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All Journal Jurnal Pendidikan dan Pengajaran Inklusi Journal of Disability Studies JCER (Journal of Chemistry Education Research) JPPIPA (Jurnal Penelitian Pendidikan IPA) UNESA Journal of Chemical Education
Findiyani Ernawati Asih
Universitas Negeri Surabaya
Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Students’ Integrated Science Process Skills and Argumentation in Basic Natural Science Lecture Findiyani Ernawati Asih; Dian Novita; Ivan Ashif Ardhana
Jurnal Pendidikan dan Pengajaran Vol 55 No 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.061 KB) | DOI: 10.23887/jpp.v55i1.35979

Abstract

Rapid technological developments allow social studies students to practice i-SPS through practicum methods. This study aims to analyze the integrated science process skills (i-SPS) and the arguments of social studies students. i-SPS through demonstration methods and virtual experiments using pHET simulations, while arguments through debate activities involving the pro group (pseudoscience view) and the contra group (scientific view). The design of this research is a mixed method. The qualitative aspect analyses the i-SPS learning achievement of social studies students who use the rotating learning method. In contrast, the quantitative aspect is the correlation test between the i-SPS with pHET and argumentation. The mean score of i-SPS based on pHET is 83.46, i-SPS based on the demonstration is 55, while the average argumentation score is 77.88. The results of the nonparametric correlation test obtained that rcount 0.175 is more minor than rtable 0.404. So there is no correlation between i-SPS with pHET and argumentation. About 75% of social studies students have the i-SPS combination category, which is not balanced according to pHET and arguments. I-SPS-PHET students do not affect their arguments. Several factors can influence the argumentation of social students, such as experiences about phenomena, information in the digital era, and the characteristics of debates involving extended groups of pros and cons.
DESCRIPTION OF THE ROLE OF GUIDING BOOK IN LEARNING BASED ON ASSESSMENT AS LEARNING Muchlis Muchlis; Rudiana Agustini; Kusumawati Dwiningsih; Findiyani Ernawati Asih
JCER (Journal of Chemistry Education Research) Vol. 6 No. 1 (2022): Volume 6 No. 1 June 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v6n1.p77-83

Abstract

Abstract. The  aim of this research was to describe the Guiding Book which helps implementing assessment as learning. The research subjects were 29 students of Undergraduate Program of Chemistry Education, Universitas Negeri Surabaya. The research methods were questionnaire and documentation method. Questionnaire method was to record student responses to the role of the Guiding Book which helps implementing assessment as learning. The documentation method was to record students’ activity in implementing of learning based on assessment as learning. The document used in this documentation method which was  assessment as learning based worksheet. The result showed that the percentage of students response was about 81% for the six items, which means that the Guiding Book played a very helpful role in the implementing  of learning based on assessment as learning. The result of observations on assessment as learning based worksheet showed that students implemented of learning based on assessment as learning by utilizing or being inspired the contents of the Guiding Book. Keywords: guiding book, assessment as learning
IDENTIFICATION OF SCIENTIFIC ATTITUDE ON SENIOR HIGH SCHOOL STUDENTS IN SOLUBILITY AND SOLUBILITY PRODUCT CONCEPT Ernita Vika Aulia; Findiyani Ernawati Asih
Jurnal Penelitian Pendidikan IPA Vol. 5 No. 1 (2020): Juni 2020
Publisher : Perkumpulan Pendidik IPA Indonesia (PPII)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppipa.v5n1.p23-29

Abstract

The main objectives of this study is to describe students' scientific attitudes on the solubility and solubility product concept before and after guided inquiry-based learning. The scientific attitude in this study includes four indicators, that is student attitudes towards science, the importance of science in life, student responses to science as a career, and student responses to learning science in school. Scientific attitudes play an important role in student decision making to develop scientific knowledge further, pursue careers in science, and use scientific concepts and methods in their lives. This study used a survey method for 40 students enrolled in the 2017/2018 academic year. Data obtained through questionnaires and observations of scientific attitudes during learning activities. The questionnaire technique consisted of a self-assessment sheet and an assessment sheet between friends, each containing 30 statements (positive and negative). This sheet was given before and after learning activities. Data were analyzed quantitatively and qualitatively according to the description. The results of scientific attitudes obtained from the self-assessment sheet and among friends are presented in Table 1. From the results of the study, it was shown that student attitudes towards science were the highest scores for the scientific aspects and there were differences in students' scientific attitudes before and after guided inquiry-based learning on the solubility and solubility product concept.Keywords: Scientific attitude, guided inquiry, solubility and solubility product concept
Learning Profiles of Slow Learner Students on Periodic Properties of Elements Using E-LAPD Dian Novita; Hana Salsabila Virani; Teguh Bedjo Santoso; Rahmania Fitrah Sari; Findiyani Ernawati Asih
INKLUSI Vol. 13 No. 1 (2026)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.130104

