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All Journal Jurnal Pendidikan Kimia Undiksha Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) PENA SAINS Jurnal Pendidikan Kimia Universitas Riau Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Kimia (JPKim) Jurnal Abdi Insani Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) Indonesian Journal of Chemical Science and Technology Jurnal Pengabdian kepada Masyarakat CHEDS: Journal of Chemistry, Education, and Science Educenter: Jurnal Ilmiah Pendidikan Jurnal Ilmu Pendidikan Indonesia Reflection Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi EDUCENTER JURNAL PENDIDIKAN Jurnal Pendidikan IPA Indonesia Jurnal Pendidikan MIPA Jurnal Abdimas Ilmiah Citra Bakti
Ratu Evina Dibyantini
Program Studi Pendidikan Kimia, Universitas Negeri Medan, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Enhancing Creative Thinking in Electrochemistry through a Science Literacy Integrated STEM-PBL Model Sutiani, Ani; Dibyantini, Ratu Evina; Nst., Mutiara Agustina; Sari, Dwy Puspita
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.v10i2.41486

Abstract

Creative thinking is an essential learning outcome in undergraduate chemistry education, particularly in electrochemistry, where students are required to integrate conceptual understanding with problem solving and real world applications.  Integrating science literacy within a Science, Technology, Engineering, and Mathematics–Problem Based Learning (STEM-PBL) framework offers a practical instructional approach to address this challenge by situating electrochemical concepts in authentic problem contexts. This study analysed the effectiveness of a science literacy integrated STEM-PBL model in enhancing undergraduate students’ creative thinking skills in an electrochemistry course. A quantitative quasi experimental design was employed, involving an experimental group taught using the science literacy integrated STEM-PBL model and a control group receiving traditional instruction. Students’ creative thinking skills were measured before and after instruction using a validated assessment instrument. Instructional effectiveness was evaluated by comparing normalized gain (N-gain) scores between the two groups. The results show that students who participated in the STEM-PBL learning environment achieved a substantially higher N-gain score (75.47%) than those in the control group (49.96%). These findings indicate that integrating science literacy into STEM-PBL activities significantly enhances students’ creative thinking skills in electrochemistry learning. The results have important implications for chemistry instruction. They suggest that incorporating science literacy oriented, problem based STEM activities can provide instructors with an effective strategy to promote creative thinking and deepen students’ understanding of electrochemical concepts. This approach may support the design of more engaging and meaningful electrochemistry learning experiences in undergraduate chemistry classrooms.
IMPLEMENTATION OF CHEMISTRY LEARNING INNOVATION INTEGRATED WITH GENERIC SCIENCE SKILLS TO ENHANCE HOTS ABILITY Sutiani, Ani; Muchtar, Zainuddin; Dibyantini, Ratu Evina; Sinaga, Marudut; Panggabean, Freddy Tua Musa
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.43214

Abstract

The integration of 21st-century learning and generic science skills (GSS) is critical in developing students' higher-order thinking skills (HOTS), especially in chemistry education. This quasi-experimental study aimed to analyze the effects of implementing four GSS-integrated digital learning models (PjBL-GSS, PBL-GSS, IBL-GSS, and DL-GSS) and students’ initial abilities on their HOTS performance. A total of 397 students participated, grouped by initial ability levels and assigned to different learning models. Data were collected using validated instruments including scholastic tests and HOTS assessments, and analyzed using descriptive statistics and two-way ANOVA. The results showed significant effects of both initial abilities and learning models on HOTS, with IBL-GSS being the most effective, especially for high-ability students. Moreover, significant interactions were found between initial ability and the type of model used. The study suggests that selecting appropriate digital learning models based on students' prior knowledge is essential to foster optimal HOTS outcomes. Teachers are encouraged to align instructional design with both GSS indicators and students’ learning readiness.
Pengembangan E-LKPD Berbasis Liveworksheets Dengan Model Inkuiri Terbimbing Untuk Meningkatkan Literasi Sains Siswa Pada Materi Asam Basa Cahyati, Anggun; Nasution , Zuhairiah; Riris, Ida Duma; Purba, ⁠Jamalum; Dibyantini, Ratu Evina
Reflection Journal Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/tj3cnz16

