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All Journal EduChemia: Jurnal Kimia dan Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia JKPK (Jurnal Kimia dan Pendidikan Kimia) JURNAL PENDIDIKAN MIPA Journal of Innovation in Educational and Cultural Research Jurnal Pendidikan dan Teknologi Indonesia Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Experiment: Journal of Science Education Entalpi Pendidikan Kimia Innovative: Journal Of Social Science Research Jurnal Penelitian Proceeding Seminar Nasional IPA
Kriswantoro Kriswantoro
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Effectiveness of Structured and Guided Inquiry Learning Models in Enhancing Students’ Science Process Skills on Acid-Base Topics in Senior High School Kriswantoro; Melfiza; Haryanto; Muhammad Haris Effendi hasibuan
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11193

Abstract

Education is a key factor in shaping students' character and competence. The 2013 Curriculum highlights not only the development of student character but also the enhancement of scientific competence, including science process skills (SPS). One effective approach to developing SPS is through the application of inquiry-based learning models. This study investigates the differences in students' SPS on acid-base topics by comparing the use of structured inquiry and guided inquiry models. The research employed a random sampling technique, and data were collected using observation sheets and field notes. Field notes were analyzed qualitatively to support and enrich the interpretation of observational and quantitative findings. The quantitative data, obtained from essay-based tests, were analyzed using inferential statistics such as the Shapiro-Wilk normality test, homogeneity test, independent t-test, paired t-test, and N-Gain to evaluate learning improvement in both groups. The effectiveness of each model was determined based on the increase in N-Gain scores from pretest to posttest. The results revealed that inquiry-based learning significantly improved students' SPS, with an increase in the average score from 35.18 to 78.33. Additionally, observation data indicated a steady increase in students’ engagement and participation throughout the learning sessions, highlighting the benefits of inquiry approaches in science education.
PERBANDINGAN PENGGUNAAN MEDIA PEMBELAJARAN KONVENSIONAL DAN E-LEARNING BERBASIS WEBSITE PADA MATERI LARUTAN ELEKTROLIT DAN NON-ELEKTROLIT Dio Al Kautsar; Kriswantoro Kriswantoro; Asrial Asrial; Damris Damris
Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia Vol 8, No 1 (2025)
Publisher : Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/dl.v8i1.18135

Abstract

Pada perkembangan teknologi di dunia Pendidikan banyak sekali media pembelajaran yang muncul untuk membantu proses pembelajaran. Dalam proses perkembangan teknologi media pembelajaran konvensional seperti buku dan lks menjadi kurang begitu menarik. Penelitian ini membandingkan efektivitas penggunaan media pembelajaran konvensional dan e-learning berbasis website pada materi larutan elektrolit dan non-elektrolit di kelas X SMAN 11 Muaro Jambi. Penelitian menggunakan metode kualitatif dengan data yang dikumpulkan melalui wawancara dan survei kepada guru. Hasil penelitian menunjukkan bahwa e-learning lebih menarik dan efektif dibandingkan metode tradisional, meningkatkan antusiasme siswa dan memudahkan akses pembelajaran. Selain itu, e-learning memberikan pengalaman belajar yang interaktif dan menyenangkan. Namun, keberhasilan penerapan e-learning bergantung pada dukungan infrastruktur teknologi dan kemampuan penggunaannya. Temuan ini menggarisbawahi potensi e-learning dalam meningkatkan kualitas pembelajaran, khususnya di era digital.
Proof of Unidimensionality in Cognitive Test Instrument for Evaluation Science Learning Rizki Nor Amelia; Septiko Aji; Kriswantoro Kriswantoro; Hesty Sukmasari
Journal of Innovation in Educational and Cultural Research Vol 6, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i1.1897

Abstract

Dimensional analysis to determine the construct that makes up the instrument as one of the requirements before the analysis is often ignored. Proving dimensions is important because the correct specification of the number of latent dimensions is directly related to construct validity and will determine the appropriate software, approach, and analysis model parameters. Therefore, this research aims to prove the unidimensionality of the Cognitive Test Instrument for Evaluation of Science Learning (CTIESL) through Exploratory Factor Analysis with the Principal Component Analysis Extraction Method. The instrument consisted of 13 essay questions and was responded to by science pre-service teachers who took the Science Learning Evaluation Course (98 people). The results of the analysis prove that the CTIESL has a unidimensional construct based on the Scree Test criteria (detected only one point before the elbow on the scree plot) and the cumulative percent of variance extracted, which shows a satisfactory value (79.232%) so that this instrument is proven only to measure one latent trait, namely the cognitive ability to evaluate the science learning. By fulfilling this unidimensional assumption, the psychometric characteristics of the CTIESL can be explored further with Item Response Theory: 1-Logistic Parameters, 2-Logistic Parameters, or 3-Logistic Parameters, depending on needs.
Analisis Motivasi Belajar Siswa pada Pembelajaran Kimia Berbasis Kontekstual di SMA Negeri 15 Muaro Jambi Pinandhita, Boy; Kriswantoro, Kriswantoro; Asrial, Asrial; Damris, Damris
Jurnal Pendidikan dan Teknologi Indonesia Vol 5 No 5 (2025): JPTI - Mei 2025
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.549

