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Yerimadesi
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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Evaluating the Impact of Problem Based Learning on Student's Metacognition in Science Learning: A Meta-Analysis Review Dian Purnama Ilahi; Festiyed; Yerimadesi; Yulkifli; Lisa Utami; Arista Ratih
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7892

Abstract

This study aims to evaluate the impact of problem-based learning models on students' metacognition in science learning. This type of research is a meta-analysis using the PRISMA 2020 method. Articles from Scopus and Google Scholar databases were collected using Publish or Perish (PoP) software. From 8 articles that met the inclusion criteria, a total of 20 data were obtained to be processed in the meta-analysis. Data analysis was used with JASP software.The results of this metaanalysis research show that problem-based learning model provides moderate effectiveness on students' metacognition in science learning (r RE = 0.67; SE = 0.16; z = 4.24; p < 0.001). This shows that problem-based learning model can improve students' metacognition in science learning. Through PBL, students become more aware of their cognitive strategies and learn to organise them more effectively. Incorporating PBL into the science curriculum can significantly improve students' metacognition, leading to more independent and effective students. Therefore, widely adopting PBL in science education is recommended to achieve better learning outcomes
Development of E-Module Acid-Base Based on Problem Based Learning Oriented Chemo-Entrepreneurship to Improve Student’s Critical Thinking Skills Hanna Salwa Putri; Budhi Oktavia; Yerimadesi; Alizar
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.7943

Abstract

Acid-base is one of the important materials in chemistry learning. Based on preliminary analysis, it is known that students have not properly understood the concept of acid-base. This study aims to develop an acid-base e-module, analyze its validity, practicality, and effectiveness on critical thinking skills. This research method is development research with the Plomp development model. The e-module was validated by 5 valitadors. The practicality test was conducted on 28 students and 3 teachers. The effectiveness of the e-module is seen from the increase in critical thinking test score from 57 students. Validity and practicality were analyzed using Aiken's V, while effectiveness was analyzed with N-Gain. The results showed that the developed e-module had a validity value of 0.89 with a valid category; a practicality value of 0.87 by students and 0.97 by teachers with a practical category. The effectiveness results show that the e-module has an effect on students' critical thinking skills, as evidenced by the N-Gain score of the experimental class of 0,7 with a fairly effective category while the N-Gain score of the control class is 0,4 with a less effective category. Thus, the developed e-module is declared valid, practical, and effective.
Development of the Acid-Base Module Based on Problem Based Learning with Ethnochemisty to Improve Students Science Literacy Ability Puji Pebrianti; Andromeda; Yerimadesi; Hardeli; Okta Suryani
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.8582

Abstract

This study aims to produce an acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills, analyze the validity and practicality of the module and analyze the effectiveness of the acid-base module based on ethnochemical problem-based learning to improve students' scientific literacy skills. The type of research used is Research and Development (R&D) with a 4-D development model. The 4-D development model consists of 4 stages of development, namely define, design, develop and disseminate. The research instruments used are interview sheets, questionnaires, validation instruments, practicality instruments and effectiveness instruments. The validity test uses the Aiken's V formula. The results of the construct and content validity tests were 0.88 and 0.89 with a valid category. The results of the module practicality test carried out by teachers and students were 91.25% and 90.65% with a very practical category. The effectiveness test of the module was carried out using the N-Gain test and obtained a result of 0.71 in the high category. The results of the study indicate that a valid, practical and effective acid-base module based on ethnochemical problem-based learning has been obtained in improving students' scientific literacy skills.
Development of Salt Hydrolysis Module Based on Problem Based Learning Integrated with TPACK to Improve Numeracy Literacy Skills of Phase F SMA Students Putty Zinda Febrila; Yerimadesi; Andromeda; Alizar
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8615

