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All Journal SEMIRATA 2015 EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian Pendidikan Kimia SEJ (Science Education Journal) Journal of Innovation and Research in Primary Education Jurnal Pendidikan MIPA Journal of Islamic Education
Desi Desi
PSP Kimia FKIP Universitas Sriwijaya
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Student Creativity through Project-based Learning Experiences Desi Desi; Jejem Mujamil; Bety Lesmini; Iceng Hidayat
SEJ (Science Education Journal) Vol 3 No 2 (2019): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v3i2.2651

Abstract

This study aims to analyze students’ creativity through project-based learning experiences in a electrochemistry topic. Subject of this study was 40 students from Chemistry Education Study Program who took basic chemistry course. Students experienced several activities, namely: forming groups of three, asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts like a model, a videotape, or a media. Then, the lecturer monitored the students and the progress of the project, assessed the outcome and evaluated the experience resulting students-in group’ creativity profile. Research instruments are project assessment rubrics and observation sheets. Findings show that students’ creativity in groups ranges from less to very good or from 48.15 to 92.59. Although there are still shortcomings with this study, we encourage other lecturers to implement this type of learning model in other courses or subjects in order to improve students’ problem solving skills.
Exploration of Socio-Scientific Issues Learning Media for Science Literacy through Hypercontent E-Module Widyastuti , Meyliana Puji; Safitri, Erna Retna; Desi, Desi
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2540

Abstract

The low achievement of students' science literacy in Indonesia, as shown by the Programme for International Student Assessment (PISA), indicates a gap between students' mastery of concepts and their ability to apply them in real-life situations. One relevant approach to addressing this challenge is the provision of learning media based on socio-scientific issues in the form of interactive, multimodal, and hypercontent e-modules. This research aims to explore the needs of students and teachers as the basis for developing the e-module. The research subjects involved 71 students and two science teachers at SMP Negeri 11 Bayung Lencir. Data was collected through observations, interviews, and questionnaires. The observation results show that learning remains teacher-centered, lecture-dominant, and relies on a limited package of books, and is less related to daily life. Student interviews revealed that science learning tends to be monotonous; however, they show a strong tendency towards visual-based and group discussion-based learning. Direct practice, as well as digital media that are integrated with environmental, health, and technological issues. The teacher emphasized the need for innovative media that is contextual and digital-based. The questionnaire data reinforces this finding, where 74.6% of students are looking for additional materials outside of the package book, 54.9% need additional learning media, but only 9.8% have used e-modules. In addition, almost half of the students (49.2%) stated that they prefer digital-based learning and are interested in science materials related to socio-scientific issues. This finding confirms the urgency of developing hypercontent e-modules with socio-scientific issue-content as a pedagogical as well as technological solution to support the defense of science that is more meaningful, collaborative, and contributory to improving the science literacy of junior high school students.
Characteristics of Mathematical Modeling Module on Seawater Boiling Point Elevation Ni Nyoman Ariyani; Desi Desi
EduChemia: Jurnal Kimia dan Pendidikan Vol 11, No 1 (2026)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v11i1.37327

Abstract

Students often treat chemistry and mathematics as separate subjects when they learn colligative properties, using mathematics mainly as a calculation tool rather than for conceptual understanding. This separation limits their ability to connect mathematical reasoning with chemical concepts and engage in sensemaking. Although model-based instruction can support such integration, it is rarely implemented in classroom practice or presented in chemistry textbooks. This gap underscores the need for a model-based module. Accordingly, this study aimed to develop and characterize a mathematical modeling module for seawater boiling point elevation, focusing on its content quality, chemistry-mathematics integration, and alignment with the mathematical modeling cycle. This study employed a development research design incorporating Tessmer’s formative evaluation framework, encompassing analysis, design, development, and formative evaluation stages. Data were collected through needs analysis, expert review involving six experts (chemistry content, mathematical modeling and interdisciplinary integration), and one-to-one evaluation with three students of different levels of achievement. The findings indicate that the module demonstrates good content quality (mean = 2.70), strong alignment with the modeling cycle (mean = 2.78), and high chemistry-mathematics integration (mean = 2.95). Overall, the module shows promise as an instructional resource to promote interdisciplinary connections and strengthen students’ quantitative reasoning in learning colligative properties.
Designing A Socio-Scientific Hypercontent E-Module For Scientific Literacy-Oriented Science Learning In Secondary Level Meyliana Puji Widyastuti; Erna Retna Safitri; Desi Desi; Noor Dayana Abd Halim
Jurnal Pendidikan MIPA Vol 27, No 2 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i2.pp1168-1190

