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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan IPA Indonesia EduChemia: Jurnal Kimia dan Pendidikan Vidya Karya Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA JPM (Jurnal Pemberdayaan Masyarakat) Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Kimia (JPKim) International Journal of Pedagogy and Teacher Education Journal of Educational Research and Evaluation JKPK (Jurnal Kimia dan Pendidikan Kimia) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Filsafat Indonesia Online Learning in Educational Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Journal of Environment and Sustainability Education Jurnal Pendidikan Ilmu Sosial Jurnal Pendidikan MIPA Jurnal Abdimas Mahakam
Ari Syahidul Shidiq
Chemistry Education Study Program, Faculty Of Teacher Training And Education, Universitas Sebelas Maret Surakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Chemistry Textbook Analysis Based on Science Literacy Yuli Iswanti; Maria Ulfa; Sulistyo Saputro; Sri Yamtinah; Mohammad Masykuri; Bakti Mulyani; Ari Syahidul Shidiq; Agung Nugroho Catur Saputro
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.4630

Abstract

This research is included in the type of qualitative descriptive research that is used to analyzing the content of science literacy in chemistry textbooks for class XI SMA Negeri in Surakarta. The book that was selected using the purposive sampling technique is textbook chemistry used by public high schools in Surakarta. The science literacy category consists of four categories, which is science as a body of knowledge, science as a way of investigation, science as a way of thinking, and the interaction of science, technology, and society. Category fulfillment results in science literacy in book A has a ratio of the first category: second category: third category: the fourth category is 5:2:3:0. The ratio in book B is 6:2:2:0, the ratio in books C and D are 7:1:1:0, and the ratio in book E is 7:0:2:0. From the results of the study, it can be concluded that book A is closest to the ideal standard of the ratio of science literacy categories according to Wilkinson (1999) which is 4:2:2:2.
Pembelajaran Berdiferensiasi: Analisis Literasi Kimia pada Materi Ikatan Kimia melalui Pendekatan Culturally Responsive Teaching Terintegrasi Etnokimia Salma Fauzia Wardani; Sri Yamtinah; Bakti Mulyani; Endang Susilowati; Maria Ulfa; Mohammad Masykuri; Ari Syahidul Shidiq
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.6167

Abstract

This study aims to obtain information and analyze the chemical literacy profile of class X students of one of public high school in Surakarta on chemical bonding material after carrying out differentiation learning with Culturally Responsive Teaching integrated with ethnochemistry. This research used descriptive qualitative approach with post-test only design. The research was conducted on 36 students of class X at one of public high school in Surakarta during 2 meetings. The results of the study showed that the literacy level of students after learning was carried out there were 25% of students classified as high, 56% classified as medium, and 19% classified as low. Based on the results of the analysis on each indicator of chemical literacy, students showed very good levels on all indicators, namely content, context, high-level learning skills, and affective. Therefore, the level of chemical literacy of students is classified as good after learning is differentiated with Culturally Responsive Teaching integrated with ethnochemistry because learning becomes contextual, meaningful, and in accordance with student learning readiness.
Application of Culturally Responsive Transformative Teaching (CRTT) Assisted by Podcasts and E-Assessments to Improve Student Creativity and Science Literacy Puput Dyah Nur Safitri; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25605

Abstract

This study investigated the impact of the influence of the Culturally Responsive Transformative Teaching (CRTT) Model, assisted by podcasts and e-assessments, on students' creativity and science literacy abilities in reaction rate materials. Quasi-experimental design with a cluster random sampling technique to select experimental classes and a control group from a public high school in the city of Karanganyar. Descriptive and inferential analyses were conducted by the Mann-Whitney test for the testing of the creativity hypothesis with significant results (<0.05), the independent samples t-test for testing the science literacy hypothesis with significant results (<0.05), and the Kruskal-Wallis test for the simultaneous hypothesis of two variables with significant results (<0.05). In conclusion, the podcast-assisted CRTT model and e-assessment on reaction rate materials can affect students' creativity and science literacy skills. In addition, this model includes culture-based learning equipped with podcasts as a flexible media facility, and e-assessments provide ease of assessment. These findings support the use of a podcast-assisted CRTT model and e-assessment as effective tools for enhancing chemistry learning, boosting students’ motivation, and improving their skills in line with the demands of 21st-century education.
Integrating Local Science and School Science: The Benefits for Preserving Local Wisdom and Promoting Students’ Learning Kasi, Yohanes Freadyanus; Widodo, Ari; Samsudin, Achmad; Riandi, Riandi; Novia, Novia; Sukmawati, Wati; Shidiq, Ari Syahidul
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83925

