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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Sains Jurnal Inovasi Pendidikan IPA EduChemia: Jurnal Kimia dan Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Tadris Kimiya Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan J-PEK (JURNAL PEMBELAJARAN KIMIA) Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Science Learning Indonesian Journal of Chemistry Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Jurnal Ilmiah Profesi Pendidikan Hydrogen: Jurnal Kependidikan Kimia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Indonesian Journal on Learning and Advanced Education (IJOLAE) J-PEK (Jurnal Pembelajaran Kimia) Al Ibtida: Jurnal Pendidikan Guru MI
Sri Rahayu
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Chemistry Learning Using Multiple Representations: A Systematic Literature Review Margaretha Bhrizda Permatasari; Sri Rahayu; I Wayan Dasna
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.42656

Abstract

The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained from the online article database ERIC, Scopus, and SINTA. The purpose of a review is to give information to teachers and researchers in chemistry education about the definition of multiple representations, the influence of multiple representations on chemistry learning outcomes, and how to implement various representations in chemistry learning models or strategies. The review results showed that the definition of numerous representations referred to both three levels of chemical representation and the tetrahedral representation of chemistry. Also, it referred to the use of various media. The influence of multiple representations on chemistry learning outcomes included improving concept understanding, improving performance, reducing mental effort, improving self-efficacy, making better cognitive structures, improving mental models, and reducing misconceptions. Multiple representations have also been implemented in several learning models or strategies such as Inquiry, Inquiry 5E, Guided Inquiry, Problem Solving, Thinking, Aloud Pair Problem Solving (TAPPS), Problem Posing (PP), Cognitive Dissonance, and Multiple Representation Based Learning (MRL).
Pemahaman Mahasiswa tentang Hakikat Sains dalam Pembelajaran menggunakan Model Pembelajaran Mobile-NOS Yusran Khery; Baiq Asma Nufida; S. Suryati; Sri Rahayu; Miftahul Aini
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 7, No 2: December 2019
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (955.092 KB) | DOI: 10.33394/j-ps.v7i2.1771

Abstract

[Title: Students' Understanding of the Nature of Science in Learning using the Mobile-NOS Learning Model]. This research aimed to evaluate the influence of the Mobile-NOS model of learning application towards Students' Understanding of the Nature of Science. In the form of pre-experimental research, this study has been carried out by pretest-posttest non-control group design. The research subjects consisted of 27 students participating in the Basic Chemistry II course in the chemical education program of IKIP Mataram Academic Year 2018/2019 collected by saturated sampling. The Nature of Science data was obtained using the Understanding of Nature of Science questionnaire that consists of 39 valid items with very high reliability (r = 0.802) proved by test result to 84 subjects. A paired sample t-test used to analyze the data obtained. The results showed significant enhancement on students' understanding of the nature of science after the Mobile-NOS model of the learning implementation. The value of t count (5.353) is higher than the t table (1.706) in the one-way hypothesis. Based on the results of the study, it can be concluded that the Mobile-NOS learning model influences students' understanding of the nature of science.
Investigating the immersion of inquiry in lecture in improving students’ understanding about scientific inquiry Muntholib Muntholib; Sri Rahayu; Naif Alsulami; Mohd Shafie Rosli
Jurnal Cakrawala Pendidikan Vol 41, No 3 (2022): Cakrawala Pendidikan (October 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i3.33020

Abstract

This study aimed to examine the extent to which scientific inquiry procedures during a lecture improvelead to an improvement in students’ understanding of scientific inquiry. The study implemented a one-group pretest-posttest design. Participants were 53 first-year students from the Chemistry Department atin a public university in Malang Ccity. Students’ understandings of scientific inquiry were assessed before and after the instruction using the Views About Scientific Inquiry (VASI) questionnaire. TThe participants’ responses were analysed descriptively and classified into three categories: informed, partially informed, and naïve, with Cohen’s inter-rater reliability value of 0.81.he participants’ responses were analysed descriptively and classified into three categories, namely informed, partially informed, and naïve views with Cohen’s inter-rater reliability value of 0.81. The results showed that (1) before treatment, students' understanding of scientific inquiry was at the level of partially informed and naïve, and (2) the immersion of scientific inquiry procedures in lectures improved students' understanding of scientific inquiry with the improved strength of Cohen's d-effect size was 1.10 (much larger than the typical category) or average normalized gain was 0.3 (medium category).
Pembelajaran Berbasis Kasus (CBL) Dalam Pembelajaran Kimia: Review Sistematik Dari 2011-2021 Citra Ayu Dewi; Habiddin Habiddin; I Wayan Dasna; Sri Rahayu
Jurnal Penelitian Pendidikan IPA Vol 8 No 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.1971

