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All Journal Jurnal Pendidikan Kimia Indonesia Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Jurnal Penelitian Pendidikan IPA (JPPIPA) Orbital: Jurnal Pendidikan Kimia Jurnal Studi Guru dan Pembelajaran Science Education and Application Journal Hydrogen: Jurnal Kependidikan Kimia Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Journal of Nusantara Education Jurnal Akademika Kimia Seminar Nasional Pengabdian Kepada Masyarakat INOVASI: Jurnal Hasil Pengabdian Masyarakat Chimica Didactica Acta : Journal of Chemistry and Chemistry Education Chemedu: Jurnal Ilmiah Pendidikan Kimia Journal of Chemistry Education and Integration Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Abdi Kimia : Jurnal Pengabdian Masyarakat SMART: Jurnal Pengabdian Kepada Masyarakat Jurnal Akademika Kimia Jurnal Pendidikan MIPA
Munawwarah Munawwarah
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Strengthening Digital Literacy in the Teaching and Learning of Chemistry: A Literature Review Munawwarah
Journal of Nusantara Education Vol. 5 No. 1 (2025): October 2025
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i1.190

Abstract

Penelitian ini bertujuan untuk menganalisis strategi penguatan literasi digital dalam pembelajaran kimia melalui kajian literatur. Literasi digital menjadi kompetensi esensial abad ke-21 yang tidak hanya mencakup keterampilan teknis, tetapi juga kapasitas kognitif, sosial, dan pedagogis dalam memanfaatkan teknologi secara kritis dan bertanggung jawab. Metode penelitian menggunakan systematic literature review dengan menelaah 50 artikel dari basis data jurnal open access yang berasal dari kombinasi jurnal nasional (seperti JKPK, JPI, JPSI, IJERR) dan jurnal internasional open access (misalnya Journal of Chemical Education, J. Phys. Conf. Ser., iJET, Education and Information Technologies) yang kemudian direduksi menjadi 20 artikel dan dipilih 15 artikel paling relevan berdasarkan kriteria inklusi. Artikel yang dianalisis dipublikasikan dalam rentang waktu 2020–2024, berfokus pada strategi pembelajaran kimia berbasis digital, dan berasal dari jurnal open access untuk menjamin transparansi dan aksesibilitas. Hasil kajian menunjukkan bahwa sebagian besar siswa maupun calon guru kimia awalnya memiliki tingkat literasi digital sedang, namun strategi pembelajaran berbasis teknologi terbukti mampu meningkatkan kompetensi tersebut secara signifikan. Strategi yang paling sering digunakan meliputi penggunaan e-modul berbasis Android, media Augmented Reality (AR), laboratorium virtual, pembelajaran berbasis proyek (STEAM-PjBL), serta integrasi perangkat lunak kimia seperti ChemDraw. Temuan ini menegaskan bahwa keberhasilan penguatan literasi digital tidak hanya ditentukan oleh ketersediaan teknologi, tetapi juga oleh keselarasan pedagogis, kesiapan guru, dan keterlibatan aktif siswa. Oleh karena itu, literasi digital perlu diposisikan sebagai kompetensi inti dalam pembelajaran kimia untuk memastikan pengalaman belajar yang bermakna, setara, dan berorientasi masa depan. _______________________________________________________________________________________ This study aims to analyze strategies for strengthening digital literacy in chemistry education through a systematic literature review. Digital literacy is recognized as an essential 21st-century competence that encompasses not only technical skills but also cognitive, social, and pedagogical capacities to use technology critically and responsibly. The research employed a systematic literature review method, initially identifying 50 open access journal articles, which were then reduced to 20 and finally narrowed down to 15 articles based on inclusion criteria. The selected studies, published between 2020 and 2024, specifically addressed digital literacy strategies in chemistry education and were drawn exclusively from open access journals to ensure transparency and accessibility. The results indicate that most students and pre-service chemistry teachers initially demonstrated moderate levels of digital literacy, yet structured technology-based interventions significantly improved these competencies. The most frequently reported strategies included Android-based e-modules, Augmented/Virtual Reality (AR/VR) media, virtual laboratories, STEAM project-based learning, and the integration of chemistry software such as ChemDraw. These findings highlight that the success of digital literacy development depends not only on the availability of digital tools but also on pedagogical alignment, teacher preparedness, and active student engagement. Consequently, digital literacy should be regarded as a core competency in chemistry education to ensure equitable, meaningful, and future-oriented learning experiences.
Exploring Self-Regulated Learning and ICT Integration in Chemistry Education: A Study in the Digital Era M, Munawwarah; Side, Sumiati
Science Education and Application Journal Vol 7 No 2 (2025): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v7i2.1299

