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All Journal EduChemia: Jurnal Kimia dan Pendidikan Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Tadris Kimiya PENDIPA Journal of Science Education Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Jurnal Pembelajaran Sains Jurnal Paedagogy Didaktika: Jurnal Kependidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Indonesian Journal of Science and Education
Setia Rahmawan
Department Of Chemistry Education, Faculty Of Tarbiyah And Education, Sunan Kalijaga State Islamic University, Yogyakarta, 55281
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Development of Weebly-Based Website Learning Media Containing Ethnochemical Acid-Base Material Irnawati Irnawati; Setia Rahmawan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 2: April 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i2.10279

Abstract

Technological disruption causes relatively rapid and even uncontrollable social change, while the pace of education moves at a super slow speed. Weebly is an alternative media technology that can be used as a learning medium. This research aims to produce Weebly-based learning media that contains ethnochemistry that is valid and suitable for use in the learning process and as a student learning resource. Weebly-based learning media is an innovation that teachers can use to facilitate the learning process through presenting culture related to chemistry on the website. This research uses an R&D approach with the ADDIE model. The instruments used in this research were validation sheets and product assessment sheets. The product was validated by one material expert and one media expert and assessed by three chemistry teachers and thirty high school students. The expert validation results show that the learning media is very valid in terms of material and media. The results of the learning media assessment by three chemistry teachers obtained an average score of 110.3 with a percentage of 91.9% in the very good category. Student responses to the learning website were also positive with an ideal percentage of 96.7% in the very good category. The results of expert validation, teacher assessments, and student responses show that the website is valid to use as a chemistry learning medium and as a learning resource.
Development of YouTube Learning Media Based on Practicum of Electrolyte and Non-Electrolyte Materials Alfina Ayu Dewanti; Setia Rahmawan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 3: July 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i3.12388

Abstract

Education in Indonesia is currently ranked among the lowest in terms of quality, as evidenced by PISA 2018. Therefore, it is crucial to introduce technological innovations, such as instructional videos, to improve the state of education in the country. This project aims to create animated films that can serve as instructional resources for electrolyte and non-electrolyte solution materials, specifically designed for classroom use. The research method employed is Research and Development (R&D), utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The results of this study demonstrate the high validity of the learning videos developed, as indicated by the validation tests carried out by media experts (81.4%) and material experts (96.9%). These results are further supported by a questionnaire-based assessment of student responses, with an overall satisfaction rate of 98.67%. Therefore, it can be concluded that the development of practicum-based YouTube animation videos on electrolyte and non-electrolyte materials, using the ADDIE model, is highly suitable for educational purposes.
META-ANALYSIS OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) MODELS AT THE MIDDLE SCHOOL LEVEL Adinda Fara Aulia; Azizah Miftakhul Rohmah; Setia Rahmawan
Jurnal Pembelajaran Sains Vol 8, No 1 (2024)
Publisher : Prodi Pendidikan IPA FMIPA Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um033v8i1p36-44

Abstract

This research investigates the effectiveness of the Problem-Based Learning (PBL) learning model in improving student learning outcomes at the junior high school level using two cycles of Classroom Action Research (PTK). The PBL learning model can attract students' attention so that they become more active and collaborative. Applying the PBL model can improve problem-solving abilities so that students can think critically. However, there are still challenges in implementing PBL, such as limited resources, the time needed to prepare material, and the teacher's ability to manage dynamic classes. The method used is meta-analysis which is reviewed from a literature review. A literature review is analyzing information from someone's published research. The research began by searching for data in the form of descriptive analysis. The results of the study of the PBL model with two cycles can improve student learning outcomes from the lowest, namely 3.07% to the highest, 42.8%. The results of data analysis in Table 1 mean the first cycle score is 71.78, while the average second cycle score is 85.66. The average score shows a significant change, proving that the use of the Problem-Based Learning model is an effective solution for teachers to improve student learning outcomes at the junior high school level.
The Effect of Buzz Group Based Blended Learning to Improve Students Cognitive Learning Outcomes on Thermochemical Materials Hidayah, Chaerul; Rahmawan, Setia
EduChemia: Jurnal Kimia dan Pendidikan Vol 8, No 2 (2023)
Publisher : Department of Chemical Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v8i2.19430

Abstract

Thermochemistry is considered difficult because students are required to be able to apply mathematical equations in a calculation. Coupled with the use of the lecture method, this makes students less active and bored with learning, so the learning outcomes are low. Therefore, appropriate teaching strategies are needed so that learning becomes effective, namely using a buzz group based on blended learning where there is collaboration and discussion between students with the integration of digital technology. This study aimed to determine the effect of buzz groups based on blended learning to improve students' cognitive learning outcomes in thermochemical material. This research is experimental research, with a quasi-experimental design in the form of a pretest-posttest control group. The research was conducted at MA Minhajut Tholabah, Purbalingga. The sampling technique chosen was saturation sampling, with a sample of class XI MIA 1 as the experimental class and class XI MIA 2 as the control class. The research instrument uses test questions and questionnaires. The function of this instrument is to compare the result of learning between the experimental and control classes. The data analysis technique used for testing the hypothesis is the Mann-Whitney test, and the questionnaire uses percentages. Based on the results of the Mann-Whitney test, the significance value was 0.03 <0.05, which means that H0 is rejected. The average of the student response questionnaire was 77%. This result can be categorized as interesting. It was concluded that there was an influence of the blended learning-based buzz group method to improve students' cognitive learning outcomes in thermochemical material, and the results of the response questionnaire indicated that students were interested in using this method.
Efectiveness of Cooperative Learning Model Type Learning Together (LT) on Learning Outcomes and Creativity of Students on Acid-Base Material Setia Rahmawan; Elisa Yuliana
Indonesian Journal of Science and Education Vol. 7 No. 2 (2023): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v7i2.1095

