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Revisiting Basic Chemistry Curriculum to Foster Adaptive Learning in Higher Education Nabuasa, Desi; Rochintaniawati, Diana; Riandi, Riandi; Sopandi, Wahyu; Wiji, Wiji
Journal of Innovative Science Education Vol. 13 No. 3 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v13i3.17704

Abstract

The transformation of higher education in Indonesia presents challenges and opportunities for universities to develop adaptive learning ecosystems. This study aims to analyze the Semester Learning Plans (RPS) of Basic Chemistry courses to evaluate their alignment with digital-era learning needs. Using a qualitative approach, the research involves document analysis of 19 RPS, focusing on learning methods and the integration of digital technology. Data were validated through questionnaires distributed to lecturers in charge of these courses. Results reveal that active learning methods, such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), dominate, yet the integration of innovative technologies like virtual laboratories and software-based simulations remains limited. The study highlights the importance of adaptive learning strategies, digital literacy, and culturally responsive teaching to support global demands. New findings emphasize the need for systematic lecturer training and institutional support to enhance technological adoption in teaching. This research contributes to the development of more effective and inclusive learning environments, benefitting both science education and society.
Evaluation of Basic Chemistry Practicum Programs 1 and 2 in Developing Students' Science Process Skills Using the CIPP Model Nabuasa, Desi Aryanti; Nahadi , Nahadi; Sriyati, Siti; Sopandi, Wahyu; Wiji, Wiji
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.19837

Abstract

The Basic Chemistry Practicum I and II are integral components of the chemistry education curriculum, designed to develop students' Science Process Skills (SPS). However, the effectiveness of these programs is often constrained by misalignment between course objectives and practicum modules, insufficient laboratory facilities, and a lack of structured assessment tools. This study aims to evaluate the implementation of these practicum programs using the CIPP (Context, Input, Process, Product) evaluation model. A mixed-methods approach involved document analysis, questionnaires, and checklists. The evaluation was conducted within the Chemistry Education Study Program at a university in East Nusa Tenggara, Indonesia, with participants including 17 third-semester students, one lecturer, and one laboratory assistant. The findings reveal that while the practicum programs contribute to the achievement of learning outcomes, several issues remain. There are inconsistencies between the Semester Learning Plan (RPS) and practicum modules, particularly regarding the sequencing of materials and skill development targets. Students demonstrated moderate mastery of basic and integrated SPS but still required significant support in hypothesis formulation, data interpretation, and understanding of experimental variables. The study also found that instructional strategies and evaluation tools were not fully optimized to foster independent scientific inquiry. To enhance the program's effectiveness, the study recommends revising practicum modules to align more closely with course objectives, integrating interactive media such as virtual simulations, and developing formal assessment instruments to measure SPS development comprehensively. These improvements will better prepare students for complex laboratory work and strengthen their scientific reasoning as future educators.
A Content Analysis of Chemical Representations in Voltaic Cells Concept on General Chemistry Textbooks Sakina, Nifela; Wiji, Wiji; Widhiyanti, Tuszie
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3598-3614

Abstract

Representations in chemistry are essential for supporting students' understanding of abstract concepts such as redox reactions and voltaic cells. However, many students experience difficulties due to the lack of integration among macroscopic, submicroscopic, and symbolic levels of representation in textbooks. This study aimed to evaluate the quality and integration of visual representations related to voltaic cells in general chemistry textbooks widely used in Indonesian undergraduate programs. A descriptive qualitative content analysis approach was employed using an evaluation rubric developed by Gkitzia, which includes five criteria: type of representation, interpretation of surface features, relatedness to text, existence and clarity of captions, and the degree of correlation between components in multiple representations. Data were collected from five textbooks selected through purposive sampling and analyzed both qualitatively and quantitatively. The results showed that while most textbooks present macroscopic and symbolic representations adequately, submicroscopic levels are often lacking or fragmented. Common issues identified include insufficient labeling, missing or problematic captions, and weak text-image integration. Only a few textbooks provide well-developed hybrid representations. The study concludes that visual representations in textbooks still need significant improvement to support conceptual understanding. These findings provide insights for chemistry educators and textbook developers to design more pedagogically effective materials.
Enhancing Molecular Geometry Understanding through 3D Visualization-Assisted Intertextual based Learning in Undergraduate Chemistry Students Ajie, Adinda Melinda Ceria; Wiji, Wiji; Mulyani, Sri; Widhiyanti, Tuszie
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Intertextuality refers to the process of understanding a context by exploring and connecting relationships between different texts or representations. In chemistry education, intertextuality serves as a communication bridge that links the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. This study aims to enhance students' understanding of Molecular Geometry Concepts through Intertextual-based Learning with 3D- visualization. The research employed a quantitative approach with a one-group pretest-posttest design. Participants were selected using purposive sampling from undergraduate chemistry education students. The study involved 26 first-year students majoring in chemistry education who were taking a general chemistry course. Data were collected using student worksheets and pretest-posttest assessments. The data analysis included t-paired test for parametric statistic and evaluating student responses related to learning outcomes. Analysis of the t-paired test results shows that there is a significant difference in the pretest and posttest scores with a significance value of (p> α0.05). The most influenced concept indicator in this study was the concept of molecular geometry types with an increase of 57% in students’ correct answers.       Keywords: student’s understanding, molecular geometry, intertextual based learning, 3d visualization, undergraduate students. DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1468-1479
Development of Intertextual-Based Learning Videos on Corrosion Concept Rachmawati, Nabilla Novia; Wiji, Wiji; Mulyani, Sri
Jurnal Inovasi Pembelajaran Kimia Vol. 7 No. 2 (2025): OCTOBER 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jipk.v7i2.67953

