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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Chemistry Education Review NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Arfak Chem: Chemistry Education Journal Chemedu: Jurnal Ilmiah Pendidikan Kimia Abdi Kimia : Jurnal Pengabdian Masyarakat Macca: Science-Edu Journal Mammiri: Jurnal Pengabdian Masyarakat International Journal of Mathematics and Science Education Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) SPEKTRA: Jurnal Kajian Pendidikan Sains
Hastuti Agussalim
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Effect of Mastery Learning Model Implementation on Student Learning Outcomes at Darussalam Islamic Middle School Nur Aisyah; Hastuti Agussalim; Nursamsi Nursamsi; Sukmawati Sukmawati; Indahwaty Indahwaty
International Journal of Mathematics and Science Education Vol. 2 No. 3 (2025): August : International Journal of Mathematics and Science Education
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijmse.v3i3.233

Abstract

This study aims to examine the influence of the implementation of the Mastery Learning model on the study results of seventh-grade students at Darussalam Islamic Middle School, Gowa. This research is a type of classroom action research (CAR), designed to improve the mathematics learning outcomes of seventh-grade students. The CAR approach was implemented in a cyclical form, consisting of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Data collection techniques used in this study included observation, testing, and documentation. Data analysis was carried out using descriptive analysis to assess both the learning outcomes and the teacher and student activities during the process. The results of the first and second cycles indicate a significant improvement in student performance. In the first cycle, the study results showed a 75% improvement in student learning outcomes, and after the second cycle, student performance improved to 90%. The class's average grade also increased significantly, from 71 in the first cycle to 87 in the second cycle. This improvement demonstrates that the implementation of the Mastery Learning model can significantly enhance the mathematics learning outcomes of seventh-grade students at Darussalam Islamic Middle School, Gowa. Furthermore, this study proves that the collaborative approach in classroom action research not only improves student learning outcomes but also fosters an engaging and effective learning environment. The results suggest that the Mastery Learning model, with its emphasis on achieving mastery in learning before progressing to the next topic, is an effective strategy for improving mathematics achievement in middle school students. This study contributes valuable insights into the effectiveness of the Mastery Learning model in enhancing student performance in mathematics.
Implementasi e-Modul Pembelajaran pada MatImplementasi e-Modul Pembelajaran pada Mata Kuliah Strategi dan Metode Pembelajaran untuk Mendukung Pembelajarana Kuliah Strategi dan Metode Pembelajaran untuk Mendukung Pembelajaran Aktif Mahasiswa di Era Digital Agussalim, Hastuti; Nur, Andi Bulqiah; Afni, Nur; Almur, Faathir; Faika, Sitti
MAMMIRI: JURNAL PENGABDIAN MASYARAKAT Vol. 1 No. 3 (2024): October 2024
Publisher : Education and Talent Development Center Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/mammiri.v1i3.2469

Abstract

Digital transformation requires universities to provide learning media that support the needs of today's generation of students. This community service activity aims to improve the quality of active student learning through the implementation of e-modules in the Learning Strategy and Methods course in the Chemistry Education Study Program, Makassar State University. This activity involves the design stage, e-module creation, limited readability test, and socialization. The results of the readability test show that this e-module is very practical, with an acceptance rate of 81.55%. This e-module is considered to support interactive learning. This activity concludes that e-modules are an effective medium to support active learning in the digital era, with recommendations for increasing digital literacy for students and lecturers.
The role of augmented reality in supporting deep learning within the merdeka curriculum: A systematic literature review in chemistry education Agussalim, Hastuti
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1111