Abstract

Penelitian ini bertujuan untuk menganalisis motivasi belajar siswa terhadap pembelajaran kimia berbasis kontekstual pada materi asam basa. Metode deskriptif kuantitatif digunakan dengan sampel 26 siswa kelas XI di SMA Negeri 15 Muaro Jambi. Data diperoleh melalui angket motivasi belajar yang mencakup 15 indikator. Hasil menunjukkan bahwa mayoritas siswa berada pada kategori Sedang (30,77%) dan Rendah (23,08%). Strategi pembelajaran berbasis kontekstual terbukti efektif meningkatkan motivasi belajar siswa, meskipun diperlukan pendekatan tambahan untuk mendukung siswa dengan motivasi rendah. Penelitian ini berkontribusi pada pengembangan metode pembelajaran inovatif yang relevan dengan kehidupan nyata siswa.
Penilaian Keterampilan Proses Sains Pada Praktikum Mahasiswa di Laboratorium Kimia Kriswantoro, Kriswantoro; Wulandari, Lucya; Sainuddin, Syamsir; A.J, Suharli
Experiment: Journal of Science Education Vol 5, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/experiment.v5i1.32730

Abstract

Science process skills (SPS) are essential competencies that students must possess during laboratory activities to support conceptual understanding and the development of scientific thinking abilities. This study aims to assess the level of students' mastery of SPS and evaluate the effectiveness of chemistry practicum activities in enhancing these skills. The research employs a quantitative approach with a descriptive-evaluative design. The subjects are second-semester students participating in a basic chemistry practicum. The SPS assessment instrument, consisting of 18 items, was developed and validated, yielding an average Aiken’s V index of 0.84, indicating high validity. The results show that most students demonstrated strong skills in observation (76%) and classification (68%), but showed weaknesses in higher-order skills such as formulating hypotheses (35%), designing experiments (30%), and understanding experimental variables (25%). Skills in data interpretation (45%) and oral scientific communication (40%) also require improvement. These findings highlight the need to strengthen inquiry-based learning and consistently apply process-oriented assessment in chemistry practicum activities to comprehensively develop students’ science process skills. 
Estimation of Students' Chemistry Ability Based on Dichotomous and Polytomous Data Kriswantoro, Kriswantoro; Wulandari, Lucya; AJ, Suharli
EduChemia: Jurnal Kimia dan Pendidikan Vol 10, No 1 (2025)
Publisher : Department of Chemistr Education Faculty of Teacher Training and Education Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/educhemia.v10i1.31224

Abstract

This research aims to evaluate the quality of an instrument used to measure the chemistry proficiency of senior high school students in Yogyakarta city in response to high order thinking test questions. The evaluation employs the item response theory (IRT) approach, which considers both dichotomous and polytomous data types. The assessment involved analyzing three fundamental assumptions: unidimensionality, local independence, and invariance. The unidimensionality assumption was examined through factor analysis, revealing that the first factor contributed the most to both dichotomous and polytomous data. Local independence was tested using variance-covariance matrix analysis, which revealed that the covariance values between ability intervals were minimal or nearly zero, thereby fulfilling this assumption. Furthermore, invariance testing was conducted on both item parameters and student ability parameters. The results indicated a high correlation (0.893) for item parameters and a moderate correlation (0.761) for ability parameters, confirming that the invariance assumption was satisfied. The students’ ability levels were categorized into five levels, ranging from very low to very high. The analysis revealed that dichotomous data covered a broader range of abilities than polytomous data did. Overall, the study confirms that the instrument used is valid, reliable, and aligns with the core assumptions of IRT. These findings have significant implications for enhancing the quality of chemistry assessment tools using the IRT approach, ensuring that test questions are more accurate and dependable. These insights can help teachers design instructional methods that promote higher-order thinking skills (HOTSs), encourage the broader application of IRT in assessment, and support data-driven educational policies. Moreover, students gain improved training in analytical thinking and problem solving, leading to a deeper understanding of chemistry.
Co-Authors AJ, Suharli Apriyana, Dwi Asrial Asrial Asrial Badrun Kartowagiran Bella Arisha Damris Damris Damris, Damris Dian Normalitasari Purnama Dio Al Kautsar Djemari Mardapi Fitri Yamanti Haryanto Hesty Sukmasari Lucya Wulandari M. FURQON Melfiza Muhammad Haris Effendi hasibuan Nugraini, Anisa Ratna Pinandhita, Boy Rai’da Raudhatussya’rifah Ria Maharani Riman Abimayu Rizki Nor Amelia Rizki Nor Amelia Sainuddin, Syamsir Septiko Aji Sesti Novalina SIREGAR, DWI RAYANA Ulfah, Fadilla