Abstract

This research aims to analyze the validity, practicality and effectiveness of the salt hydrolysis module based on problem based learning integrated with TPACK on students numeracy literacy skills. The development model used is the 4-D model. The module developed was validated by two lecturers and three chemistry teachers. The practicality testing of the module was carried out by three chemistry teachers and 32 SMA students. Testing the effectiveness of the module was carried out using a pre-experimental method with a non-equivalent control group design. The validity test was analyzed using the Aiken's V formula where content and construct validity were obtained respectively 0.91 and 0.92 with the valid category. The practicality test was analyzed using the Aiken's V formula where the practicality scores for teachers and students were obtained respectively 0.94 and 0.86 in the practical category. The module effectiveness test was analyzed using N-Gain where an N-Gain value of 0.76 was obtained in the high category. Based on the results of data analysis, it can be concluded that the salt hydrolysis module based on problem based learning integrated with TPACK developed is valid, practical and effective to improve the numeracy literacy skills of Phase F SMA students.
Enhancing Students’ Learning Outcomes in Chemistry through Problem-Based Learning: A Systematic Literature Review Supporting Sustainable Development Goal 4 (Quality Education) Elva Laila; Festiyed; Yerimadesi; Yulkifli; Skunda Diliarosta
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.10145

Abstract

This study aims to systematically analyze the effectiveness of Problem-Based Learning (PBL) in enhancing students’ learning outcomes in chemistry education. This research employed a Systematic Literature Review (SLR) approach following PRISMA 2020 guidelines with strict inclusion criteria. A total of 30 empirical studies published between 2010 and 2025 were selected from Scopus- and SINTA-indexed journals. The findings indicate that PBL significantly improves students’ conceptual understanding, critical thinking, and problem-solving skills, particularly in topics such as reaction rates, chemical equilibrium, and acid–base chemistry. Furthermore, the integration of PBL with digital media and contextual approaches strengthens its effectiveness in supporting meaningful learning. However, challenges related to teacher readiness and the need for appropriate scaffolding remain critical issues. This study contributes to the achievement of Sustainable Development Goal 4 (Quality Education) by promoting effective student-centered learning strategies in chemistry education.
Validity and Practicality of AI-Integrated Interactive Chemical Equilibrium E-Module Based on Structured Inquiry to Improve Students’ Critical Thinking Ability Adi Susanto; Minda Azhar; Yerimadesi; Umar Kalmar Nizar; Salsabilla Putri Serli
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14507

Abstract

Chemical equilibrium is one of the chemistry topics that is abstract and complex, often causing difficulties for learners in understanding the concepts and their applications. This study aimed to determine the validity and practicality level of an Artificial Intelligence (AI)-integrated interactive e-module on chemical equilibrium based on structured inquiry to improve students’ critical thinking ability. This study was a Research and Development (R&D) using the Plomp development model, which includes the Preliminary Research and Development or Prototyping Phase, without conducting the Assessment Phase. The results show that the developed e-module obtained a validation score of 0.92 (valid category) and a very high practicality level of 97%. The findings indicated that the AI-integrated, structured-inquiry-based interactive e-module on chemical equilibrium to improve Phase F students’ critical thinking ability is valid and practical.
Pengembangan Pengembangan Instrumen Penilaian Penerapan Deep Learning dalam Pembelajaran Kimia: Analisis Model Rasch Yerimadesi; Iryani; Faizah Qurrata Aini; Fauzana Gazali; Nofri Yuhelman; Rivo Juita Sudirman; Diva Salsabila; Zaqiya Zahwa Alifa; Mentari Az Zahra
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14841