Abstract

Profiling Self-Regulated Learning and ICT Utilization among Chemistry Education Students in the Digital Era. In the digital era, chemistry education faces dual challenges: fostering students’ self-regulated learning (SRL) while optimizing the use of information and communication technology (ICT). This study aims to profile the levels of SRL and the extent of ICT utilization among chemistry education students, providing insights into how both aspects intersect in supporting academic success. A descriptive quantitative design was employed, involving 26 third-year chemistry education students at Universitas Negeri Makassar. Data were collected through two instruments: an SRL questionnaire covering dimensions of goal setting, planning, time management, learning strategies, self-monitoring, motivation, and self-reflection, and an ICT utilization questionnaire addressing access to digital resources, use of learning applications, participation in online discussions, digital collaboration, and creativity in ICT-supported chemistry learning. Responses were analyzed using descriptive statistics and thematic analysis of open-ended items. The results revealed that students’ SRL abilities ranged from moderate to high, with notable strengths in goal setting, planning, and reflection, but persistent challenges in time management and independent study. In contrast, ICT utilization was consistently high across all dimensions, showing strong reliance on digital resources and collaborative tools. A comparative analysis indicated that students rely more on external ICT support than on internal self-regulatory strategies. The study concludes that while ICT integration in learning is robust, strengthening SRL remains essential to balance technology use with sustainable learning autonomy. These findings suggest the need for instructional designs that deliberately embed SRL-enhancing components into ICT-based learning, aligning with the demands of the digital era and the pursuit of quality education
Unveiling Misconceptions in Chemistry: A Review of Causes, Common Patterns, and Levels of Student Understanding Munawwarah, Munawwarah; Ashari, Ayu
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6935

Abstract

The urgency of addressing this issue lies in its long-term impact on students’ conceptual development, from secondary school to pre-service teachers. Misconceptions remain a critical issue in chemistry education because they obstruct students’ ability to integrate macroscopic, submicroscopic, and symbolic representations, thereby limiting scientific literacy and problem-solving skills.. This review aims to identify chemistry topics most prone to misconceptions, analyze recurring misconception patterns, examine their underlying causes, and assess the reported levels of misunderstanding. A systematic literature review was conducted using the PRISMA 2020 framework, with inclusion criteria focusing on empirical studies published between 2015 and 2025 that employed diagnostic instruments (two-tier, three-tier, four-tier, five-tier, or CRI) and reported data on misconceptions. From an initial 100 records, 30 studies met the criteria and were analyzed. The synthesis shows that the highest average misconception rates occur in buffer solutions, hydrolysis, chemical bonding, and electrolytes (often exceeding 50%), while equilibrium, stoichiometry, thermochemistry, and redox reactions display moderate to lower levels. Common patterns include viewing all hydrogen-containing compounds as acids, assuming ionic bonds form between molecules, perceiving stoichiometry as purely algorithmic, and believing buffer solutions neutralize acids and bases completely. The findings reveal that misconceptions are driven by a combination of prior knowledge, the abstract nature of chemistry, inaccurate textbooks, insufficient teacher explanations, and ambiguous chemical language. The review concludes that misconceptions in chemistry are systematic and persistent, underscoring the need for diagnostic assessments and pedagogical strategies that integrate multiple representations and targeted corrective interventions.
The Effectiveness of Collaborative Learning in Chemistry: An Analysis of Students' Perceptions, Self-Confidence, and Motivation Munawwarah, Munawwarah; Ruslan, Zuhra Adminira
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 2 (2025): Juli - Desember 2025
Publisher : Pustaka Digital Indonesia

