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Penggunaan PhET Simulations sebagai Laboratorium Virtual untuk Meningkatkan Keterampilan Memecahkan Masalah Mahasiswa Ratna Azizah Mashami; Ahmadi; Yeti Kurniasih; Yusran Khery
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.v9i12.6549

In the Radiochemistry course so far there have been no experimental activities because there are no laboratory facilities. Â However, with the use of technology, students can now easily access a wealth of educational resources online. This research aims to determine the effect of using the PhET Simulations as a virtual laboratory on students' problem solving skills. This research used mixed methods that combines quantitative and qualitative research. A quasi-experiment was carried out using a one group pretest-posttest design then continued with in-depth interviews. The instruments used in this research consisted of written tests to collect data on problem solving skills, questionnaires to collect student response, and interview guides to collect data on the problem solving process. Data in the form of problem solving skills were analyzed statistically using the SPSS 22.0 program while data obtained through questionnaires and interviews were analyzed descriptively. The results of the hypothesis test using Wilcoxon signed rank test show a significant value of 0.001, which means that PhET simulations as a virtual laboratory improve studentsâ€™ problem solving skills. Students are divided into high-medium-low groups based on problem solving ability and the majority of students are in the medium-ability group. Students responded positively to PhET Simulations as a virtual laboratory. In addition, interview transcripts provide an overview of how students think when solving chemistry problems.

Analysis of Students’ Argumentation Skills in Socioscientific Issue-Based Electrochemistry Learning on Electric Vehicle Batteries Mashami, Ratna Azizah
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/j2515768

Scientific argumentation is essential for enabling students to evaluate evidence and make informed decisions about complex scientific and technological issues. This study aimed to describe chemistry education students’ argumentation skills in socioscientific issue-based electrochemistry learning using electric vehicle batteries as the context. A descriptive study using qualitative content analysis supported by descriptive statistics was employed. The participants were 15 undergraduate chemistry education students selected through saturated sampling. Data were collected through a five-item written argumentation test and semi-structured interviews with six students representing high, moderate, and low performance categories. Students’ responses were analyzed using Toulmin’s argumentation components: claim, data, warrant, backing, qualifier, and rebuttal. The results showed that students’ overall argumentation skills was moderate. Five students (33.3%) were classified in the high category, seven (46.7%) in the moderate category, and three (20.0%) in the low category. Claim was the strongest component, whereas rebuttal was the weakest. High-performing students were able to connect electrochemical concepts with battery production, degradation, recycling, and environmental impacts, while lower-performing students relied more heavily on general opinions and showed limited scientific justification. These findings indicate that socioscientific issue-based electrochemistry learning should provide more explicit support for developing warrants, qualifiers, and rebuttals.

The Effect of Problem-Based Learning Model with Sasak Local Wisdom on Students' Cognitive Abilities Suharti, Ati; Mashami, Ratna Azizah
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/fr7snc46

This study investigates the effect of Problem-Based Learning (PBL) integrated with Sasak local wisdom on high school students' cognitive abilities, particularly in understanding electrolytes and non-electrolytes. PBL, an active learning approach, encourages students to solve real-world problems, fostering critical thinking and problem-solving skills. When combined with local cultural knowledge, such as the Sasak people's practices, PBL enhances academic learning and strengthens students' cultural identity. The research involved two groups of Grade X students from SMA Islam Al-Azhar NW Kayangan, North Lombok. The experimental group (n = 30) received PBL instruction incorporating Sasak cultural contexts, while the control group (n = 31) followed conventional instruction. Data were collected through pretest-posttest assessments and analyzed using paired and independent sample t-tests. The findings reveal that the experimental group demonstrated significantly higher cognitive gains than the control group. The experimental group had a mean gain score of 28.70 (t = -28.70, p < 0.001), compared to 11.95 (t = -11.95, p < 0.001) for the control group. Students in the experimental group showed improved understanding of scientific concepts, such as conductivity and ionization, through real-life applications related to Sasak culture, like local water sources and traditional purification methods. The results highlight the effectiveness of integrating local wisdom into PBL, improving both students' academic performance and their connection to cultural heritage. The study suggests that PBL with local wisdom is a promising pedagogical approach, enhancing cognitive abilities and providing a more meaningful, culturally relevant learning experience.