Abstract

Slow learner students require adaptive chemistry learning support to understand abstract concepts. This research aims to explore the learning profiles and learning outcomes of slow learner students using Electronic Student Activity Sheets (E-LAPD) with individualized learning strategies on the topic of periodic properties of elements. Participants consisted of three slow learner students at Senior High School 10 Surabaya. This research employed a mixed-method approach using an embedded design. Qualitative data were analyzed using NVivo 11 software, while quantitative data were analyzed using N-gain scores to measure learning outcomes. The findings indicated a dominant visual learning tendency, although one student also demonstrated an auditory preference. The results also showed improved learning outcomes with a high average N-gain score. These findings highlight that E-LAPD can support inclusive chemistry learning by accommodating diverse learning needs and facilitating adaptive and inclusive learning for slow learner students. AbstrakSiswa slow learner memerlukan dukungan pembelajaran kimia yang adaptif untuk memahami konsep-konsep abstrak. Penelitian ini bertujuan untuk mengeksplorasi profil belajar dan hasil belajar siswa slow learner menggunakan Lembar Aktivitas Peserta Didik Elektronik (E-LAPD) dengan strategi pembelajaran individual pada materi sifat periodik unsur. Partisipan penelitian terdiri atas tiga siswa slow learner di SMA Negeri 10 Surabaya. Penelitian ini menggunakan pendekatan mixed methods dengan desain embedded. Data kualitatif dianalisis menggunakan perangkat lunak NVivo 11, sedangkan data kuantitatif dianalisis menggunakan skor N-gain untuk mengukur hasil belajar. Temuan menunjukkan adanya kecenderungan gaya belajar visual yang dominan, meskipun satu siswa juga menunjukkan preferensi auditori. Hasil penelitian juga menunjukkan peningkatan hasil belajar dengan rata-rata skor N-gain yang tinggi. Temuan ini menunjukkan bahwa E-LAPD dapat mendukung pembelajaran kimia inklusif dengan mengakomodasi kebutuhan belajar yang beragam serta memfasilitasi pembelajaran yang adaptif dan inklusif bagi siswa slow learner.
IMPLEMENTATION OF PROJECT-BASED LEARNING WITH AN EDU-ECOPRENEURSHIP FOCUS: STUDENTS’ PRACTICAL SKILLS AND THE QUALITY OF BAR SOAP MADE FROM USED COOKING OIL WITH PAPAYA EXTRACT Aulia Nur Alfiannissa; Tri Wahyuni; Findiyani Ernawati Asih
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.p157-164

Abstract

Used cooking oil is one of the household wastes that can be utilized as a raw material for solid soap production while supporting environmental sustainability efforts. This study explored the implementation of Project-Based Learning (PjBL) integrated with edu-ecopreneurship through a project involving the production of solid soap from used cooking oil with the addition of papaya extract. The study involved 72 tenth-grade students from the Laboratory Testing Analysis (APL) program at a vocational high school in Gresik and employed a quantitative descriptive approach with a one-shot case study design. Data were collected through observations of students’ practical skills and quality testing of the soap products, including pH value, residual alkali content, density, and foam stability. The observations showed that students generally demonstrated good practical skills during project implementation, particularly in preparing materials, following procedures, and applying laboratory safety practices. The soap produced by both classes exhibited relatively similar characteristics, with satisfactory density and foam stability; however, the pH values and residual alkali content indicated that the saponification process had not yet reached optimal conditions. The project provided opportunities for students to apply chemistry concepts through direct experience while utilizing waste materials with potential economic value, making learning activities more relevant to real-life environmental issues.  
Co-Authors Aulia Nur Alfiannissa Ernita Vika Aulia Hana Salsabila Virani Ivan Ashif Ardhana Kusumawati Dwiningsih Muchlis Muchlis Novita, Dian Rahmania Fitrah Sari Rudiana Agustini Teguh Bedjo Santoso Tri Wahyuni