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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 Paramacitra : Jurnal Pengabdian Masyarakat Abdi Kimia : Jurnal Pengabdian Masyarakat SMART: Jurnal Pengabdian Kepada Masyarakat Mammiri: Jurnal Pengabdian Masyarakat Jurnal Akademika Kimia Jurnal Pendidikan MIPA International Journal of Active Learning Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo SPEKTRA: Jurnal Kajian Pendidikan Sains
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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Instructional Approaches for Fostering Self-Regulated Learning in Chemistry Education: A Systematic Literature Review Munawwarah Munawwarah; Hastuti Agussalim
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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

Abstract

This study aims to identify and analyze instructional approaches used to foster self-regulated learning (SRL) in chemistry education through a systematic literature review (SLR). The review followed the PRISMA guidelines by initially collecting 100 articles from multiple academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. After removing duplicates, 98 records remained and were screened based on titles and abstracts, resulting in 60 relevant studies. These articles were further assessed through full-text evaluation using predefined inclusion and exclusion criteria, leading to the final inclusion of 40 studies for analysis. The data were analyzed using a thematic synthesis approach to categorize instructional strategies and the SRL components they address. The findings reveal that instructional approaches in chemistry education can be classified into six main categories: metacognitive-based instruction, problem-based learning, technology-enhanced learning, assessment-based approaches, flipped classroom models, and cognitive tools. Among these, metacognitive-based instruction emerged as the most dominant approach, primarily supporting the monitoring and evaluation phases of SRL. However, the analysis indicates that the planning phase of SRL remains underrepresented across the reviewed studies. These results highlight an imbalance in the implementation of SRL in chemistry education, where reflective processes are emphasized more than proactive learning planning. Therefore, more integrated instructional designs are needed to explicitly support all phases of SRL, including planning, monitoring, and evaluation. This study contributes to the field by providing a thematic synthesis of instructional approaches and identifying key research gaps for future research.
The Effectiveness of Collaborative Learning in Chemistry: An Analysis of Students' Perceptions, Self-Confidence, and Motivation Munawwarah Munawwarah; Zuhra Adminira Ruslan
Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Vol. 5 No. 2 (2025): Juli - Desember 2025
Publisher : Pustaka Digital Indonesia

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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.
Analisis Hubungan Jenis Kecerdasan Majemuk dengan kemampuan Kognitif Mahasiswa Sakinah Zubair; Munawwarah
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 9 No. 1 (2024): April 2024
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v9i1.87

Abstract

Revealing the types of multiple intelligences possessed by students provides information about the uniqueness of each student. Therefore, this research aims to determine the relationship between students' multiple intelligence types and their cognitive abilities. Cognitive abilities in this research are limited to student learning outcomes in Student Development courses. This type of research is survey research with a type of data analysis, namely descriptive analysis. The participants in this research were 30 UNM chemistry students. The instruments used were questionnaires to determine students' multiple intelligence types and learning outcomes tests to determine students' cognitive abilities. Of all participants, five types of intelligence were obtained, namely 30% Intrapersonal, 26.67% Interpersonal, 23.22% Mathematical Logic, and 10% Naturalistic and Musical. Based on the average test scores on learning outcomes, it is known that there is no significant difference in the cognitive abilities of students in various multiple intelligence groups.
Chemistry Teachers’s Understanding, Implementation, and Barriers of Education for Sustainable Development (ESD) in South Sulawesi Sumiati Side; Munawwarah
Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo Vol. 10 No. 3 (2025): December 2025
Publisher : Jurusan Pendidikan Kimia Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpkim.v10i3.217