Abstract

Integrating local science into science learning benefits students and the culture. However, science teaching tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the traditional hunt, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research are embracing local science in science learning to provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct. 
Influence of Screen Time on Elementary Students' Social Activiaaazties: A Quantitative Study on Grade 6 Students' Participation in Sports and Scouting Namocot, Angie Rose J.; Dina, Maya Aulia Shahwah; Wahyudi, Ahmad Rizqi; Affandi, Hakimi; Hikmatunisa, Nenden Permas; Shidiq, Ari Syahidul
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96441

Abstract

This quantitative study investigates the impact of screen time on social activities among primary school students, specifically focusing on Grade 6 students' participation in sports and scouting. In an era dominated by digital technology, concerns have been raised regarding the potential effects of increased screen time on the physical and social development of children. To address this issue, the study employs a quantitative research approach, examining the relationship between screen time duration and involvement in traditional extracurricular activities. A sample of 116 Grade 6 pupils is selected for the study from the Philippines, Indonesia, and Malaysia, using a quota sampling method. A survey questions is utilized for data collection.  Through rigorous data analysis, the study aims to draw evidence-based conclusions regarding the influence of screen time on social activities. The findings are can provide insights for parents, educators, and policymakers, shedding light on the complex relationship between digital technology usage and traditional extracurricular involvement. In the end, the study ultimately seeks to contribute practical recommendations to promote a balanced and healthy lifestyle for young learners in the digital age. By addressing potential negative effects of excessive screen time on students' participation in essential social and physical activities, the research aims to guide strategies for a more wholesome educational experience during their school years
Portable and Inexpensive Blue LED based UV-Vis Spectrophotometer with Smartphone Detector as a Chemistry Learning Innovation Salsabiila, Fa'ari; Rahmawati, Laila Nur; Kholidah, Heny Muna; Shidiq, Ari Syahidul
International Journal of Pedagogy and Teacher Education Vol 7, No 2 (2023): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v7i2.87950

Abstract

Effective study of chemistry requires access to complete and affordable laboratory equipment. Practical activities provide hands-on learning experiences and help students understand chemical concepts more easily. The spectrophotometer is a key instrument in chemistry labs, but its high cost and complex maintenance often make it unavailable in schools. This study aims to design and develop an inexpensive, simple, and portable UV-Vis spectrophotometer that offers quick analysis, making it accessible for high schools as a contextual chemistry learning tool. Experimental methods were employed in laboratories and chemistry classrooms, focusing on measuring solution content. The UV-Vis spectrophotometer was developed using LED light sources and smartphones as detectors and data processors. Integrating smartphones with the spectrophotometer for data reading represents a significant innovation. Testing revealed that the prototype demonstrated high accuracy and precision, with recovery values between 90-110% and precision test results below 2%, indicating good repeatability. The Limit of Detection (LOD) was found to be 0.43 ppm, and the Limit of Quantification (LOQ) was 20.99 ppm. Classroom implementation involved 23 students from a private school in Surakarta, using questionnaires and learning outcome tests. Results showed that the prototype effectively enhanced students' understanding of stoichiometry, with an 89.217% improvement. Additionally, 89.681% of students responded positively to using the prototype as a learning tool. This research demonstrates that a simple, portable, and affordable spectrophotometer can be developed as an interactive learning medium in high schools, significantly improving students' comprehension and engagement in chemistry. The prototype aligns with the principles of laboratory UV-Vis spectrophotometry and Lambert-Beer's law, where higher solution concentrations correspond to greater absorbance values.
The Impact of the Common Knowledge Construction Model (CKCM) Integrated with Ethnoscience and Podcasts on Science Process Skills in the Topic of Chemical Bonding Nurlatifah, Viki; Masykuri, Mohammad; Ciptonugroho, Wirawan; Yamtinah, Sri; Ulfa, Maria; Mulyani, Bakti; Saputro, Agung Nugroho Catur; Shidiq, Ari Syahidul
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i1.87665