Abstract

Chemistry education frequently faces challenges due to the abstract nature of chemical concepts, limited visual media, and insufficient student engagement. In contrast, the Merdeka Curriculum highlights the importance of deep learning, emphasizing conceptual understanding, scientific reasoning, and meaningful learning experiences. Augmented Reality (AR) offers promising affordances for addressing these issues through interactive, context-rich three-dimensional representations. This study employed a PRISMA-based Systematic Literature Review (SLR) of 12 empirical articles published between 2015 and 2025 in Scopus-indexed databases, major international publishers, and accredited SINTA journals. The findings reveal a marked increase in AR research in chemistry education between 2023 and 2025, with research and development (R&D) and quasi-experimental designs predominantly conducted at the senior secondary level. Across studies, AR consistently enhances conceptual understanding, multi-level representational competence, higher-order thinking skills, and student engagement. Moreover, AR aligns strongly with the pedagogical principles of the Merdeka Curriculum, particularly project-based learning, authentic assessment, differentiated instruction, and the development of the Pancasila Student Profile. These insights position AR as a strategic innovation for advancing deep and meaningful chemistry learning. Further research is recommended to investigate the long-term effects of AR and its integration within inquiry-based and project-based instructional models.
TRANSFORMASI PEMBELAJARAN KIMIA BERBASIS ESD UNTUK MENGEMBANGKAN KESADARAN LINGKUNGAN MAHASISWA CALON GURU Side, Sumiati; Yunus, Muhammad; Ashari, Ayu; Agussalim, Hastuti; Ilyas, Nita Magfirah
ABDI KIMIA: Jurnal Pengabdian Masyarakat Vol 3 No 1 (2025): Jurnal Edisi Desember
Publisher : Jurusan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/abdi.v3i1.10638

Abstract

Integrasi Education for Sustainable Development (ESD) dalam pendidikan guru merupakan langkah strategis untuk merespons krisis lingkungan global, namun praktiknya sering terkendala oleh kesenjangan antara pengetahuan dan tindakan (knowledge-action gap). Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman mahasiswa terhadap ESD untuk mengembangkan sikap peduli lingkungan. Metode pengumpulan data menggunakan angket dengan skala likert. Berdasarkan hasil analisis data dan pembahasan disimpulkan bahwa Pelatihan Pendidikan untuk Pembangunan Berkelanjutan (Education for Sustainable Development) efektif dalam meningkatkan kesadaran lingkungan mahasiswa calon guru kimia. Hal ini dibuktikan dengan peningkatan rata-rata skor pemahaman peserta dari 31,50 pada kondisi awal menjadi 42,20 setelah pelatihan. Dengan demikian, kegiatan ini dapat membekali calon guru dengan fondasi konsep dan kesiapan implementasi nilai-nilai keberlanjutan yang krusial untuk pembelajaran kimia masa depan.
Pendampingan Persiapan Olimpiade Matematika pada SMP Islam Darussalam Kabupaten Gowa Nur Aisyah; Saleh, Mustakim; Adha, Isna Dia’ul; Anwar, Azwan; Agussalim, Hastuti
Nusantara: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): Februari: NUSANTARA Jurnal Pengabdian Kepada Masyarakat
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/nusantara.v6i1.7552

Abstract

The application of Mastery Learning in Olympiad mentoring at Darussalam Islamic Junior High School was carried out using a classroom action research model involving 20 students from grades 8 and 9. The mentoring process followed a cyclical structure consisting of planning, action, observation, and reflection, supported by observation techniques, tests, and documentation. The implementation of the mastery learning model effectively improved students’ mathematics learning outcomes, as shown by a significant increase in mastery levels: 65% before the intervention, 75% after the first cycle, and 90% after the second cycle. In addition, the average learning score rose from 71 in the first cycle to 87 in the second cycle, reflecting substantial progress in understanding and problem-solving abilities. These results indicate that Mastery Learning not only enhances students’ mathematics performance but also strengthens their readiness and confidence to compete in the National OSN competition, demonstrating the model’s positive contribution to academic achievement and Olympiad preparation.
Instructional Approaches for Fostering Self-Regulated Learning in Chemistry Education: A Systematic Literature Review Munawwarah Munawwarah; Hastuti Agussalim
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify and analyze instructional approaches used to foster self-regulated learning (SRL) in chemistry education through a systematic literature review (SLR). The review followed the PRISMA guidelines by initially collecting 100 articles from multiple academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. After removing duplicates, 98 records remained and were screened based on titles and abstracts, resulting in 60 relevant studies. These articles were further assessed through full-text evaluation using predefined inclusion and exclusion criteria, leading to the final inclusion of 40 studies for analysis. The data were analyzed using a thematic synthesis approach to categorize instructional strategies and the SRL components they address. The findings reveal that instructional approaches in chemistry education can be classified into six main categories: metacognitive-based instruction, problem-based learning, technology-enhanced learning, assessment-based approaches, flipped classroom models, and cognitive tools. Among these, metacognitive-based instruction emerged as the most dominant approach, primarily supporting the monitoring and evaluation phases of SRL. However, the analysis indicates that the planning phase of SRL remains underrepresented across the reviewed studies. These results highlight an imbalance in the implementation of SRL in chemistry education, where reflective processes are emphasized more than proactive learning planning. Therefore, more integrated instructional designs are needed to explicitly support all phases of SRL, including planning, monitoring, and evaluation. This study contributes to the field by providing a thematic synthesis of instructional approaches and identifying key research gaps for future research.
THE DEVELOPMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IMPLEMENTATION IN CHEMISTRY EDUCATION: A LITERATURE REVIEW Munawwarah M; Hastuti Agussalim
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.10315