Abstract

The implementation of Case-Based learning in chemistry learning has grown rapidly in the last ten years. To find trends and issues in the application of case-based learning in chemistry learning, a systematic review is needed. This study aims to analyze the types of CBL and forms of CBL cases used in chemistry learning. The research method used is a systematic review of articles published in the Scopus journal obtained from the Scopus database for the last 10 years (2011-2021). Search articles using titles, abstracts, or keywords that meet logical conditions (“Case-Based Learning”) or (“Case Method”) and (“Chemistry”). The population of this study was 200 articles published in the Scopus database and the sample used was 93 articles. The findings showed that the CBL learning model has a learning syntax that includes four (4) stages, namely: Case Orientation (determining the object to be tested), Peer Instructions (choosing cases that are relevant to the object being studied), Case Review (building initial theory and reviewing literature), Evaluation (collecting, organizing data, analyzing data and developing conclusions). The CBL model presents complex cases in the form of factual news related to the essence of the problem context in the form of story descriptions and integrates information sources in the context to solve cases. The percentages of the 93 articles analyzed were 32% PBI, 31% PBL, and 30% PJBL. Thus, it can be concluded that CBL learning is implemented in three (3) learning approaches, namely CBL in Inquiry-Based Learning, CBL in Problem Based Learning, and CBL in Project-Based Learning
Analisis Kesulitan Pendidik Kelompok Mgmp Kimia Sidoarjo Dalam Pembuatan Modul Ajar Berdiferensiasi Di Era Kurikulum Merdeka Hayuni Retno Widarti; Munzil Munzil; Sri Rahayu; Nur Candra Eka Setiawan; Deni Ainur Rokhim; Juwita Karina Pratiwi; Risti Peni; Asnan Wahyudi
Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) 2023: Sinergi Perguruan Tinggi dan Masyarakat Untuk Mendukung Pencapaian Empat Pilar Pembangunan Men
Publisher : Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS)

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

Abstract

Konsep utama kurikulum merdeka adalah implementasi konsep pendidikan yang berorientasi pada siswa. Salah satu cara mewujudkan pendidikan berorientasi pada siswa adalah menerapkan pembelajaran berdiferensiasi. Penelitian ini bertujuan menganalisis kesulitan – kesulitan pendidik kelompok MGMP Kimia Sidoarjo dalam pembuatan modul ajar berdiferensiasi di era kurikulum merdeka. Penelitian ini menggunakan penelitian kualitatif deskriptif dengan teknik pengumpulan data menggunakan angket. Penelitian ini dilakukan di MGMP Kimia Sidoarjo dengan subjek penelitian guru kimia yang mengikuti kegiatan pendampingan kompetensi sejumlah 80 orang guru. Dari hasil angket didapatkan hasil 50% responden sudah mencoba membuat modul ajar berdiferensiasi. Namun, didapatkan fakta menarik yaitu ditemukan sebanyak 100% responden atau semua responden mengalami kendala ketika menyusun modul ajar berdiferensiasi. Berdasarkan analisis dan pembahasan di atas dapat disimpulkan bahwa pelaku pendidikan di MGMP Kimia Sidoarjo masih mengalami kesulitan terkait pembuatan modul ajar berdiferensiasi sebagai perangkat pembelajaran dalam era kurikulum merdeka. Kata kunci: Modul Ajar Berdiferensiasi, Kurikulum Merdeka, Kesulitan Pendidik
Evaluation of Senior High School Students’ Ability to Reading Chemistry Text Arum Setyaningsih; Sri Rahayu; Parlan Parlan; Munzil Munzil; Wako Uriu
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5096

Abstract

Science text reading activities can introduce students to understanding chemical concepts and practice reading skills. Reading skills play an important role in science education because they are related to student's cognitive and metacognitive abilities. This study aims to see how the ability to read texts and students' understanding of chemical concepts through texts. This research uses a mixed method design, embedded type. Quantitative data is obtained through survey results and qualitative data is obtained through interviews to strengthen the justification of quantitative data obtained. Participants in this study were 299 high school students in the cities of Malang and Batu. The research instrument is an instrument of reading chemistry text skills (r = 0.918) consisting of 3 chemistry texts and in each of them, there are 8 essay questions covering literal, interpretation, and application aspects. The profile of students' reading skills based on the results of surveys and interviews shows that most students' reading skills have not been able to understand the idea of chemical concepts correctly, have not been able to describe chemical terms in the text correctly, students' explanations of chemical concepts are at the structural level, and have not been able to provide creative ideas (arguments) for solutions to problems presented in the text. The implications of this study need to be explicit skills in reading chemistry texts to understand chemical concepts and be proficient in reading chemistry texts.
The Effect of Implementation of Inquiry-based Learning with Socio-scientific Issues on Students' Higher-Order Thinking Skills Sitti Nurul Qamariyah; Sri Rahayu; Fauziatul Fajaroh; Naif Mastoor Alsulami
Journal of Science Learning Vol 4, No 3 (2021): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v4i3.30863