Abstract

This study aimed to develop a socio-scientific hypercontent e-module for science learning oriented toward scientific literacy at the secondary education level and to determine its validity, practicality, and effectiveness. This research employed a Research and Development (R&D) approach using the ADDIE model, with Tessmer’s formative evaluation during the Development and Evaluation Phases. It consisted of five main phases: Analysis, Design, Development, Implementation, and Evaluation.  The development phase consisted of self-evaluation, expert review, one-to-one evaluation, and small group evaluation. The evaluation phase consisted of a field test.  The participants were 30 eighth-grade students at SMP Negeri 11 Bayung Lencir. Data were collected through observation sheets, student needs questionnaires, expert validation sheets, student response questionnaires, and scientific literacy tests. The results showed that the developed e-module was categorized as very valid with an average validation score of 95%. The practicality test indicated that the e-module was practical in the one-to-one evaluation (76.6%) and very practical in the small group evaluation (91.8%). The effectiveness evaluation revealed an increase in the average scientific literacy score from 51.2 on the pretest to 87.5 on the posttest, yielding a high N-gain of 0.73. The paired-samples t-test also revealed statistically significant improvements across all four scientific literacy competencies (p < .001), with the greatest improvement observed in the critical interpretation of data and evidence, followed by evaluating scientific investigation designs, using scientific information for decision-making and action, and explaining scientific phenomena. Therefore, the socio-scientific hypercontent e-module was considered valid, practical, and effective for supporting science learning oriented toward scientific literacy at the secondary level. Keywords: socio-scientific issues, hypercontent e-module, scientific literacy, science learning, ADDIE model.
Science Process Skills of Madrasah Students and Implications for Science Learning in Islamic Education Nurfika Putri Utami; Rahmi Susanti; Desi Desi
JIE (Journal of Islamic Education) Vol. 11 No. 2 (2026): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v11i2.760

Abstract

This study aimed to describe the profile of basic science process skills (SPS) among Grade XI students at MAN 3 Palembang and to analyze its implications for science learning in madrasahs within the context of Islamic education. The study employed a quantitative descriptive approach using a survey method involving 314 Grade XI students selected through total sampling. Data were collected using the Basic Process Skills Test (BAPS), consisting of 36 multiple-choice items, and were analyzed using descriptive statistics in the form of percentages. The results showed that students’ basic science process skills were generally at a moderate level, with an average achievement score of 65.89%. Among the six basic SPS aspects, prediction achieved the highest percentage (79.30%), followed by classification (73.51%), whereas measurement obtained the lowest percentage (50.11%). These findings indicate that students possess fundamental scientific thinking skills but still require reinforcement, particularly in measurement skills. In the context of Islamic education, the findings suggest the need for science learning in madrasahs to place greater emphasis on inquiry, laboratory activities, and scientific investigations integrated with Islamic values to develop students’ scientific competencies while fostering reflective and responsible individuals. This study provides diagnostic information regarding the strengths and weaknesses of each SPS aspect that can serve as a basis for developing learning strategies, assessment practices, and science curricula in madrasahs to support the improvement of science learning quality within Islamic education.
Co-Authors A Ibrahim Afaf Lauditta Andi Suharman, Andi Bety Lesmini Erna Retna Safitri Iceng Hidayat Isti Dwi Anggraini Jejem Mujamil Meyliana Puji Widyastuti Ni Nyoman Ariyani Noor Dayana Abd Halim Nurfika Putri Utami Rahmi Susanti Rananda Vinsiah, Rananda Restu Marsri Risa Wardani Rodi Edi S Sanjaya S. Sanjaya Safitri, Erna Retna Tatang Suhery Tina Jayanti Tysa Dwinta Widyastuti , Meyliana Puji Zainal Zainal Zakia Winda