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All Journal Jurnal Tadris Kimiya Lantanida Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Jurnal Riset Pendidikan Kimia (JRPK) Dynamic Management Journal Jurnal Tadris IPA Indonesia Online Learning in Educational Research
Mujakir Mujakir
UIN Ar-Raniry Banda Aceh
Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Design of Innovative Non-Routine Learning Strategies in Chemistry Learning Mujakir, Mujakir; Kurniawati, Yenni; Djamaluddin, Safrijal; Ahmad, Nur Jahan
Jurnal Tadris Kimiya Vol 9, No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.38029

Abstract

Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design, Develop). The study involved chemistry education students from UIN Ar-Raniry Banda Aceh and UIN Sultan Syarif Kasim Riau. Data collection instruments included validation sheets to assess feasibility, observation sheets for practicality and effectiveness, as well as tests and related documents. The findings demonstrate that the non-routine learning strategy is valid, practical, and effective. It significantly enhances students' ability to solve problems and explain chemical concepts using the macroscopic, submicroscopic, and symbolic levels of representation. This non-routine learning strategy represents a feasible and effective innovation in chemistry education, providing a practical tool for improving students’ problem-solving skills and conceptual understanding. Its implementation offers valuable insights for advancing chemistry teaching practices.
Teachers' Ability to Motivate Students in Based Learning High Order Thinking Skill Mujakir, Mujakir; Harahap, Roudotun Hasanah; Maisarah, Anisa
JUPE : Jurnal Pendidikan Mandala Vol 10, No 1 (2025): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i1.8471

Abstract

The purpose of this study was to see students’ understanding of HOTS-based learning through the motivational abilities provided by the teacher. The method used is the descriptive quantitative method. The subjects of this study were teachers of MAN 4 Aceh Besar and students of class XI MIA-1. Data was collected by distributing questionnaires to teachers and class XI MIA-1 students at MAN 4 Aceh Besar as respondents. The research results yielded an average percentage of 62.5% of teachers strongly agree that motivating students in High Order Thinking Skill (HOTS) learning can be the domain of students understanding HOTS-based learning through the motivation given by the teacher. Then, students get an average percentage of 81.25% of students agree that the motivation given by the teacher can increase student motivation in HOTS-based learning
Effectiveness Implementation of The Practical Instrument to Assess The Ability of Affective and Psychomotor Aspects Pre-Service Chemistry Education Teacher Students in Laboratory Activities Mujakir, Mujakir
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 3 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i3.8903

Abstract

In the practicum activities, there is still a lack of implementation time, due to ineffective instruments and work procedures. The purpose of this study was to determine the effectiveness of laboratory activity instruments on affective and psychomotor aspects. This study employs a quantitative descriptive approach in its survey design. The sample of the study consisted of students from the Chemistry Education Study Program, Faculty of Tabiyah and Teacher Training Ar-Raniry State Islamic University, Banda Aceh, in their third semester, who were taking practicum courses. There were 35 students, three lecturers teaching practicum courses, and two laboratory assistants. The data obtained were described quantitatively. The results showed that (a) the average student response to the use of the instrument was strongly agree 54.08%, agree 44.38%, and disagree 10.77%. In the affective aspect, the number of aspects that emerged ranged from 6 to 18 aspects within 100 minutes, while the number of aspects in psychomotor aspects ranged from 8 to 26 within the same 100-minute activity span. Based on these results, it was concluded that the practicum activity instrument was effective in assessing the affective and psychomotor aspects of students in practicum activities.
Design of Innovative Non-Routine Learning Strategies in Chemistry Learning Mujakir, Mujakir; Kurniawati, Yenni; Djamaluddin, Safrijal; Ahmad, Nur Jahan
Jurnal Tadris Kimiya Vol 9 No 2 (2024)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v9i2.38029

Abstract

Traditional teaching methods in chemistry have been insufficient in helping students master problem-solving and conceptual understanding across the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. Innovative strategies are needed to address these challenges and improve learning outcomes. This study evaluates the feasibility, practicality, and effectiveness of a non-routine learning strategy as an innovative approach to teaching chemistry. The research adopts the Gall and Gall Research and Development (R&D) model with a 3D design framework (Define, Design, Develop). The study involved chemistry education students from UIN Ar-Raniry Banda Aceh and UIN Sultan Syarif Kasim Riau. Data collection instruments included validation sheets to assess feasibility, observation sheets for practicality and effectiveness, as well as tests and related documents. The findings demonstrate that the non-routine learning strategy is valid, practical, and effective. It significantly enhances students' ability to solve problems and explain chemical concepts using the macroscopic, submicroscopic, and symbolic levels of representation. This non-routine learning strategy represents a feasible and effective innovation in chemistry education, providing a practical tool for improving students’ problem-solving skills and conceptual understanding. Its implementation offers valuable insights for advancing chemistry teaching practices.
Level of Islamic High Schools Students' Chemistry Literacy Mubarak, Syarifatul; Mizriaty, Alfina; Mujakir, Mujakir; Bilad, Muhammad Roil
Jurnal Tadris Kimiya Vol 10 No 2 (2025)
Publisher : Department of Chemistry Education, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jtk.v10i2.44204

Abstract

Chemical literacy is a core construct in chemistry education, reflecting students’ ability to understand chemical concepts, coordinate macroscopic, sub-microscopic, and symbolic representations, and apply chemistry knowledge meaningfully. In Indonesia, persistent regional disparities in educational quality remain a challenge, particularly in provinces with lower human development indicators. West Nusa Tenggara has recently been identified as a region with relatively high general illiteracy rates, raising concerns about students’ chemical literacy at the upper secondary level. This study aimed to investigate the chemical literacy levels of Grade XI students enrolled in State Islamic Senior High Schools across West Nusa Tenggara. A quantitative research design was employed involving 654 students selected through multi-stage cluster sampling based on regional Human Development Index classifications. Data were collected using the Chemical Literacy Instrument (CLI), a validated three-tier diagnostic assessment designed to capture students’ conceptual understanding and reasoning across macroscopic, sub-microscopic, and symbolic levels. The instrument consisted of ten items covering core chemistry topics commonly taught in senior secondary education. Descriptive statistical analyses were conducted to categorize students’ chemical literacy into nominal, functional, conceptual, and scientific illiteracy levels. The results reveal critically low levels of chemical literacy. Only 12.62% of students demonstrated nominal literacy, 9.16% reached the functional level, and merely 1.12% achieved conceptual literacy, while 77.10% of students were classified as scientifically illiterate. This study provides novel large-scale empirical evidence on chemical literacy in Islamic secondary education contexts within developing regions, highlighting persistent representational and conceptual gaps that remain underexplored in existing chemistry education research. The findings underscore the need for instructional approaches that explicitly support representational competence, diagnostic assessment, and conceptual integration to strengthen chemical literacy development in secondary chemistry education.
Co-Authors Ahmad, Nur Jahan Ardiansyah, M. Edo Bilad, Muhammad Roil Chusnur Rahmi Djamaluddin, Safrijal Fatma, Eni Harahap, Roudotun Hasanah Haris Munandar Luluk Fuadah Maisarah, Anisa Mizriaty, Alfina Mubarak, Syarifatul Nur Fitri Hidayati Nurmalahayati, Nurmalahayati Pipi Febriani Rika Rachmawati Rusydi Rusydi Sabarni Sabarni Safrijal Safrijal, Safrijal Salsabil, Putroe Yenni Kurniawati Zainuddin, Zainuddin