Abstract

This study aims to map the understanding, implementation, and supporting or hindering factors of Education for Sustainable Development (ESD) in chemistry education among senior high school teachers. A descriptive quantitative approach supported by qualitative analysis was employed. Data were collected from 13 chemistry teachers across five regency in South Sulawesi through an online questionnaire (Google Form). The instrument consisted of three main Likert-scale sections (understanding, implementation, and supporting/hindering factors) and four open-ended questions. Data were analyzed by calculating indices (0–100) and conducting a gap analysis between understanding and implementation, complemented by simple thematic coding of open responses. The results indicate that teachers’ understanding of ESD is relatively high (76.4), whereas implementation (62.7) and supporting/hindering factors (61.5) remain at a medium–high level. The gap analysis revealed that most teachers fall into the Understanding > Implementation category, suggesting that their conceptual knowledge surpasses classroom practices. Key barriers include limited laboratory facilities, insufficient teaching resources, time constraints, and low student literacy. Qualitative findings further reinforced these results, showing that teachers acknowledged the importance of ESD for raising environmental and social awareness but admitted difficulties in applying it. Suggested improvements included continuous teacher training, provision of ESD-based learning resources, and stronger school-level policies. These findings highlight the urgent need for systematic interventions such as professional development, adequate resources, and supportive educational policies to enhance the implementation of ESD in chemistry education.
THE DEVELOPMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) IMPLEMENTATION IN CHEMISTRY EDUCATION: A LITERATURE REVIEW Munawwarah M; Hastuti Agussalim
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.10315

Abstract

This study presents a systematic literature review of the implementation of Education for Sustainable Development (ESD) in chemistry education between 2012 and 2025. A total of 15 articles were analyzed, encompassing both international and national studies, with the aim of mapping theoretical models, instructional innovations, and student outcomes within the framework of ESD. The findings reveal that research in this area can be categorized into two major contributions: conceptual contributions, which focus on developing models, frameworks, and didactic theories, and practical contributions, which emphasize instructional media, laboratory modules, contextual teaching tools, and project-based learning strategies. Practical contributions dominate the literature, demonstrating significant impacts on students’ chemistry literacy, creativity, and sustainability awareness. However, competencies such as critical thinking, problem-solving, and action competence remain underexplored and insufficiently assessed. The review further highlights that while teachers and pre-service teachers generally show positive attitudes toward ESD, their understanding often remains limited to environmental dimensions, underscoring the need for more comprehensive professional preparation. These findings suggest that future research should adopt a more balanced agenda that integrates conceptual development with practical innovations, while systematically fostering a broader spectrum of sustainability competencies. In conclusion, chemistry education holds substantial potential to contribute not only to the mastery of scientific knowledge but also to the cultivation of responsible citizens equipped to address the complex challenges of sustainable development.
Exploring Self-Regulated Learning and ICT Integration in Chemistry Education: A Study in the Digital Era Munawwarah Munawwarah; Sumiati Side
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
Development The Discord-Based Learning Media as a Digital Platform for Communication, Collaboration, and Student Interaction Muhammad Alif; Munawwarah Munawwarah; Muhammad Naufal
International Journal of Active Learning Vol. 11 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v11i1.47297

Abstract

This study aimed to develop Discord-based learning media as a digital platform for communication, collaboration, and student interaction in the learning process. The study employed a Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The developed product was organized as a structured Discord server containing channels for announcements, discussion, quizzes, assignment submission, and learning materials. The product was evaluated through expert validation and a limited trial involving students of Class XII 2 at SMAN 3 Polewali. Data were collected through questionnaires, supported by observation and interviews, and analyzed using descriptive qualitative and quantitative techniques based on a five-point Likert scale. The results showed that the developed media were considered feasible for learning use. Media expert validation yielded an average score of 4.2 (84%), categorized as good, while material expert validation yielded 4.6 (92%), categorized as very good. Student responses also indicated positive acceptance, with an average score of 4.02 (80.8%), categorized as good. The highest student rating was found in interest in the media, whereas ease of use received the lowest score. These findings imply that Discord has potential as an alternative digital learning medium that can support communication, collaboration, and student interaction, although technical guidance and accessibility support are needed to optimize its implementation in educational settings.
Self-Regulated Learning dan Prestasi Belajar Mahasiswa dalam Pembelajaran Kimia : Scoping Review terhadap Dimensi dan Konteks Akademik Munawwarah Munawwarah; Gusma Harfiana Abbas; Sumiati Side; Nita Magfirah Ilyas
ChemEdu Vol 7, No 1 (2026)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v7i1.85809