Abstract

This study investigates the effect of inquiry-based learning with socio-scientific issues on students' higher-order thinking skills in the first year based on chemistry topics. This study used a quasi-experiment design as a method. A sample of 96 students in three classes was selected and was divided into two groups. An experimental group used two classes (68 students) that received the instruction by inquiry-based learning with socio-scientific issues, while the control group (28 students) received instruction using verification learning. The data were collected using pretest and post-test. The results were analyzed using SPSS 16.0 for windows software by employing ANOVA and effect size. This study showed that the experimental groups have a higher score in Higher Order Thinking Skills than the control group students, and there was a significant difference between the experimental groups and the control group with a large effect size. Thus, this study concluded that inquiry-based learning with socio-scientific issues helps conduct the classroom's learning strategies to improve students' higher-order thinking skills.
Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions Muhammad Ali Kurniawan; Sri Rahayu; Fauziatul Fajaroh; Saeed Almuntasheri
Journal of Science Learning Vol 3, No 2 (2020): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v3i2.22277

Abstract

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.
Chemical Literacy Skill of High School Students on the Solution Chemistry Senna Prasemmi; Sri Rahayu; Fauziatul Fajaroh; Saeed Almuntasheri
Jurnal Tadris Kimiya Vol 6, No 1 (2021)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v6i1.10392

Abstract

This research aimed to develop a multiple-choice chemical literacy test on solution chemistry as an instrument that specifically focuses on learners' knowledge and competency aspects; applying the test instrument by surveying 12th-grade high school students. The development of the test instrument adapted the R&D model by Borg and Gall. The Cronbach's Alpha reliability of the test was obtained after small-scale and wide-scale trials are 0.793 and 0.833, respectively, with 35 valid items. Data were collected using random cluster sampling with a total of 463 respondents. The result shows that the mean score of chemical literacy for the students in this study is 46.27. This indicated that the students' level of chemical literacy is low, and further improvement is required.  
The Effect of Scientific Terms Error on Scientific Communication of Prospective Teachers and Progressive Education Parmin Parmin; Stephani Diah Pamelasari; Sri Rahayu
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 3, September 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i3.14214

Abstract

The error of term usage in communication can be caused due to the misunderstanding of the words' mean-ing, or even the users might even realize their error but somehow keep using it deliberately. Thus, this study was conducted to find errors in using scientific terms in communication that influence the scientific communication of prospective science teachers. The research design used was mixed methods with sequen-tial explanatory strategies. The data were gathered through a closed questionnaire referring to the optional Likert Scale of 5 options and analyzed quantitatively. There were 256 participants or prospective science teachers as research subjects. The mean of the r count was 0.64, and the r table was 0.12. Therefore, it was judged as valid. The reliability test was obtained by Cronbach's Alpha of 0.951> 0.80. The results show that there were 13 errors of scientific terms performed by participants. Wilcoxon test obtained the Asymp value. Sig. of 0,000 <0.005 meaning that there were differences in the use of the term science in society and university. Representing and presenting were two aspects of scientific communication, with 40% obtain-ing moderate criteria. The research concludes that the scientific terms' error affects prospective teachers' sci-entific communication and progressive education since the errors have become a long habit. It must be over-come because the habit scientifically will also influence the trust of scientific truth.
Co-Authors Ade Ika Anggraini Agus Agus Amry, Urwatil Wutsqo Anggia Rose Sukaton Anggraini, Ade Ika Anike Sem Anisyah Dasa Astarina Ari Syahidul Shidiq Arif Hidayat Arin Ika Ningtyas Arum Setyaningsih Arum Setyaningsih Asnan Wahyudi Baiq Asma Nufida Bambang Kuswandi Citra Ayu Dewi Dedy Hariyadi Deni Ainur Rokhim Dharmawati Dharmawati Dita Setya Arini Dyah Puspitasari Ningthias Endang Budiasih Eris Ratnawati Fauziatul Fajaroh Habiddin Halimah Mustika Nurhayati Hayuni Retno Widarti I Wayan Dasna Ibrohim Ika Rahmawati Ima Rosyida Indah Yulaikah Intan Diah Purwandari Intan Mahanani Isma Yanti Vitarisma Sukirno Putri Juwita Karina Pratiwi Kafita Krisnatul Islamiyah Klaudia E.N Bambut Mardi Lestari Margaretha Bhrizda Permatasari Miftahul Aini Mohd Shafie Rosli Muhammad Ali Kurniawan Muntholib Munzil Naif Alsulami Naif Mastoor Alsulami Noor Fathi Maratusholihah Nursida Djaen Nurul Fitriah Aras Parlan . Parlan Parlan Parmin Parmin Parmin Parmin Parmin Parmin Putu Anindita Widhiya Putri Risti Peni Saeed Almuntasheri Saeed Almuntasheri Senna Prasemmi Sentot Kusairi Setiawan, Nur Candra Eka Siti Marfu’ah Sitti Nurul Qamariyah Sri Yamtinah Srini M Iskandar Stephani Diah Pamelasari, Stephani Diah Subaeri Subaeri Sudarmin Suhadi Ibnu Sulistyo Saputro Suryati Suryati Suryati Suryati Susriyati Mahanal Uswatun Hasanah Vella Aulia Illahi Wako Uriu Yahmin Yahmin Yusran Khery Yusran Khery Yusran Khery