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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.
Systematic Literature Review: The Effectiveness of Flipped Classroom in Chemistry Education to Enhance Students’ Competencies Budhi, Tiktik Mustika; Wiji, Wiji; Mulyani, Sri
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39204

Abstract

The Flipped Classroom (FC) model has gained increasing attention in chemistry education as an innovative approach to address challenges related to low conceptual understanding, limited student engagement, and the need to develop higher-order thinking skills. This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework to systematically identify, screen, and synthesize relevant studies published between 2016 and 2026. A total of 31 peer-reviewed articles were selected and analyzed using thematic synthesis and cross-study comparative analysis to provide a comprehensive overview of FC implementation in chemistry education. The findings indicate that the FC model generally has a positive impact on students' competencies across cognitive, affective, and psychomotor domains. The cognitive domain shows the greatest improvement, particularly in conceptual understanding, problem-solving, and higher-order thinking skills. In the affective domain, FC enhances students' motivation, engagement, and self-confidence, while in the psychomotor domain, it supports the development of laboratory skills, experimental procedures, and inquiry-based practices. The implementation of FC is most prevalent in general and organic chemistry but has increasingly expanded into other sub-disciplines, including physical chemistry, biochemistry, environmental chemistry, and laboratory-based learning. However, the effectiveness of FC is highly context-dependent and influenced by factors such as instructional design quality, technological accessibility, and students' readiness for self-directed learning. Several studies also report inconsistent findings and highlight limitations, including the predominance of short-term research designs and the lack of evidence regarding long-term learning retention. Overall, the FC model demonstrates strong potential to enhance the quality of chemistry education. Nevertheless, its successful implementation requires careful alignment between pre-class materials, in-class activities, and assessment strategies. Future research should prioritize longitudinal studies and more inclusive educational contexts to strengthen the evidence base for sustainable and scalable FC practices. Keywords: flipped Classroom, chemistry education, systematic literature review, student competencies
PENERAPAN MODEL PEMBELAJARAN LBD UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA SMAN 1 BUNGO wiji, wiji
Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v4i2.644

Abstract

This research is a class action research / CAR (Classroom Action Research) which aims to improve the activities and learning outcomes of students in class XI MIPA SMA N 1 Bungo through the application of the LBD learning model. This research was conducted at SMAN 1 Bungo, with the subjects being students of class XI MIPA 4 in the even semester of the 2019/2020 school year. The data in the study were obtained based on the results of questionnaires, interviews, learning observations and final learning outcomes. From the results of the student activity observation sheet, the percentage of student participation increased from the first cycle of 69.98% to 79.37% in the second cycle and has met the indicator of student participation, namely 75%. Based on the average value of learning outcomes obtained by students in the first cycle of 68.09, it increased to 74.81 in the second cycle and the percentage of classical completeness from 12.12% increased to 87.88% and this met the indicators of success, namely classical mastery reaching 85% with a KKM of 75. So it can be concluded that learning chemistry using the Laboratory Based Discovery (LBD) learning model can increase the activity and learning outcomes of students' chemistry on the colloid system concept.
Enhancing Conceptual Understanding of Buffer Solutions with an Intertextual E-Book Prototype Dewi, Nur Sehasari; Mulyani, Sri; wiji, Wiji
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 9, No 2 (2024): 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.v9i2.85269

Abstract

The intertextual-based e-book prototype helps students understand buffer solutions by connecting the three levels of chemical representation: macroscopic, submicroscopic, and symbolic. This connection allows students to visualize chemical phenomena from simple to complex. The study aims to enhance students' conceptual understanding using this e-book prototype. The research and development (R&D) method followed five stages: research and information gathering, product development planning, initial product development, limited trials, and initial product revision. This process yielded a highly validated e-book prototype that promotes innovation. The validation results showed high feasibility in substance (85.71%), instructional methods (90.90%), and language (100%). Experts deemed the e-book prototype highly effective in improving conceptual understanding through its intertextual approach. Pretest and posttest assessments of 30 students indicated improved conceptual understanding after using the e-book. Initially, students demonstrated macroscopic and symbolic level abilities without associating the three levels of representation. After using the e-book, they could connect these levels, enhancing their understanding and conceptual understanding. The N_Gain scores for pretest and posttest assessments were 0.48 for the high category, 0.45 for the medium category, and 0.44 for the low category, showing moderate improvement. The t-test results (Sig. (2-tailed) = 0.000 < 0.05) confirmed the effectiveness of the e-Book. Teacher and student responses averaged 90% and 85.5%, respectively, indicating that the intertextual-based e-book on buffer solutions is highly suitable as a self-learning resource to improve conceptual understanding.
Analysis of General Chemistry Textbooks Based on Multiple Representations of the Cell Potential Concept Muntaha, Annisa Shafira; Wiji, Wiji; Widhiyanti, Tuszie; Mulyani, Sri
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 10, No 2 (2025): 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.v10i2.99745

Abstract

Textbooks function as core learning resources in chemistry, particularly for explaining abstract ideas through visual representations. This study examines how the concept of electrochemical potential cells is represented in five college level general chemistry textbooks using five analytic criteria covering representation type, explicitness, connectedness, information sufficiency, and conceptual relatedness. The sample comprises widely adopted texts that span foundational topics to ensure relevance across common curricula. The analysis identified a distinct pattern within each category. Category C1 was dominated by symbolic representations at 74.7 percent. Category C2 showed predominantly explicit presentations at 79.3 percent. Category C3 reflected fully related and connected representations. Category C4 demonstrated complete presence of appropriate information at 100 percent. Category C5 included three levels of conceptual relatedness with quite related at 74.2 percent, not quite related at 19.4 percent, and not related at 6.5 percent. The findings outline the current quality of visual representations of potential cells in higher education materials and indicate areas where integration across macroscopic, submicroscopic, and symbolic levels could be strengthened. Educators, textbook authors, and curriculum developers can apply these insights to design materials that support deeper conceptual understanding and more coherent transitions between representations. 
Co-Authors Ajie, Adinda Melinda Ceria Atriyon Julzarika Budhi, Tiktik Mustika Budiman Anwar Dewi, Nur Sehasari Diana Rochintaniawati E. Nursa’adah, E. Fatihah, Jihan Assyifa Liliasari , M. N. Hana, M. N. Mr Sjaeful Anwar Muhammad A. K. Martoprawiro Muntaha, Annisa Shafira Nabuasa, Desi Nabuasa, Desi Aryanti Nahadi , Nahadi Nurazizah, Tean Omay Sumarna Ovilia, Ghea 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