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

Abstract

The urgency of this research lies in the pressing need to gain an in-depth understanding of how collaborative learning, particularly through group work and presentations, influences students’ self-efficacy and motivation within the context of 21st-century chemistry education. This study examined students' perceptions of collaborative learning in chemistry, specifically group work and presentations, and explored their relationship to self-efficacy and motivation. This study employed a mixed-methods design. The participants consisted of 30 first-year undergraduate students enrolled in an introductory chemistry course. They were selected using a convenience sampling technique. The main instrument used in this study was a questionnaire. Data analysis was carried out in two complementary stages, namely quantitative analysis and qualitative analysis. Descriptive statistics showed that students' overall perceptions of collaborative learning were quite positive, with a mean score of 3.69 on a 5-point scale. Among the five dimensions, interaction and collaboration (M = 3.74) and fairness and accountability (M = 3.73) received the highest ratings, while presentation (M = 3.53) received the lowest. The perception scale demonstrated good reliability with a Cronbach's Alpha of 0.82. Thematic analysis of qualitative responses revealed that group work was perceived as beneficial for understanding complex material through peer explanations, but challenges such as uneven contributions and limited preparation time persisted. Students' self-efficacy increased with adequate preparation and mastery of the material, but was often hampered by nervousness and fear of making mistakes during presentations. Motivation was found to stem from intrinsic factors, such as curiosity and interest in chemistry, as well as extrinsic factors, including grades, recognition, and classroom atmosphere. Students also provided constructive suggestions for improving collaborative learning, such as clearer role assignments, more structured guidance, and fairer assessments. These findings suggest that while collaborative learning in chemistry has great potential, its effectiveness depends on addressing organizational and psychological aspects.
Membangun Literasi Kimia Kritis: Kajian Literatur Sistematis Munawwarah, Munawwarah; Alqadri, Zulqifli
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 6, No 2 (2025): November 2025
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v6i2.670

Abstract

This study aims to map the development of chemical literacy in chemistry education and to identify future research directions toward Critical Chemical Literacy through a systematic literature review. The study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 guidelines. From 100 open-access articles identified between 2015 and 2024, fifty passed the screening stage, and twenty met the inclusion criteria for analysis. Data were extracted based on metadata (year, educational level, topic, and research design), instructional strategies, chemical literacy assessment instruments, and reported findings. Descriptive and thematic analyses were conducted to identify trends, key results, and research gaps. The findings reveal that chemical literacy research remains concentrated in upper-secondary education, mainly focusing on acids–bases, equilibrium, and reaction rates. The most frequently applied instructional strategies are Context-Based Learning (CBL) and Socio-Scientific Issues (SSI), followed by PBL/STEAM, inquiry, argumentation, and ethnoscience integration. Assessment instruments such as A-BCLT, CELT, and IA-ATCL have been developed but still emphasize cognitive aspects over affective, social, and critical agency dimensions. The review concludes that future chemical literacy research should expand across educational levels, diversify investigated topics, and integrate digital technologies and global issues such as sustainability and climate change. Practically, the findings encourage teachers and policymakers to design curricula and assessments that position chemical literacy as a strategic 21st-century competence.
Identification of Learning Theories in Learning Videos: A Case Study of Prospective Chemistry Teacher Students Ruslan, Zuhrah Adminira; Munawwarah
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 5 (2025): October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i5.17500

Abstract

This study investigates the ability of prospective chemistry teachers to identify learning theories embedded in instructional videos. A descriptive qualitative case study was conducted involving 48 students enrolled in the Foundations of Science Education course at Universitas Negeri Makassar. Three chemistry instructional videos were deliberately designed to incorporate elements of behaviorist, cognitivist, constructivist, humanistic, and cybernetic theories. Students analyzed the videos using an identification sheet to document their observations. The findings reveal varying levels of recognition across the learning theories. Constructivist theory was most frequently identified in Video 1, while behaviorist principles dominated Videos 2 and 3, particularly in segments emphasizing drill, repetition, and stimulus–response reinforcement. Cognitivist theory appeared consistently, though less prominently, across all videos. In contrast, humanistic and cybernetic perspectives were recognized to a lesser extent, suggesting that affective, motivational, and systemic components were less explicitly represented. These results underscore the importance of integrating diverse learning theories in video-based instruction to promote not only conceptual understanding but also motivation, empathy, and systemic thinking. The novelty of this research lies in positioning instructional videos as pedagogical representations that reveal prospective teachers’ reasoning about learning theories, rather than merely treating them as delivery tools. This approach provides a new lens for evaluating theoretical literacy in teacher education and emphasizes the need for reflective engagement with instructional media during teacher preparation.
Ethnochemistry Supports 21st Century Skills: Systematic Literature Review Ashari, Ayu; Munawwarah
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 5 (2025): October 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i5.17560

