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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian dan Pengembangan Pendidikan Prosiding Seminar Biologi Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Jurnal Pendidikan Kimia (JPKim) Indonesian Journal of Chemistry JKPK (Jurnal Kimia dan Pendidikan Kimia) Bulletin of Chemical Reaction Engineering & Catalysis Journal of Environment and Sustainability Education
Bakti Mulyani
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Mathematics Physics Other

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Bahasa Inggris Afif, Hafid Al; Ulfa, Maria; Yamtinah, Sri; Masykuri, Mohammad; Mulyani, Bakti; Shidiq, Ari Syahidul
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.4314

Abstract

The study conducted at SMA N Karangpandan aimed to assess the literacy abilities of class X students using the AKM instrument based on chemical science. The research employed a descriptive qualitative method with purposive sampling, involving 137 students from various class X groups. Data was collected through tests and interviews. The findings revealed that 5% of students required special intervention, 17% were in the basic literacy category, 31% demonstrated proficient literacy, and 47% exhibited advanced literacy. Those needing intervention could retrieve explicit information but struggled with proper interpretations. Students with basic literacy could find and interpret explicit information effectively, while proficient students could handle implicit information and integrate portions of it. Advanced students demonstrated the ability to integrate, evaluate, and reflect upon text. The utilization of the AKM instrument aimed to familiarize class X students with AKM questions, helping them comprehend question forms, content, and context. The study's outcomes serve as an indicator of class X students' readiness for AKM assessments, offering insights into their literacy levels and providing a basis for further educational strategies.
Characteristics analysis of integrated science question items with the rasch model Yamtinah, Sri; Ashadi, Ashadi; Mulyani, Bakti; Utami, Budi; Kristyasari, Marantika Lia
Journal of Environment and Sustainability Education Vol. 1 No. 1 (2023)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v1i1.1

Abstract

This study aims to analyze the characteristics of the Integrated Science question item. This is quantitative descriptive research. The research subjects were 90 students of class VIII Junior High School in the high, medium, and low categories in Surakarta City. The characteristics of the items were analyzed using the Winstep program with the Rasch Model. Based on data analysis, the results obtained are: 1) the validity of conformity level of the items is valid; 2) the reliability value of the students was 0,79 which was sufficient, the reliability of the items was 0,93 which was very good, and the reliability between the students and the items (Alpha Cronbach) was 0,81 which was very good; 3) the value of separation item > value separation of students; 4) the distribution of the difficulty level of the questions is generally in the medium category; and 5) the difference power of the questions in the very good category is 35%, 25% in the good, 30% in the moderate, and 10% in the unable to distinguish category. Thus, it can be concluded that the analysis of the characteristics of the Integrated Science question items using the Rasch Model is considered good.
Enhancing creativity skills and student learning outcomes through the implementation of creative problem solving model with mind mapping on salt hydrolysis topic Sari, Bella Windira; Ariani, Sri Retno Dwi; Shidiq, Ari Syahidul; Mulyani, Bakti; Yamtinah, Sri; Masykuri, Mohammad; Ulfa, Maria; Saputro, Agung Nugroho Catur
Jurnal Pendidikan Kimia Vol. 16 No. 2 (2024): August
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i2.58765

Abstract

In the face of increasing demands for 21st-century skills, chemistry education must advance to better support students in developing problem-solving abilities. Effective chemistry learning models are crucial in addressing this need. This study examines the impact of the Creative Problem Solving (CPS) model, equipped with the Mind Mapping method, on students' creative thinking skills and cognitive learning outcomes in salt hydrolysis. A quasi-experimental method with a pretest-posttest control group design was used in this research. Cluster random sampling was employed for sample selection. The sample consisted of 72 students from a school in Surakarta City. Data were collected using a test instrument with eight essay questions to assess creative thinking skills and six essay questions to evaluate cognitive learning outcomes. Non-parametric statistical tests were utilized for data analysis. The results of the Kruskal-Wallis™s test produce sig. (0.000 < 0.05) which means the hypothesis is accepted. The results showed that applying the CPS learning model with mind mapping affected students' creative thinking skills and cognitive learning outcomes so that it can be used as an alternative learning model to improve 21st-century skills. This research contributes new insights into applying the Mind Mapping-assisted CPS learning model for chemistry education.
Chemistry Textbook Analysis Based on Science Literacy Iswanti, Yuli; Ulfa, Maria; Saputro, Sulistyo; Yamtinah, Sri; Masykuri, Mohammad; Mulyani, Bakti; Shidiq, Ari Syahidul; Saputro, Agung Nugroho Catur
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.4630