Abstract

Penelitian ini bertujuan untuk mengetahui tingkat kelayakan, respons siswa, serta peningkatan literasi sains siswa melalui penggunaan E-LKPD berbasis Liveworksheets dengan model inkuiri terbimbing pada materi asam-basa. Jenis penelitian ini merupakan penelitian dan pengembangan (Research and Development) yang mengadaptasi model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek uji coba dalam penelitian ini adalah 20 siswa kelas XI-1 di MAS Insan Kesuma Madani. Instrumen pengumpulan data yang digunakan meliputi lembar wawancara, angket validasi ahli, angket respons siswa, serta instrumen tes literasi sains berupa soal pretest dan posttest. Hasil penelitian menunjukkan bahwa: (1) tingkat kelayakan E-LKPD berdasarkan penilaian validator ahli materi dan ahli media memperoleh persentase rata-rata sebesar 84,72% dengan kriteria “Sangat Layak”; (2) respons siswa terhadap penggunaan E-LKPD memperoleh persentase rata-rata sebesar 91,58% dengan kriteria “Sangat Baik”; (3) dan peningkatan kemampuan literasi sains siswa berdasarkan uji N-Gain memperoleh skor 0,79 dengan kriteria “Tinggi”. Dengan demikian, dapat disimpulkan bahwa E-LKPD berbasis Liveworksheets dengan model inkuiri terbimbing yang dikembangkan sangat layak, mendapatkan respons yang sangat baik, dan secara signifikan mampu meningkatkan literasi sains siswa. Development of E-LKPD Based on Liveworksheets with a Guided Inquiry Model to Improve Students' Science Literacy on Acid-Base Material  This study aims to determine the level of feasibility, student responses, and improvement of students' scientific literacy through the use of Liveworksheets-based E-LKPD with a guided inquiry model on acid-base material. This type of research is research and development (R&D) which adapts the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The trial subjects in this study were 20 students of grade XI-1 at MAS Insan Kesuma Madani. Data collection instruments used included interview sheets, expert validation questionnaires, student response questionnaires, and scientific literacy test instruments in the form of pretest and posttest questions. The results of the study showed that: (1) the level of feasibility of E-LKPD based on the assessment of material expert and media expert validators obtained an average percentage of 84.72% with the criteria of "Very Feasible"; (2) student responses to the use of E-LKPD obtained an average percentage of 91.58% with the criteria of "Very Good"; (3) and the increase in students' scientific literacy skills based on the N-Gain test obtained a score of 0.79 with the criteria of "High". Thus, it can be concluded that the Liveworksheets-based E-LKPD with the guided inquiry model developed is very feasible, gets a very good response, and is significantly able to increase students' scientific literacy.
Application of STEM-PjBL Based Chemistry Module to Improve Science Literacy and Student Learning Motivation Ratu Evina Dibyantini; Susilawati Amdayani; Muhammad Isa Siregar; Dewi Syafriani
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.5872

Abstract

The purpose of this study is to determine the application of the use of STEM-PjBl-based chemistry modules in improving science literacy and student learning motivation. The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds. There are 92 students divided into 3 classes. The research method uses a quantitative approach with a quasi-experimental design in the form of a one group pretest and posttest design. The instruments used in the study were science literacy test and learning motivation questionnaire. The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage. Based on the results of data analysis, the increase in student science literacy was 0.46 with moderate criteria. Science literacy skills that increased significantly were in the aspect of explaining scientific phenomena by 81%. The application of STEM-PjBL-based chemistry modules also increases student learning motivation with an average of 76% before learning to 87% after learning. It can be concluded that using STEM-PjBl-based chemistry modules can help students improve science literacy and learning motivation in organic compound materials.
Co-Authors Agnes Irene Silitonga Amdayani, Susilawati Ani Sutiani Ani Sutiani Anisa, Indri Ardila, Mutia Ariyani, Ade Arta Elsa Ambarita Asep Wahyu Nugraha Aura Fitriani Harahap Ayi Darmana, Ayi Cahyati, Anggun Dalimunthe, Makharany Dewi Syafriani Dewi Syafriani, Dewi Dwi Retno Sari Fadhilah, Nabila Nur Feronica Agustina Ginting Freddy Tua Musa Panggabean Ginting, Elfrida Hutagaol, Rahul Ida Duma Riris Iis Siti Jahro Jamalum Purba Jasmidi Jasmidi Krisbiantoro, Philip Anggo Marudut Sinaga Marudut Sinaga Marudut Sinaga Mucthar, Zainuddin Muhammad Haris Effendi Hasibuan Muhammad Isa Siregar Mutia Ardila Mutiara Agustina Nst Naibaho, Adelia Nasution, Irma Yuliani Nora Susanti Nst., Mutiara Agustina Nur’ Athiyyah Muyassar Siregar Pane, Natalia Valentina Purba, ⁠Jamalum Salsabila Hirza Samosir, Rafidah Almira Saragih, Winda Lestari Sari, Dwy Puspita Sianturi, Yonaria Agustina Simatupang, Lisnawaty Situmorang, Yani Kartini Sulastri SULASTRI Susilawati Amdayani Sutiani, Ani Syahputra, Ricky Andi Tisa Florensia Ginting Widya Azaria Winda Lestari Saragih Yani Kartini Situmorang Zainuddin Muchtar Zainuddin Muchtar Zuhairiah Nasution, Zuhairiah