Abstract

ABSTRAK Penelitian ini bertujuan untuk memetakan literatur mengenai hubungan self-regulated learning (SRL) dan prestasi belajar mahasiswa dalam pembelajaran kimia. Metode yang digunakan adalah scoping review dengan mengacu pada kerangka PCC (Population, Concept, Context) dan pedoman PRISMA-ScR. Populasi dalam kajian ini adalah mahasiswa pendidikan tinggi, konsep yang dikaji adalah SRL dan konstruk terkait, sedangkan konteksnya adalah pembelajaran kimia di perguruan tinggi. Penelusuran literatur dilakukan melalui database internasional dan nasional, seperti Google Scholar, ERIC, ScienceDirect, RSC Publishing, ACS Publications, Garuda, SINTA, Neliti, dan repository perguruan tinggi. Dari 76 records yang ditelaah, 29 studi dimasukkan dalam sintesis final, terdiri atas 21 studi inti dan 8 studi perluasan. Hasil review menunjukkan bahwa dimensi SRL yang paling banyak dikaji meliputi metakognisi, self-efficacy, motivasi belajar, strategi belajar, regulasi usaha, manajemen waktu, help-seeking, dan refleksi belajar. Konteks yang paling dominan adalah kimia dasar/kimia umum, kimia organik, dan pembelajaran kimia daring atau berbasis web. Indikator prestasi belajar yang digunakan meliputi nilai mata kuliah, nilai ujian, performa kursus, pemahaman konsep, dan kemampuan problem solving. Secara umum, SRL berperan penting dalam mendukung prestasi belajar mahasiswa kimia, terutama ketika mahasiswa mampu merencanakan, memantau, mengatur, dan mengevaluasi proses belajarnya. Temuan ini menunjukkan perlunya penelitian lanjutan yang lebih sistematis mengenai SRL dalam berbagai konteks pembelajaran kimia. ABSTRACT This study aims to map the literature on the relationship between self-regulated learning (SRL) and students’ academic achievement in chemistry learning. A scoping review method was employed by using the Population, Concept, Context (PCC) framework and referring to the PRISMA-ScR guideline. The population of this review was higher education students, the concept was SRL and related constructs, and the context was chemistry learning in higher education. Literature searches were conducted through international and national databases, including Google Scholar, ERIC, ScienceDirect, RSC Publishing, ACS Publications, Garuda, SINTA, Neliti, and university repositories. Of the 76 records reviewed, 29 studies were included in the final synthesis, consisting of 21 core studies and 8 extended evidence studies. The findings show that the most frequently examined SRL dimensions were metacognition, self-efficacy, learning motivation, learning strategies, effort regulation, time management, help-seeking, and reflective learning. The most dominant chemistry contexts were basic/general chemistry, organic chemistry, and online or web-based chemistry learning. The learning achievement indicators used in the reviewed studies included course grades, examination scores, course performance, conceptual understanding, and problem-solving ability. Overall, SRL plays an important role in supporting students’ achievement in chemistry learning, particularly when students are able to plan, monitor, regulate, and evaluate their learning processes. These findings indicate the need for further systematic research on SRL across broader chemistry learning contexts, including laboratory learning, physical chemistry, analytical chemistry, and blended learning environments.
Co-Authors . Sulfikar Abbas, Gusma Harfiana Akhmad Syakur Aldeva Ilhami Alimin Alimin Andi Afrinaramadhani Hatta Ashari, Ayu Diana Eka Pratiwi Diana Eka Pratiwi Diniya Diniya Elfira Jumrah Faathir Almur Fachry Abda El Rahman Fandi Ahmad Fudael Fudael Gusma Harfiana Abbas Hartica Putri Ardana Hasri Hastuti Agussalim Ilyas, Nita Magfirah Islawati Iwan Dini Jasdar Agus Jusniar . M Anwar Marlina Ummas Genisa Mohammad Wijaya Muhammad Alif Muhammad Anwar Muhammad Naufal Muhammad Yunus 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 Vika Puji Cahyani Zubair, Sakinah Zuhra Adminira Ruslan Zulqifli Alqadri