Abstract

This study aimed to develop and evaluate an intertextual-based instructional video on the topic of corrosion by integrating macroscopic, submicroscopic, and symbolic representations within a constructivist multimedia framework. The development followed the ADDIE model through five stages: analysis, design, development, implementation, and evaluation. The video, divided into three segments—corrosion process, prevention methods, and influencing factors—was validated by experts in content, pedagogy, and media. Validation results showed high feasibility with scores of 84.2% (content), 93.75% (pedagogy), and 88.86% (media), all categorized as “Very Good.” Teacher responses averaged 97.29%, while student responses reached 100%, indicating excellent clarity, contextual relevance, and engagement. Minor revisions related to narration and animation sequencing were implemented based on expert feedback. The main innovation of this study lies in combining intertextual contexts with multilevel chemical representations to make abstract electrochemical processes more accessible. The developed video is feasible for use as a teaching aid in electrochemistry and has potential for adaptation to other chemistry topics requiring multiple representations.
Analisis Buku Teks Kimia Dasar Berdasarkan Multiple Representasi Konsep Korosi Ovilia, Ghea; Wiji, Wiji; Mulyani, Sri; Widhiyanti, Tuszie
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.v10i2.45096

Abstract

Chemical representations and the connections among macroscopic, sub-microscopic, and symbolic levels are fundamental to meaningful chemistry learning. However, the quality and coherence of these representations in instructional materials often determine how effectively students construct conceptual understanding. This study aimed to investigate the types and interconnections of chemical representations related to corrosion presented in widely used general chemistry textbooks. A qualitative content analysis was conducted on five textbooks using an adapted framework from Gkitzia, which included the type of representation (C1), interpretation of surface features (C2), relatedness to the text (C3), caption quality (C4), and degree of correlation across multiple representations (C5). A total of 40 corrosion-related representations were identified. The analysis showed that symbolic representations were the most frequently used, although textbooks generally portrayed corrosion through macroscopic, real-world examples. Eight sets of multiple representations were found to demonstrate adequate coherence among macroscopic, sub-microscopic, and symbolic levels, effectively illustrating both the corrosion process and its prevention. Overall, the five textbooks presented the concept of corrosion with reasonable alignment across representational forms. These findings contribute to the improvement of chemistry education by informing educators and textbook authors about the strengths and limitations of current representational practices. The results also offer empirical support for implementing multiple-representation-based instruction to enhance students’ conceptual understanding and ability to visualize and interpret corrosion phenomena.
PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ETNOSAINS TERINTEGRASI VIRTUAL SIMULATION DAN AUGMENTED REALITY (ETNOVAR) UNTUK MENINGKATKAN KETERAMPILAN 4C Fahada, Qaddara; Anugrah, Muhammad; Ezha, Sephianti Dwika; Wiji, Wiji
Lantanida Journal Vol 14 No 1 (2026): January-June 2026
Publisher : UIN AR-RANIRY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/lj.v14i1.34793

Abstract

The 4C skills (Critical Thinking, Collaboration, Communication, Creativity) are essential for navigating Industrial Revolution 4.0 and digital transformation, distinguishing human intelligence from automation. The 4C skills can create a generation that is independent, innovative, and adaptive to rapid change. Despite their importance, development often remains suboptimal due to poorly facilitated learning. This study aims to enhance these skills by developing EtnoVAR, a virtual simulation integrated with Augmented Reality based on the ethnoscience of making peuyeum. Using the ADDIE (analysis, design, development, implementation, evaluate) method with 28 grade XI science students, the research involved rigorous expert validation and needs analysis. The feasibility test yielded a score of 95% (highly valid). Effectiveness testing via N-gain reached 0.92, indicating high effectiveness. Furthermore, questionnaires confirmed a substantial increase in students' 4C skills and high satisfaction levels. In conclusion, EtnoVAR is highly effective in improving 4C skills. Its strength lies in merging cutting-edge technology with local culture, transforming abstract concepts into an engaging, practical learning experience. This innovation ensures students remain independent, innovative, and adaptive to global challenges.
Co-Authors Ajie, Adinda Melinda Ceria Atriyon Julzarika Budiman Anwar Diana Rochintaniawati E. Nursa’adah, E. Ezha, Sephianti Dwika Liliasari , M. N. Hana, M. N. Mr Sjaeful Anwar Muhammad A. K. Martoprawiro Muhammad Anugrah, Muhammad Nabuasa, Desi Nabuasa, Desi Aryanti Nahadi , Nahadi Nurazizah, Tean Omay Sumarna Ovilia, Ghea Qaddara Fahada Rachmawati, Nabilla Novia Rahmat Setiadi Rahmi, Chusnur Rd.R. Srie Ernawati Riandi Riandi S. Mulyani Sakina, Nifela Siti Sriyati Sri Mulyani Tuszie Widhiyanti Wahyu Sopandi Yaya Sonjaya