Abstract

This study aims to develop a valid and reliable assessment instrument for the application of deep learning in high school chemistry instruction. The development of the instrument is based on Wilson’s Four Building Blocks approach (2005), which includes construct maps, items, item scores, and measures. The study was conducted with 271 twelfth-grade students from three public high schools in West Sumatra, selected through purposive sampling. Data were collected using a student perception questionnaire designed based on the four pillars of deep learning implementation: graduate profile dimensions, learning principles, learning experiences, and learning frameworks. Content validity was analyzed using Aiken’s V, while empirical validity and reliability were tested using the Rasch Model. The results showed an average Aiken’s V value of 0.90, indicating excellent content validity. Rasch analysis yielded a respondent reliability of 0.97 and an item reliability of 0.95, with fit statistics within the ideal range and supporting construct unidimensionality. From the initial 116 items, the final instrument consists of 46 items that passed through a rigorous empirical selection process to ensure high measurement quality. Thus, this instrument is suitable for evaluating the level of deep learning implementation at the elementary to intermediate levels in high school chemistry education.
Efektivitas Modul Bentuk Molekul berbasis PjBL Terintegrasi Augmented Reality terhadap Literasi Digital Peserta Didik M. Abdul Qiram; Yerimadesi Yerimadesi
MASALIQ Vol 5 No 6 (2025): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i6.7751

Abstract

The development of digital technology has significantly impacted the field of education, particularly in the creation of interactive and contextual learning media. This study aims to determine the effectiveness of a molecular shape module integrated with Augmented Reality (AR) in enhancing the digital literacy skills of Phase F high school students. A quasi-experimental method was employed using a Nonequivalent Control Group Design. The study population included all Phase F high school students, with sample selection conducted through purposive sampling. The results indicate that the AR-based module is effective in improving students’ digital literacy, as evidenced by an N-gain score of 0.683 in the experimental class, categorized as moderate. Supporting data from teacher observation sheets and digital literacy questionnaires showed an average achievement of 86.26%, classified as effective. The results of the independent sample t-test revealed a significance value (2-tailed) of less than 0.05, indicating a significant difference between the experimental and control classes. Therefore, the AR-integrated molecular shape module is proven to be effective in enhancing students’ digital literacy and contributes to the advancement of technology-based learning that is innovative and responsive to contemporary educational needs.
Efektivitas E-Modul Berbasis Guided Discovery Learning (GDL) pada Materi Asam dan Basa terhadap Hasil Belajar Kognitif Siswa SMA Fase F Nur Asdeanti; Yerimadesi Yerimadesi
MASALIQ Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i3.9545

Abstract

Acids and Bases is one of the chemistry topics that consistently causes difficulties for students, especially in integrating the three levels of chemical representation, so more interactive and structured learning media are needed. This study aims to determine the effectiveness of a Guided Discovery Learning (GDL)-based e-module on the cognitive learning outcomes of Phase F senior high school students in the topic of Acids and Bases. This study employed a quantitative approach with a quasi-experimental Nonequivalent Control Group Design, involving 27 students in the experimental class and 31 students in the control class at SMA Pembangunan Laboratorium UNP in the even semester of the 2025/2026 academic year. Data were collected using 15 multiple-choice items (α = 0.958) and analyzed using N-Gain, the normality test, the homogeneity test, and the independent t-test. The results showed a significant difference in cognitive learning outcomes between the two classes (sig < 0.05), with the mean score of the experimental class increasing from 67 to 83.41, whereas the control class increased from 36 to 49. The N-Gain value of the experimental class was 0.5163, which was higher than that of the control class at 0.4674, although both were in the moderate category. These findings indicate that the GDL-based e-module is effective in improving students’ cognitive learning outcomes in the topic of Acids and Bases. Thus, this study contributes to the development of digital-based chemistry learning and recommends the wider implementation of GDL-based e-modules in schools with adequate digital infrastructure.
The Relationship between Academic Persistence and Student Achievement in Chemistry and Its Implications for Curriculum Development: Hubungan Kegigihan Akademik dengan Prestasi Mahasiswa Kimia dan Implikasinya terhadap Pengembangan Kurikulum Joseph Rezeki Hulu; Ifan Rivaldo; Yerimadesi Yerimadesi; Afifah Nur Hasanah; Dwinita Sahalina
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2836