Abstract

This research aims to identify and analyze the contribution of ethnochemistry in supporting the development of 21st-century skills within the context of chemistry education. This study is important because many studies identify ethnochemistry as a highly potential field, but few have thoroughly examined how ethnochemistry can be applied to support the development of 21st-century skills. Using a Systematic Literature Review (SLR) approach, this research collects and evaluates relevant literature on the relationship between ethnochemistry and 21st-century skills. Thirteen articles were selected from a pool of 79 collected articles. Several 21st-century skills supported by the articles include scientific literacy, chemical literacy, critical thinking skills, and problem-solving abilities. The analysis shows that the dominant 21st-century skills supported are scientific literacy (46%) and chemical literacy (38%). These percentages are obtained by comparing the number of articles for each skill with the total number of articles analyzed. The conclusion of this study is that the 21st-century skills supported by ethnochemistry include scientific literacy, chemical literacy, critical thinking skills, and problem-solving abilities. However, there are still limitations: firstly, most studies are local and contextual; secondly, most studies use short-term designs, without long-term follow-up; thirdly, research instruments in several studies are limited to questionnaires and student perceptions, without data triangulation. This study recommends further research into the integration of ethnochemistry to support 21st-century skills such as critical thinking, problem-solving, creativity, collaboration, and others. Moreover, it is necessary to integrate ethnochemistry into the chemistry education curriculum, incorporating ethnochemistry as part of the teaching method that can enrich the teaching material with local cultural contexts.
Accommodating Diverse Learning Styles in Undergraduate Chemistry: A Mixed-Methods Study on Differentiated Interactive Learning Materials Munawwarah, Munawwarah; Side, Sumiati; Ilmi, Nurul
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2366-2381

Abstract

This study investigates chemistry students’ perceptions of Interactive Learning Materials (ILMs) developed using a differentiated instruction approach. The research employed a mixed-methods design involving 62 undergraduate students in the Chemistry Education Program, Universitas Negeri Makasar, Indonesia, who completed a perception questionnaire and a validated online learning-style assessment. Descriptive analysis revealed that students’ overall perceptions of the ILMs were highly positive across six dimensions: preliminary experience, relevance, conceptual comprehension, differentiation, motivation, and effectiveness. In addition, a Kruskal–Wallis inferential test was conducted on a subset of 46 valid respondents to examine whether perception scores differed significantly across learning-style groups. The results indicated no statistically significant differences among the seven learning-style categories (H (6, 46) = 4.72, p = .58), suggesting that the ILMs were perceived positively and consistently across all groups. Qualitative responses further supported these findings, highlighting that kinesthetic learners valued interactive features but desired richer hands-on engagement. Overall, the study confirms that ILMs with differentiated pathways can effectively support diverse learners in mastering abstract chemistry concepts, while emphasizing the need for future development to integrate more kinesthetic and exploratory elements.   Keywords: interactive learning materials, differentiated instruction, learning styles, chemistry education, student perceptions.
Co-Authors . Sulfikar Abbas, Gusma Harfiana Akhmad Syakur Aldeva Ilhami Alimin Andi Afrinaramadhani Hatta Ashari, Ayu Diana Eka Pratiwi Diana Eka Pratiwi Diniya Diniya Elfira Jumrah Fachry Abda El Rahman Fandi Ahmad Fudael Fudael Gusma Harfiana Abbas Hartica Putri Ardana Hasri Ilyas, Nita Magfirah Islawati Iwan Dini Jusniar . M Anwar Mohammad Wijaya Nita Magfirah Ilyas Nita Magfirah Ilyas Nita Magfirah Ilyas Nur Indah Sari Nurul Ilmi, Nurul Ramlawati Ruslan, Zuhra Adminira Ruslan, Zuhrah Adminira Sitti Faika Sumiati Side Sumiati Side Sumiati Side Suriati Eka Putri Suriati Eka Putri Syamsidah Syamsidah Taty Sulastry Ummas Genisa, Marlina Vika Puji Cahyani Zubair, Sakinah Zulqifli Alqadri