. Student answers and the execution of learning activities served as supporting data. A descriptive and quantitative analysis of the data was conducted. With an N-gain value of 0.756 in the high category, the average score increased from 55.3 on the pretest to 88.9 on the posttest, indicating that students' PSS had improved following therapy. Furthermore, the students' active participation in the learning process is demonstrated by the 84.1% response rate to learning and the 92.3% execution of learning activities. These results demonstrate that using SAS for assessment for learning can enhance chemistry instruction focused on enhancing students' PSS with reaction rate materials
Co-Authors Achmad Lutfi Agung Wijaya Alif Syaiful Adam Amaria Amaria Amelia Aura Trisiawati Audy Via Rahmawati Bambang Sugiarto Budi Jatmiko Cita Triadhani Olivia Dewi Laili Safithri Dian Novita Dyah Dwi Lestari Eka Saskia Pradita Harun Nasrudin I GUST MADE SANJAYA Intan Wulandari Jihan Nabilah Rahma Khoirun Nisa’ Kusumawati Dwiningsih Laila Nur Cholifatul Isnaini Sabila Maharani Agustina Arivi Novita, Dian Nurul Hikmatun Uliya Orisia Toriqotul Ulum Puja Cahya Dini Rahmania Fitrah Sari Reny Yulfiani Resti Diah Sugita Rintis Mega Ayirahma rizqya ramadhana Rusly Hidayah Siti Mutmainah Siti Tjahjani Sri Poedjiastoeti Sri Poedjiastoeti Sufa Adatul Hasanah Sukarmin Sukarmin Suyatno Sutoyo Tri Amelia Khoirun Nisa Utiya Azizah Yulina Dewi Sartika YUNI SRI RAHAYU