Abstract

This study presents a systematic literature review of the implementation of Education for Sustainable Development (ESD) in chemistry education between 2012 and 2025. A total of 15 articles were analyzed, encompassing both international and national studies, with the aim of mapping theoretical models, instructional innovations, and student outcomes within the framework of ESD. The findings reveal that research in this area can be categorized into two major contributions: conceptual contributions, which focus on developing models, frameworks, and didactic theories, and practical contributions, which emphasize instructional media, laboratory modules, contextual teaching tools, and project-based learning strategies. Practical contributions dominate the literature, demonstrating significant impacts on students’ chemistry literacy, creativity, and sustainability awareness. However, competencies such as critical thinking, problem-solving, and action competence remain underexplored and insufficiently assessed. The review further highlights that while teachers and pre-service teachers generally show positive attitudes toward ESD, their understanding often remains limited to environmental dimensions, underscoring the need for more comprehensive professional preparation. These findings suggest that future research should adopt a more balanced agenda that integrates conceptual development with practical innovations, while systematically fostering a broader spectrum of sustainability competencies. In conclusion, chemistry education holds substantial potential to contribute not only to the mastery of scientific knowledge but also to the cultivation of responsible citizens equipped to address the complex challenges of sustainable development.
Integrating Augmented Reality Based Comics into Chemical Bonding Instruction to Enhance Students’ Thinking Skills Risqah Amaliah Kasman; Muhammad Fuad; Hastuti Agussalim; Imranah Imranah; Muhamad Fadli; Nudia Tuljannah; Siti Yasya Ey Fathanah
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.15189

Abstract

This study aims to investigate the effectiveness of integrating Augmented Reality (AR)-based comics into chemical bonding instruction to enhance students’ critical thinking skills. A quasi-experimental design with a non-equivalent control group was employed, involving 40 eleventh-grade students divided into an experimental group and a control group. The experimental group was taught using AR-based comics within a project-based learning framework, while the control group received conventional instruction without AR support. Data were collected through essay tests, observation sheets, and documentation, and analyzed using descriptive statistics, N-gain, and an independent sample t-test. The results indicate that the experimental group achieved a higher post-test mean score (75.75) compared to the control group (65.30). The N-gain score of the experimental group (0.49) was categorized as moderate, exceeding that of the control group (0.29), which was classified as low. Statistical analysis revealed a significant difference between the two groups (p < 0.05). These findings suggest that the integration of AR-based comics effectively enhances students’ critical thinking skills by facilitating visualization, engagement, and conceptual understanding. Therefore, this approach can serve as an innovative instructional strategy to improve the quality of chemistry learning.
Co-Authors Abda Abda Adha, Isna Dia’ul Anwar, Azwan Ashari, Ayu Bunyamin, Andi Bulqiah Nur Faathir Almur Faathir Almur Hasri Hasri Ilyas, Nita Magfirah Imranah Imranah Indahwaty Indahwaty Jusniar Jusniar, Jusniar Kartika, Andi Eka Muhamad Fadli Muhammad Danial Muhammad Fuad Muhammad Yunus Muharram Muharram Munawwarah Munawwarah Mustakim Saleh Negara, Satria Putra Jaya Nisai, Khaerun Nudia Tuljannah Nur Afni Nur, Andi Bulqiah Nursamsi Nursamsi Risqah Amaliah Kasman Ruslan, Zuhrah Adminira Siti Yasya Ey Fathanah Sitti Faika Sukmawati Sumiati Side Vika Puji Cahyani