Abstract

Student achievement is an important indicator in assessing the quality of higher education, but this achievement still shows significant variation, indicating the influence of internal student factors. One non-cognitive factor suspected to play a role is academic persistence, namely the ability to maintain effort and consistency in achieving long-term goals. This study aims to analyze the relationship between academic persistence and student achievement and its implications for curriculum development. The study used a quantitative approach with a survey. Participants were 192 undergraduate students in Chemistry Education and Chemistry Science at Padang State University, selected using stratified random sampling. Data were collected using a Likert-scale questionnaire to measure academic persistence and documented GPA as an indicator of achievement. Data analysis included validity, reliability, and normality tests, as well as Pearson correlation and simple linear regression. The results showed that the instrument had good validity and high reliability, with a Cronbach's Alpha value of 0.784. The normality test indicated that the data were normally distributed (p = 0.071). The results of the correlation analysis indicate a strong and significant positive relationship between academic persistence and student achievement (r = 0.780; p < 0.05). The regression results show a coefficient of determination (R²) of 0.609, which means that academic persistence contributes 60.9% to the variation in student achievement. This finding indicates that the higher the academic persistence, the higher the student achievement. The implications of this study emphasize integrating non-cognitive character strengthening into curriculum development. This can be realized through Project-Based Learning, process-based assessment, lecturers as facilitators providing constructive feedback, and supporting programs such as growth mindset training, academic mentoring, and stress management to produce graduates who are academically strong and resilient.
Co-Authors Abdul Razak Abdul Razak Achie Keylla Adi Susanto Adzanal Maghribhi Afendi, Silvia Afifah Nur Hasanah Afriandi, Muhammad Aini, Faizah Qurrata Alifa, Zaqiya Zahwa Alizar Alizar Alizar Alizar Alysa Luthfiani Amanda Mareza Amanda, Refni Juwita Ameliana Fitriyanti Ananda Putra Andromeda Andromeda Andromeda Andromeda Andromeda, A. Antika, Rindi APMIYANTI, TIARA Aprelianda, Nola Apriani Sijabat Apriani Sijabat Aprilia Susilo, Resti Ardiansyah, Nofry Arista Ratih Asnizar, Asnizar Asrizal Asrizal Aulia Sofianora Ayu Wulandari Azizah Kristalia Azla Ismathulhuda Bahrizal Rizal Bali Yana Fitri Bayharti . Bayharti Bayharti Bayharti Bayharti Budhi Oktavia Darmanella Dian Eka Wati Debby Firmantia Putri Desnita Desy Kurniawati DESY KURNIAWATI Desyafrianti, Vanny Dewi Elsa Mona Dewi Juita Dewi, Suci Firma Dian Purnama Ilahi Dinalia Dinalia Dinda Kimala Defri dion, nofrion Diva Salsabila Dwi Finna Syolendra Dwinita Sahalina Effendi, Novicha Efwah Yuli Fitri Said Eka Kartikawati Eka Sovia Elga Joninda Putri Ellizar Jalius Elva Laila Elza Safitri Erman, Sylvia Dwi Fadhilah, Najwa Fadila Maharani FADILLAH, MARSHANDA Faizah Qurrata Aini Faizah Qurrata Aini Fajriah Azra Fatni Mufit Fauzana Gazali Fauziah Festiyed Festiyed