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All Journal Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Inovasi Pendidikan IPA INKUIRI : Jurnal Pendidikan IPA Jurnal Pendidikan Kimia (JPKim) Indonesian Journal of Chemistry International Journal of Pedagogy and Teacher Education 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 Social Sciences Other

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The Effect of a Culturally Responsive Teaching Approach Integrated with Comics with the Think Talk Write Learning Model on Students’ Learning Activities and Achievement in Basic Law of Chemistry Topics Khoirunnisa, Afifah; Mulyani, Bakti; Susanti Vh, Elfi; Yamtinah, Sri; Masykuri, Mohammad; Ulfa, Maria; Shidiq, Ari Syahidul
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 3 (2023): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v8i3.80152

Abstract

This study examines the impact of integrating the Culturally Responsive Teaching (CRT) approach with comic-based learning and the Think Talk Write (TTW) model on student learning activities and achievements in fundamental chemistry. Focusing on chemical reactions (combustion, rusting, fermentation, etc.) and laws (Dalton’s, Proust’s, Gay-Lussac’s, etc.), the research adopts a pretest-posttest non-equivalent control group design in a quasi-experimental setting with 36 students divided equally between control and experimental groups. Comparative analysis shows that the experimental group outperforms the control group in learning activities and achievements. The experimental group, subjected to the CRT and TTW model, demonstrates significantly higher engagement in learning activities. The N-Gain Score test reveals a notable increase in learning effectiveness—56.40% for the experimental group versus 29.69% for the control group, indicating the latter's relative ineffectiveness. In learning achievement, the experimental group exhibits a considerable improvement of 67.20%, while the control group shows a moderate gain of 50.12%. The results of the Multivariate Analysis of Variance (MANOVA) test, with the positive effect of integrating CRT with comics and the TTW model on student learning activities and achievements. The study highlights the efficacy of this approach in enhancing students' understanding and engagement in chemistry, suggesting a promising direction for future educational practices.
Analysis of The Nature of Science in Chemistry Textbooks on The Topic Acid-Base Equilibrium: a Content Analysis Rahmah, Aulia; Ariani, Sri Retno Dwi; Mulyani, Bakti
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 7, No 3 (2022): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v7i3.65094

Abstract

This study was conducted to describe aspects of the Nature of Science (NoS), its presentation, and its scores from chemistry textbooks used in Surakarta on acid-base equilibrium topics. This research was qualitative research with a content analysis method. Three high school chemistry textbooks for class XI from different publishers were analyzed by two raters based on ten aspects of the NoS. Interrater reliability was calculated using the cohen Kappa. The results showed that a scientific law is the only aspect that is not included in the three textbooks A, B, and C. Other aspects of NoS contained in textbooks A and B are slightly different from textbook C. Textbooks A and B contain the same aspects: empirical, inferential, creative, theory-driven, tentative, scientific methods, scientific theories, social science, and the application of science in socio-cultural, while textbook C does not contain tentative and theory-driven aspects. The implicit-correct category dominates the presentation of the NoS aspects in the textbooks. Presentations with implicit-incorrect and explicit-incorrect categories were not found in this study. The scores obtained by textbooks A, B, and C based on the presentation of aspects of NoS are 9, 11, and 8, respectively, of the maximum total score that can be obtained of 30. It did not show the presence of the NoS aspects explicitly, correctly, consistently, and completely, so textbooks containing NoS explicitly are required. Teachers also need to guide students in interpreting NoS in learning. 
Impacts of The POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions Puspitasari, Putri Anggun; Hastuti, Budi; Mulyani, Bakti
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 9, No 1 (2024): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v9i1.85057

Abstract

This study evaluates the impact of the Process Oriented Guided Inquiry Learning (POGIL) model combined with a Science-Technology-Society-Environment (SETS) approach on chemical literacy and science process skills within buffer solutions. Employing a quasi-experimental design with a nonequivalent control group, the research involved 71 students divided into experimental and control groups. Cluster random sampling was utilized for participant selection, and Multivariate Analysis of Variance (MANOVA) was applied to test the hypotheses. The findings reveal a significant effect of the POGIL learning model integrated with a SETS approach on simultaneously enhancing students' chemical literacy and science process skills. This outcome is substantiated by the MANOVA results, which indicate a significance level of 0.000, falling below the threshold of 0.05, thereby leading to the rejection of the null hypothesis (H0). Notably, the experimental group demonstrated significant improvements compared to the control group. Chemical literacy in the experimental group reached 79.90%, significantly higher than the 62.53% observed in the control group. Additionally, the N-gain scores for the experimental and control groups were 0.70 and 0.32, respectively, categorized as high and medium. Furthermore, the percentages of science process skills were 91.61% in the experimental group and 82.37% in the control group, both in the very good category. These results underscore the effectiveness of combining POGIL with a SETS approach in elevating chemical literacy and science process skills, suggesting this method is a potent educational tool in chemical education.
Co-Authors Agung Nugroho Catur Saputro Agustin, Yesi Anggreani, Cindy Nur Ari Syahidul Shidiq Ashadi Aulia Rahmah Budi Hastuti Budi Utami Ciptonugroho, Wirawan Elfi Susanti VH Fadhilah, Zahra Ayu Khoirunnisa, Afifah Lina Mahardiani Maria Ulfa Mohammad Masykuri Murningsih, Ira Maya Tri Nunuk Nurcahyani A Nurlatifah, Viki 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 Supurwoko