Abstract

This research is included in the type of qualitative descriptive research that is used to analyzing the content of science literacy in chemistry textbooks for class XI SMA Negeri in Surakarta. The book that was selected using the purposive sampling technique is textbook chemistry used by public high schools in Surakarta. The science literacy category consists of four categories, which is science as a body of knowledge, science as a way of investigation, science as a way of thinking, and the interaction of science, technology, and society. Category fulfillment results in science literacy in book A has a ratio of the first category: second category: third category: the fourth category is 5:2:3:0. The ratio in book B is 6:2:2:0, the ratio in books C and D are 7:1:1:0, and the ratio in book E is 7:0:2:0. From the results of the study, it can be concluded that book A is closest to the ideal standard of the ratio of science literacy categories according to Wilkinson (1999) which is 4:2:2:2.
Pengaruh Pendekatan Culturally Responsive Teaching (CRT) Terintegrasi Etnokimia dalam Meningkatkan Hasil Belajar Ranah Kognitif pada Materi Kimia Hijau di SMA/MA Kelas X Wardani, Laras Kusuma; Mulyani, Bakti; Ariani, Sri Retno Dwi; Yamtinah, Sri; Masykuri, Mohammad; Ulfa, Maria; Shidiq, Ari Syahidul
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5532

Abstract

Culture has an important role in realizing sustainable education. An Ethnochemistry-based Culturally Responsive Teaching Approach has the potential to integrate students' cultural and chemical concepts into classroom learning. However, this approach has not been widely implemented in schools. Therefore, this research aims to determine the effect of implementing an tthnochemistry-based culturally responsive teaching approach on improving cognitive learning outcomes in green chemistry material in high school. A quasi-experimental design involving 36 students in the experimental class and 36 students in the control class was used, utilizing a post-test with ten multiple choice questions to measure cognitive learning outcomes. The Kruskal-Wallis test was then applied to evaluate the effectiveness of the treatment. The research results show that the application of the Culturally Responsive Teaching approach which is integrated with ethnochemistry has an effect on increasing cognitive learning outcomes in green chemistry material.
Pembelajaran Berdiferensiasi: Analisis Literasi Kimia pada Materi Ikatan Kimia melalui Pendekatan Culturally Responsive Teaching Terintegrasi Etnokimia Wardani, Salma Fauzia; Yamtinah, Sri; Mulyani, Bakti; Susilowati, Endang; Ulfa, Maria; Masykuri, Mohammad; Shidiq, Ari Syahidul
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6167

Abstract

This study aims to obtain information and analyze the chemical literacy profile of class X students of one of public high school in Surakarta on chemical bonding material after carrying out differentiation learning with Culturally Responsive Teaching integrated with ethnochemistry. This research used descriptive qualitative approach with post-test only design. The research was conducted on 36 students of class X at one of public high school in Surakarta during 2 meetings. The results of the study showed that the literacy level of students after learning was carried out there were 25% of students classified as high, 56% classified as medium, and 19% classified as low. Based on the results of the analysis on each indicator of chemical literacy, students showed very good levels on all indicators, namely content, context, high-level learning skills, and affective. Therefore, the level of chemical literacy of students is classified as good after learning is differentiated with Culturally Responsive Teaching integrated with ethnochemistry because learning becomes contextual, meaningful, and in accordance with student learning readiness.
Co-Authors Afif, Hafid Al Agung Nugroho Catur Saputro Agustin, Yesi Anggreani, Cindy Nur Ari Syahidul Shidiq Ashadi Budi Hastuti Budi Utami Elfi Susanti VH Endang Susilowati Fadhilah, Zahra Ayu Iswanti, Yuli Khoirunnisa, Afifah Lina Mahardiani Maria Ulfa Mohammad Masykuri Murningsih, Ira Maya Tri Nunuk Nurcahyani A Nurma Yunita Indriyanti Oktaviani, Sukmaningrum Latifah Puspitasari, Putri Anggun Ristiani, Nia Pratama Sari, Bella Windira Sarwanto Sarwanto Sholeha, Novia Amalia Sri Retno Dwi Ariani Sri Yamtinah Sulistyo Saputro Supurwoko Wardani, Laras Kusuma Wardani, Salma Fauzia