Abstract

This study aims to determine the effectiveness of Learning Together (LT) type cooperative learning model on learning outcomes and creativity of students on acid-base material in class XI MIPA SMA Muhammadiyah 3 Yogyakarta. The population of this study were all students of class XI MIPA SMA Muhammadiyah 3 Yogyakarta which amounted to 93 students and divided into 3 classes, namely class XI MIPA 1, XI MIPA 2, and XI MIPA 3. The samples of this study were class XI MIPA 2 as the control class and class XI MIPA 3 as the experimental class, each class consisting of 31 students. This research method is a quasi-experiment. The design used is nonequivalent control group design. Data collection techniques using test questions and filling out questionnaire sheets of students’creativity. Data analysis techniques used are normality test, homogeneity test, and hypothesis testing (Mann Whitney test and independent sample t-test). Based on the results of the Mann Whitney test analysis, the Sig (2-tailed) value of 0.000 <0.05 was obtained, so H0 rejected and H1 was accepted, meaning that the Learning Together (LT) type cooperative learning model was effective on learning outcomes on acid-base material. Based on the results of the independent sample t-test analysis, the Sig. 0.005 < 0.05, so that H0 rejected and H1 was accepted, meaning that the Learning Together (LT) type cooperative learning model is effective on students' creativity in acid-base material.
Bibliometric Methods: Analysis of the Development Potential of Ethnoscience-based Science Literacy Modules in Chemistry Learning Setia Rahmawan; Dea Santika Rahayu
Indonesian Journal of Science and Education Vol. 7 No. 2 (2023): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v7i2.1104

Abstract

There still needs to be more research on the potential analysis of the development of ethnoscience-based science literacy modules in chemistry learning using bibliometric tools. Ethnoscience-based science literacy modules still need to be found and used in chemistry learning. This research aims to analyze the novelty and effectiveness of ethnoscience-based science literacy modules in chemistry learning. The subject of this research is a science literacy module based on ethnoscience in chemistry learning. In this study, the researchers also analyzed articles that have been filtered based on topics based on local wisdom-based science literacy modules. The analysis contains several components: title, year, doi, author, method, outcome, and conclusion. The research uses an approach that uses the method of Systematic Literature Network Analysis (SLNA) assisted by bibliometric tools as the medium used in analyzing the article. The data obtained was many articles from the SCOPUS database, which had previously defined some criteria for capturing it. The criteria are related to the year of publication, keyword, and language selection. The application used in this study is the VOS Viewers application. The results show that research related to ethnoscience-based science literacy modules in chemistry learning is still highly feasible, given the numerous constraints in some schools. However, it should be noted that ethnoscience-based science literacy cannot replace scientific literacy globally because of the global literacy capabilities needed in everyday life.
Why is Chemistry Education? Exploring the Motivation of Student Choices Setia Rahmawan; Atep Rian Nurhadi; Enggal Mursalin; Rahmiati Darwis
Indonesian Journal of Science and Education Vol. 8 No. 1 (2024): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v8i1.1565

Abstract

Learning motivation is critical to educational success, influencing students' engagement, persistence, and overall performance. Despite its importance, motivation determines students' choices for future careers and struggles in participating in learning activities. The aim was to characterize students' chemistry learning motivation in detail using the Academic Motivation Scale - Chemistry (AMS-Chemistry). This study employs a descriptive qualitative research design. The qualitative approach allows an in-depth exploration of personal experiences and perceptions of learning motivation in chemistry education. The AMS-Chemistry instrument consists of 28 statement items that measure aspects of amotivation, three types of extrinsic motivation, and three types of intrinsic motivation. The results show that the motivation profile to learn Chemistry in Chemistry Education students using the AMS-Chemistry instrument on the amotivation subscale tends to disagree (55,46%). On intrinsic motivation, the to know subscale tends to agree (65,80%) strongly, the to accomplish subscale has a high score on strongly agree (48,85%) responses, and the to experience subscale tends to respond strongly agree (35,34%). Extrinsic motivation includes the external regulation subscale tending to strongly agree (55,17%) and the introjected regulation subscale having a high score on strongly agree (62,36%) responses. The identified regulation subscale has a strongly agree (68,97%) response tendency.
Intertextual-Based Chemistry Learning in Salt Hydrolysis Concept to Improve Students' Science Process Skills Izzatul A'qidah; Setia Rahmawan
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1152

Abstract

Teaching with multiple representations provides a rich context for helping students overcome difficulties in understanding chemical concepts. Learning models such as POE (Predict-Observe-Explain) can enhance students' science process skills. The purpose of this study was to determine the effectiveness of the POE model in learning salt hydrolysis to improve high school students' science process skills. The method used was quantitative, with questionnaires for data collection. The research findings are as follows: (1) students are more interested in the practicum method, (2) many students do not understand the equipment used in the practicum, and (3) many students have science process skills scores lower than their cognitive scores. Therefore, science process skills must be applied to students.
Co-Authors Adinda Fara Aulia Alfina Ayu Dewanti Atep Rian Nurhadi Ayu Lestari Azizah Miftakhul Rohmah Darwis, Rahmiati Dea Santika Rahayu Elisa Yuliana Enggal Mursalin Fadhila Uzlifati Matsna Gesa Salutri Harry Firman Hidayah, Chaerul Ilma Amalia Irnawati Irnawati Ismun Nisa Nadhifah Isnaini Rahmadhani Izzatul A'qidah Legendaria Raula Saputri Mohamad Agung Rokhimawan Mohamad Agung Rokhimawan Mohamad Agung Rokhimawan Nendi Gunawan Paskalia Pradanti Sulistyaningsih Sulistyaningsih Supatmi Wulandini Wiwi Siswaningsih