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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Kimia Undiksha Prosiding Seminar Nasional MIPA Jurnal Pendidikan Kimia Indonesia Wahana Matematika dan Sains Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia Jurnal Inovasi Pendidikan Kimia Edufisika: Jurnal Pendidikan Fisika Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan dan Pembelajaran WIDYA LAKSANA Mimbar Ilmu Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) JURNAL PENDIDIKAN MIPA Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Didaktika: Jurnal Kependidikan CHEDS: Journal of Chemistry, Education, and Science Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
I Wayan Redhana
Universitas Pendidikan Ganesha
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Implementation of Socio-Scientific Issues (SSI) in Improving Chemical Literacy of Senior High School Students: A Systematic Literature Review Ruth Tamarista Nadapdap; Tiona Christian Br Silitonga; I Wayan Redhana
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Implementation of Socio-Scientific Issues (SSI) in Improving Chemical Literacy of Senior High School Students: A Systematic Literature Review. This systematic literature review aims to analyze the implementation of the Socio-Scientific Issues (SSI) approach in senior high school chemistry learning and its impact on improving students’ chemical literacy. The review followed the PRISMA guidelines by analyzing 20 peer-reviewed national and international journal articles published between 2015 and 2025. Relevant studies were selected based on inclusion and exclusion criteria focusing on SSI implementation in chemistry learning and its relationship with students’ chemical literacy. The findings indicate that the SSI approach is implemented through various learning models, including the Learning Cycle 5E, guided inquiry, and project-based learning, using real-world issues such as waste management, environmental pollution, alternative energy, and addictive substances. The implementation of SSI consistently improves students’ chemical literacy in conceptual, epistemic, and affective dimensions. In addition, SSI-based learning enhances critical thinking skills, scientific argumentation, evidence-based decision making, and social awareness. Learning media such as SSI-based modules and e-modules are reported to be valid, practical, and effective in increasing students’ motivation and active participation. However, several challenges remain, particularly related to teachers’ readiness, limited instructional time, and the availability of contextual learning resources. Overall, the SSI approach is effective in fostering multidimensional chemical literacy and supporting context-based chemistry learning aligned with 21st-century educational goals. Further research is recommended to explore more diverse SSI contexts and to develop comprehensive chemical literacy assessment instruments.  
The Effect of Cooperative Learning on Improving High School Students' Chemistry Learning Outcomes in Indonesia: Systematic Literature Review Friska Nathalia Br S. Brahmana; Komang Treasia Maharani; I Wayan Redhana
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract: The Effect of Cooperative Learning on Improving High School Students' Chemistry Learning Outcomes in Indonesia. Objectives: This study aims to analyze the application of the Cooperative Learning model in chemistry learning in Indonesian high schools and its effectiveness on student learning outcomes. Methods: The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA guidelines with data sources from Google Scholar, SINTA, Garuda, and Scopus for the period 2015–2025. Of the 126 articles found, 20 articles met the inclusion criteria for further analysis. Findings: The results showed that cooperative learning consistently had a positive impact on students' cognitive learning outcomes, motivation, activity, and science process skills. The STAD model was the most dominant type used and provided the highest learning outcome improvement (30–35%), followed by Jigsaw (25–30%), TAI, Cooperative Script, GI, and CRH. Conversely, the Rotating Trio Exchange model showed low and inconsistent effectiveness. The publication trend graph shows a significant increase in research in the 2017–2025 period. The successful implementation of Cooperative Learning is influenced by the teacher's ability to manage groups, the availability of learning media, and the readiness and heterogeneity of students. Conclusion: Thus, Cooperative Learning, especially the STAD and Jigsaw models, has been proven to be relevant and effective in improving the quality of chemistry learning in high schools.
STUDI FENOMENOLOGI PADA ASPEK KOMPETENSI SOSIAL EMOSIONAL PENGALAMAN GURU KIMIA SMA NEGERI 4 SINGARAJA Ni Putu Widhi Linda Rahayu; I Wayan Redhana; Ida Bagus Nyoman Sudria
CHEDS: Journal of Chemistry, Education, and Science Vol 10, No 1 (2026)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/cheds.v10i1.13669

Abstract

This study aims to explore the lived experiences of chemistry teachers in integrating Social Emotional Competence (SEC) into the learning process amidst the challenges of a crowded school environment and a suboptimal science learning climate. The study used a qualitative approach with phenomenological methods to uncover how SEC manifests in emotional management, social interactions, and decision-making in chemistry lessons at Singaraja 4 Public Senior High School. Data were collected through observation of the learning process, in-depth interviews, and documentation of student learning outcomes. Data validity was achieved through technical and source triangulation to enhance the credibility of the research findings. The results indicate that chemistry teachers are able to consistently integrate Social Emotional Competence into their learning despite limited facilities and classroom crowding. Teachers' social awareness and relationship skills are evident through their attention to students' psychological well-being as an effort to increase motivation to learn chemistry. In terms of self-management, teachers demonstrate stable emotional regulation skills through educational reprimands that respect students' rights. Furthermore, responsible decision-making is realized through a transparent and fair assessment system that considers aspects of the process, product, and student attitudes. The research findings confirm that the integration of KSE by chemistry teachers plays an important role in creating a supportive, humanistic, and meaningful learning environment, thereby supporting the improvement of the quality of chemistry learning in schools.learning environment that supports the holistic development of students' character. Keywords: Phenomenological Study, Social Emotional Competence (SEC), Chemistry Teachers.
Systematic Literature Review: Penerapan Model Challenge Based Learning (CBL) pada Pembelajaran IPA Ni Kadek Juniawati; I Wayan Redhana; I Nyoman Tika
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.12091