Abstract

Technological advances and competition in the 21st-century demand that students enhance their knowledge and skills. The Common Knowledge Construction Model (CKCM) can effectively influence students' academic skills and achievements in chemistry. This study examined the impact of CKCM integrated with ethnoscience and podcasts on improving science process skills and student learning outcomes. A quasi-experimental design with cluster random sampling was employed to select experimental and control groups from the population of specialization 11th-grade science program  (five classes) in a senior high school in Boyolali Regency. Multiple-choice questions were used to measure science process skills and learning outcomes. Descriptive analysis and hypothesis testing were conducted using the Kruskal-Wallis test. The results revealed a significance value of 0.000 in both hypothesis tests for science process skills and learning outcomes. A significance value of less than 0.05 indicates that the application of CKCM positively impacts both variables. Integrating ethnoscience provides a deeper understanding by building culturally contextualized logical thinking. Supported by podcast media, it creates a dynamic and engaging learning environment that helps students actively construct their knowledge. This research contributes to developing the CKCM learning model mediated by podcasts to empower chemistry knowledge and science process skills, preparing students to meet the challenges of the 21st century.
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.
Application of Culturally Responsive Transformative Teaching (CRTT) Model Assisted by Podcast and E-Assessment to Improve Students Science Literacy and Critical Thinking Rahmawati, Hanika Diba; Yamtinah, Sri; Widarti, Hayuni Retno; Wiyarsih, Antuni; Shidiq, Ari Syahidul
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 11, No 1 (2026): 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.v11i1.116813

Abstract

This study investigates the implementation of the Culturally Responsive Transformative Teaching (CRTT) model integrated with podcast media, culture-based worksheets (LKPD), and e-assessment in relation to students’ science literacy and critical thinking skills. A quasi experimental design with a non-equivalent group structure was employed, involving 72 students from two classes, consisting of one experimental group receiving the integrated intervention and one comparison group experiencing conventional instruction. Podcast media were used to deliver contextual and narrative-based content on global warming, while CRTT stages cultural understanding, collaboration, and transformative construction guided classroom activities. Student outcomes were measured using science literacy and critical thinking tests administered through e-assessment. Data were analyzed using the Kruskal–Wallis test to compare differences between groups for each dependent variable. The results indicated statistically significant differences (p < 0.05) in both science literacy and critical thinking scores between the experimental and comparison groups. However, given that the intervention simultaneously combined multiple components (CRTT model, podcast media, culture-based LKPD, and e-assessment), the observed effects cannot be attributed to a single instructional element in isolation.Overall, the findings suggest that the integrated approach is associated with improved student outcomes, although further research using more controlled designs is needed to disentangle the specific contribution of each component.
The Effects of Instagram Media with Inquiry on Critical Thinking Skills in The Topic Reaction Rates Rose, Roro Roudotul Rohmatin; Yamtinah, Sri; Ulfa, Maria; Widarti, Hayuni; Shidiq, Ari Syahidul
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 2 (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.v8i2.74224

