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All Journal Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha PAWIYATAN Wanastra : Jurnal Bahasa dan Sastra Diglosia PEDAGOGI ORBITA: Jurnal Pendidikan dan Ilmu Fisika Biosel: Biologi Science and Education Jurnal Basicedu Jurnal Pendidikan Edutama Lingue : Jurnal Bahasa, Budaya, dan Sastra Al-Alam : Islamic Natural Science Education Journal Jurnal Basicedu Amal: Jurnal Ekonomi Syariah Mangente: Jurnal Pengabdian kepada Masyarakat Jurnal Pengabdian Masyarakat Proceeding International Conference on Education Indonesian Journal of Science and Education
Enggal Mursalin
IAIN Ambon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering 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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Why is Chemistry Education? Exploring the Motivation of Student Choices Rahmawan, Setia; Rian Nurhadi, Atep; Mursalin, Enggal; Darwis, Rahmiati
Indonesian Journal of Science and Education Vol. 8 No. 1 (2024): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v8i1.1565

Abstract

Learning motivation is critical to educational success, influencing students' engagement, persistence, and overall performance. Despite its importance, motivation determines students' choices for future careers and struggles in participating in learning activities. The aim was to characterize students' chemistry learning motivation in detail using the Academic Motivation Scale - Chemistry (AMS-Chemistry). This study employs a descriptive qualitative research design. The qualitative approach allows an in-depth exploration of personal experiences and perceptions of learning motivation in chemistry education. The AMS-Chemistry instrument consists of 28 statement items that measure aspects of amotivation, three types of extrinsic motivation, and three types of intrinsic motivation. The results show that the motivation profile to learn Chemistry in Chemistry Education students using the AMS-Chemistry instrument on the amotivation subscale tends to disagree (55,46%). On intrinsic motivation, the to know subscale tends to agree (65,80%) strongly, the to accomplish subscale has a high score on strongly agree (48,85%) responses, and the to experience subscale tends to respond strongly agree (35,34%). Extrinsic motivation includes the external regulation subscale tending to strongly agree (55,17%) and the introjected regulation subscale having a high score on strongly agree (62,36%) responses. The identified regulation subscale has a strongly agree (68,97%) response tendency.
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment in Natural Science Learning Mursalin, Enggal; Rochman, Chaerul; Rahmawan, Setia; Al Mufida, Asita; Ilhami, Aldeva; Aondolumun Ayua, Geoffrey; Mileniati, Fajriati Ramadhini Nur
Indonesian Journal of Science and Education Vol. 9 No. 1 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v9i1.3058

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment to Enhance Deep Learning Mursalin, Enggal; Rochman, Chaerul; Mileniati, Fajriati Ramadhini Nur; Rumles, Nadifa Najam
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Co-Authors Abdul Jalil Hunusalela Adam Latuconsina Al Mufida, Asita Aldri Frinaldi Anasufi Banawi Aondolumun Ayua, Geoffrey Aria Bayu Setiaji Asshagab, Siti Mutiaraningsih Atep Rian Nurhadi Bahiya Gasam Darwis, Rahmiati Dewinofrita Dewinofrita Eman Wahyudi Kasim Hamida, Wa Ode Hardiansyah, M. Rizal Hardiansyah, Muhammad Rizal Ilhami, Aldeva Indayani, Mawar Kahar, Ridayanti Abd Kapraja Sangadji Lessy, Djaffar Mawar Indayani Mawar Indayani Mileniati, Fajriati Ramadhini Nur Muawana Latuconsina Muhammad Rijal Natsir, Nur Alim Novi Susanti Nur Faizah Latuconsina Nurul Latuconsin Rabadia, Hufila Ode Rian Nurhadi, Atep Rochman, Chaerul Rumles, Nadifa Najam Sarfa Wasahua Satia Latuconsina Setia Rahmawan Setia Rahmawan Siti Mutiaraningsih Asshagab Siti Nurjanah Siti Nurjanah Surtila Kafara Susi Hardila Latuconsina Susi Hardila Latuconsina