Abstract

This study aims to conduct a systematic literature review through a Systematic Literature Review regarding the application of the Challenge Based Learning (CBL) model in Natural Science (IPA) learning. CBL is a pedagogical approach that involves students in solving real-world challenges, encouraging active learning, collaboration, and the development of 21st-century skills. The method used in this study is a Systematic Literature Review (SLR) using the PRISMA technique with keywords namely Challenge Based Learning (CBL), 21st-Century Skills, and Science Learning. The inclusion criteria of this study are articles discussing the CBL learning model, elementary, junior high, and high school education levels, full-text access, original research (development, qualitative, quantitative, and CAR), published within the 2020-2025 range (the last 5 years), while the exclusion criteria are articles outside the inclusion criteria. By analyzing relevant literature, this study identifies the characteristics, effectiveness, and challenges in implementing CBL in science learning at various levels of education. The review results indicate that CBL has great potential to improve students' learning motivation, conceptual understanding, critical thinking skills, and problem-solving abilities in science. However, CBL implementation also faces several obstacles, such as the need for thorough teacher preparation, resource availability, and relevant challenge design. The implications of this research are expected to provide guidance for educators, researchers, and curriculum developers in effectively integrating CBL into science learning.
Co-Authors ., I Putu Hendra Eka Geminiawan A. A. Istri Agung Rai Sudiatmika Achmad Samsudin Amallia Nugrahaeni Anak Agung Inten Paraniti Anak Agung Istri Brahmani Prita Dewi Anak Agung Sagung Krisna Darmawati Apriadi, Ni Ngh. Sangging Ayu Sri Wahyuni Bestari, Nyoman Diah Devi Cantik Azzaroiha Casmini, Ni Luh Dadi, I Ketut Dewa Ketut Rama Berlian Nandana Dr. I Nyoman Tika,M.Si . Dr. Ida Bagus Nyoman Sudria,M.Sc . Drs.Ngadiran Kartowasono, M.Pd. . Dwi Harkita Ningrum Dwipayana, Putu Agus Putra Frieda Nurlita Frieda Nurlita Friska Nathalia Br S. Brahmana Gede Jody Wikranta Kunde Geminiawan, I. P. Hendra Eka Geminiawan, I. P. Hendra Eka Hantari, Ida Ayu Putu Surya Heron Hidayat, I. I G. A. A. Dyah Armayanti I Gede Yudi Pratama I Kadek Arisujarnata I Ketut Artawan I Ketut Dadi I Ketut Suma I Made Arya Kartawan I Made Kirna I Made Kirna I Made Sudarman Utama I Nyoman Suardana I Nyoman Tika I Wayan Karyasa I Wayan Suastra I Wayan Subagia I Wayan Subagia I Wayan Suja I. P. Hendra Eka Geminiawan I.M. Adi Kurniarta Ida Bagus Jelantik Swasta Ida Bagus Putu Arnyana Irwanto Irwanto Juniartina, P. Prima Juniartina, P. Prima Kadek Widiastari Kartawan, I Made Arya Ketut Suma Khusniyah, Nurul Komang Treasia Maharani Kompyang Selamet Kunde, Gede Jody Wikranta Luh Maharani Merta Luh Putu Sathya Dewi M.Pd. Drs.Ngadiran Kartowasono . Made Kartika Sari Maria Angelica Ayu Gloria Jagga Wali Merta, L. M. Muhamad Ikhwanus Shofa Nathasya Imanuella Ni Kadek Juniawati Ni Kadek Ningsih Handayani . Ni Kd Ana Peratiwi . Ni Ketut Rapi Ni Ngh. Sangging Apriadi Ni Nyoman Ayu Septiana Ni Nyoman Ayu Septiana Ni Putu Widhi Linda Rahayu Ni Putu Winni Widiastuti Ni Wayan Diah Purnami Dewi M Ningrum, Dwi Harkita Nugrahaeni, Amallia Nurlita, Frieda Nurul Khusniyah Nyoman Diah Bestari Nyoman Diah Devi Bestari Nyoman Retug Nyoman Retug P. Prima Juniartina Putu Agus Putra Dwipayana Putu Artawan Putu Nindya Sri Satya Lestari Putu Nita Kusuma Putu Pratiwi Surya Rahayu . Putu Prima Juniartina Rina Agustini Sitohang Ruth Tamarista Nadapdap S. Haryani S.Pd. M Kes I Ketut Sudiana . Sang Nyoman Putra Darma Septiana, Ni Nyoman Ayu Shofa, Muhamad Ikhwanus Siti Maryam Suardana, I. N. Tiona Christian Br Silitonga Wahono, B. Widyasari, Kurnia