Festiyed Festiyed Festiyed Festiyed Fina Arfianti Firmantia Putri, Debby Fitri Amelia Fitri Amelia Fitri Arsih Fitri Arsih Fitria Izzati Fitria Wijayanti, Fitria Fitriani, Mediana Friyatmi Friyatmi Gindi Lajen Trierdam Golaleh Makrooni Gunawan, Revi Gina Gunawan, Rilla Gina Guspatni Guspatni Hafiza, Ufaira Haifa Hafifah Hanna Salwa Putri Hardeli Hardeli - Hardeli Hardeli Hardeli Hardeli Hardeli Hardeli Hardeli Hardeli Heffi Alberida Hendri, Jhon Ifan Rivaldo Ifan Rivaldo Ilwandri Ilwandri Ilwandri, Ilwandri Indah Muspita Indang Dewata Irdes Hidayana Siregar Irfandi Irfandi Irma Mon Irma Mon Irma Mon Iryani Iryani Iryani Isti, Meila Iwefriani Iwefriani Iwefriani, Iwefriani Jaslin, Syafriffah Jasniar Jasniar Joseph Rezeki Hulu Jr, Fachrur Rachman Juanta, Palma julia Wulandari Julia Wulandari, Julia Junil Adri Jupinta, Agusri Kamilah, Rodiatul Khairurrazak Khairurrazak Kristalia, Azizah Kurnia, Reni Ladisa Fergie Imanah Legi, Wiwit Fitrah Leli Astuti LESTARI, TASYA Lillah Fitri Lisa Utami Lisa Utami Lufri Lufri M. Abdul Qiram Mahesa, Anggita Maifil Dwi Andrean MARCHELINA, SALSABILLA Marwiyah, Masringgit Mawardi Mawardi Mega Elvianasti Melati Wahyuni Mentari Az Zahra Miftahul Khair Minda Azhar Minda Azhar Monita Sari Muhyiatul Fadhillah Muhyiatul Fadilah Munifa Mahdiah Mutiara Sakinah Nadia Julianti Nadia Marsila Nadia, Nadia Afrianti Nadya UP Najmi Elsoraya Nasution, Doli Indra Nikmatusyadiah Niko Kurniawan Nofita, Agnes Nofri Yuhelman Nofri Yuhelman Nofrianto Nofrianto Nola Aprelianda Noliea Nur Asdeanti Nurfitriana . Nurhasnah, Nurhasnah Nurul Aripin Oktavirayanti, Risa Oria Lasmana Palma Juanta Palma Juanta Palma Juanta Pratiwi, Fitra Adinda Puji Pebrianti Putra, Ananda Putri Hartika Putri, E. J. Putri, Yunella Eka Putty Zinda Febrila Rahimah, Nikmatur Rahmanelli Rahmanelli Rahmatillah Wanti Rahmi Eka Witri Ramayanti, Nofia Ranti Gusti Rahayu Ratih Komala Dewi Raudhatul Jannah Ray Alfandi Gunawan Refi Yeni Revi Gina Gunawan Rezki Pratama Rifka Andani Riga Riki Zaputra Rindiany, Nindy Aprillia Ririanti Ririanti Ririanti, Ririanti Risa Oktavirayanti Rivo Juita Sudirman Rivo Juita Sudirman Romi Habibi Rona Rona Taula Sari Rosanna, D. L. Rosi Efliana Sabrizal Saputra Sakinah, M. Sakinah, Mutiara Salsabila, Diva Salsabilla Putri Serli Sandijal Putra sauli safitri Septiani, Ulfa Shelvy WA Siagian, Gunaria Silvanny Silvanny Siska Angreni Siska Handa Yani Sisri Wahyuni Skunda Diliarosta Skunda Diliarosta Skunda Diliarosta Sovia, Eka Sridefa Rahmi Suci Firma Dewi Suryani, Okta Suryelita Suryelita . Syafrilianto, Syafrilianto Syamsiar, Syamsiar Syukri S Teguh Febri Sudarma Titis Wulandari Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Santosa Ulfa Autafia Ulfa Khaira Ulfa Khaira, Ulfa Ulfa Weni Ulianas, Alizar Umar Kalmar Nizar Utomo, Erwin Pri Vina Dewisartika Viola Dwicha Asda Viona Maharani Warlinda, Y. A. Wely Pramunando Wica Widyanda Wildayati Wildayati Wildayati, Wildayati Winda Permatasari Wulan Aini Putri Yeni Nurpatri Yohandri Yohandri Bow Yondriadi Yondriadi Yul Ifda Tanjung Yuli, Serli Sukma Yulia Asri Warlinda Yulkifli Yulkifli Yuni Adha Yuni Ahda Yuni Ahda Yusmaita, Eka Yusmaridi M Zahra Ade Wahyuni Zaqiya Zahwa Alifa Zikra Zikra Zonalia Fitriza Zul Afkar Zulfa Humaira Zulherman Zulyusri Zulyusri Zulyusri, Zulyusri Zuwita, Ariani