Pelatihan Pemanfaatan Artificial Intelligence secara Etis dan Bertanggung Jawab dalam Penyusunan Makalah Akademik Mahasiswa Farmasi Bayani, Faizul; Jupriadi, Lalu; Muhali, Muhali; Prayogi, Saiful; Hulyadi, Hulyadi; Suryati, Suryati; Mashami, Ratna Azizah
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5791

Pemanfaatan artificial intelligence (AI) dalam pendidikan tinggi semakin meningkat, termasuk dalam penyusunan makalah akademik mahasiswa. Namun, mahasiswa Farmasi masih menghadapi kendala dalam mencari referensi ilmiah yang valid, menyusun latar belakang, membuat sitasi, melakukan parafrase, dan menggunakan AI secara etis. Kegiatan pengabdian kepada masyarakat ini bertujuan mendampingi mahasiswa S1 dan D3 Farmasi semester 4 dalam menggunakan AI sebagai alat bantu penyusunan makalah pada mata kuliah Fitokimia 1 dan Fitokimia. Peserta terdiri atas [isi jumlah peserta] mahasiswa yang dibagi ke dalam tujuh kelompok. Metode kegiatan meliputi persiapan, pelatihan literasi dan etika AI, praktik prompt engineering, pencarian dan validasi referensi ilmiah, penyusunan makalah, presentasi kelompok, dan evaluasi produk akhir menggunakan rubrik deskriptif. Materi pelatihan mencakup batasan penggunaan AI, integritas akademik, validasi referensi melalui scite.ai atau aplikasi sejenis, parafrase, sitasi, dan struktur makalah. Hasil evaluasi menunjukkan bahwa tujuh kelompok menghasilkan makalah pada topik poliketida, terpenoid, peptida, fenol, alkaloid, flavonoid, dan glikosida. Rata-rata skor akhir adalah 83,4 pada kategori baik. Capaian terkuat terdapat pada kesesuaian topik, sistematika, dan kedalaman pembahasan, sedangkan validasi referensi, konsistensi sitasi, dokumentasi penggunaan AI, dan penyuntingan bahasa masih perlu diperkuat. Kegiatan ini menunjukkan bahwa pelatihan AI berbasis etika berpotensi membantu mahasiswa menyusun makalah Fitokimia secara lebih sistematis dan mendorong kesadaran awal terhadap validasi sumber serta integritas akademik. Training on the Ethical and Responsible Use of Artificial Intelligence in Pharmacy Students’ Academic Paper Writing Abstract The use of artificial intelligence (AI) in higher education is increasing, including in students’ academic writing. However, pharmacy students still face challenges in finding valid scientific references, developing background sections, applying citations, paraphrasing, and using AI ethically. This community service program aimed to guide fourth-semester undergraduate and diploma pharmacy students in using AI as a supporting tool for preparing academic papers in Phytochemistry 1 and Phytochemistry courses. The participants consisted of [insert number] students divided into seven groups. The program included preparation, AI literacy and ethics training, prompt engineering practice, scientific reference searching and validation, guided paper writing, group presentations, and final product evaluation using a descriptive rubric. The training materials covered acceptable AI use, academic integrity, reference validation using scite.ai or similar tools, paraphrasing, citation practices, and academic paper structure. The evaluation results showed that the seven groups produced papers on polyketides, terpenoids, peptides, phenols, alkaloids, flavonoids, and glycosides. The average final score was 83.4, categorized as good. The strongest aspects were topic relevance, paper organization, and depth of discussion, whereas reference validation, citation consistency, AI-use documentation, and academic editing still required improvement. This program indicates that ethics-based AI training can help students prepare more systematic Phytochemistry papers and foster early awareness of source validation and academic integrity.

The Effect of Problem-Based Learning Model with Sasak Local Wisdom on Students' Cognitive Abilities Suharti, Ati; Mashami, Ratna Azizah
Multi Discere Journal Vol. 3 No. 2 (2024): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v3i2.5582

This study investigates the effect of Problem-Based Learning (PBL) integrated with Sasak local wisdom on high school students' cognitive abilities, particularly in understanding electrolytes and non-electrolytes. PBL, an active learning approach, encourages students to solve real-world problems, fostering critical thinking and problem-solving skills. When combined with local cultural knowledge, such as the Sasak people's practices, PBL enhances academic learning and strengthens students' cultural identity. The research involved two groups of Grade X students from SMA Islam Al-Azhar NW Kayangan, North Lombok. The experimental group (n = 30) received PBL instruction incorporating Sasak cultural contexts, while the control group (n = 31) followed conventional instruction. Data were collected through pretest-posttest assessments and analyzed using paired and independent sample t-tests. The findings reveal that the experimental group demonstrated significantly higher cognitive gains than the control group. The experimental group had a mean gain score of 28.70 (t = -28.70, p < 0.001), compared to 11.95 (t = -11.95, p < 0.001) for the control group. Students in the experimental group showed improved understanding of scientific concepts, such as conductivity and ionization, through real-life applications related to Sasak culture, like local water sources and traditional purification methods. The results highlight the effectiveness of integrating local wisdom into PBL, improving both students' academic performance and their connection to cultural heritage. The study suggests that PBL with local wisdom is a promising pedagogical approach, enhancing cognitive abilities and providing a more meaningful, culturally relevant learning experience.

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