Abstract

In the 21st century, social media has emerged as a potential educational tool to enhance learning outcomes and critical thinking skills. To explore this, a study assessed whether Instagram, employed as a learning media for inquiry-based chemistry learning, influences students' critical thinking abilities. The research adopted a quasi-experimental design, utilizing a pretest-posttest nonequivalent control group approach in eleventh-grade science classes across Senior High Schools in Surakarta. The research focused on reaction rates due to its abstract nature and visualization challenges. Random sampling was employed to select 72 students aged 16 to 18, divided into experimental and control groups. The research instrument encompassed 24 questions in pretest and posttest formats, comprising multiple-choice and essay-type questions. N-Gain analysis revealed a noteworthy increase in learning outcomes within the experimental group, registering a value of 0.79, surpassing the control group's value of 0.69. This underscores Instagram's efficacy as a learning tool, outperforming conventional teaching methods. Regarding critical thinking skills, the experimental group displayed the highest competence in indicators such as explanation, self-regulation, evaluation, analysis, and conclusion. The study establishes that when integrated into chemistry education with an inquiry-based model, Instagram positively impacts students' critical thinking skills, specifically about reaction rates. This research contributes novel insights into the application of Instagram for chemistry education and pioneers the examination of critical thinking skills within this context, enriching the domain of chemistry learning.
Co-Authors Achmad Samsudin Adeoye, Moses Adeleke Affandi, Hakimi Agung Nugroho Catur Saputro Agung Nugroho Catur Saputro Amara Dwi Ayuni Ani, Neng Antuni Wiyarsi Ardhany, Amellia Ari Widodo Arin Ika Ningtyas Atep Rian Nurhadi Baharsyah, Allykha Bakti Mulyani Bakti Mulyani Bakti Mulyani Budi Utami Ciptonugroho, Wirawan Dede Trie Kurniawan Deni Ainur Rokhim Dian Rahmawati Dimas Gilang Ramadhani Dimas Gilang Ramadhani Dina, Maya Aulia Shahwah Dwi Retno Sari Elfi Susanti V. H. Elfi Susanti VH Endang Susilowati Endang Susilowati Fadhilah, Zahra Ayu Fadhlan Muchlas Abrori Fatihatussa’adah, Ira Haryono Haryono Hasna Athaya Rifa Hayuni Retno Widarti Hikmatunisa, Nenden Permas Huda, Zamira Zia'ul Ishak, Nor Asniza Isma Aziz Fakhrudin Juanda, A. Kasi, Yohanes Freadyanus Khoirunnisa, Afifah Kholidah, Heny Muna Lusiana Citra Aphelia Majid, Karima Maria Ulfa Martha Andriyanti Mega Candra Dewi Meilinda Meilinda Miarti Khikmatun Nais Mohammad Masykuri Muhammad Hizbul Wathon Mulyani, Sri Munawarah, Sinta Al Nahadi Namocot, Angie Rose J. Nanik Dwi Nurhayati Nanik Dwi Nurhayati Nasrudin, D. Novia Novia Nurlatifah, Viki Nurma Yunita Indriyanti Pamungkas, Yoga Prasetyo Puput Dyah Nur Safitri Rachmania, Setyaningsih Rahmah Rizki Akbar W, Rahmah Rizki Rahmawati, Hanika Diba Rahmawati, Laila Nur Rara Djati Anggraeni Renata Kusuma Wardani, Renata Kusuma Riandi Riandi Rismayanti Chusnul Chotimah Rose, Roro Roudotul Rohmatin Salma Fauzia Wardani Salsabiila, Fa'ari Salsabila, Fa'ari Sari, Bella Windira Sri Mulyani SRI RAHAYU Sri Rahayu Sri Retno Dwi Ariani Sri Retno Dwi Ariani Sri Yamtinah Sudarmin Sudarmin Sudarmin Sukardi, Rendi Restiana Sulistyo Saputro Sulistyo Saputro Sulistyo Saputro Sulistyo Saputro Sulistyo Saputro Suryadi Budi Utomo Susilowati , Endang Tanti Oktaviani Taufikin, T Triannisa Rahmawati Ulfa, Maria Wahyudi, Ahmad Rizqi Wathon, Muhammad Hizbul Wati Sukmawati Widarti, Hayuni Widiarti, Hayuni Retno Winti Ananthia Wiwi Siswaningsih Wiyarsih, Antuni Yuli Astuti Yuli Iswanti Zai, Fila Delfia Zamira Zia&#039;ul Huda