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All Journal Journal of Education and Learning (EduLearn) Makara Journal of Technology Jurnal VARIDIKA
Shaafi, Nur Farha
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Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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A Study of the Electron Regeneration Efficiency of Solar Cells Fabricated Using CMC/PVA-, Alginate-, and Xanthan-based Electrolytes Shaafi, Nur Farha; Muzakir, Saifful Kamaluddin; Sahraoui, Bouchta
Makara Journal of Technology Vol. 23, No. 2
Publisher : UI Scholars Hub

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Abstract

A photovoltaic (PV) mechanism consists of three important steps, i.e., (i) electron excitation upon absorption of photon with energy higher than the bandgap of fluorophore, (ii) excited-state electron injection from the fluorophore to the pho-toelectrode, and (iii) electron regeneration from the electrolyte to the fluorophore. An efficient electron regeneration could be achieved upon fulfillment of the requirements of energy alignment, i.e., lowest unoccupied molecular orbital of fluorophore (LUMOfluorophore) > redox potential of electrolyte > highest occupied molecular orbital of fluorophore (HOMOfluorophore). This study investigated the electron regeneration efficiency of excitonic solar cells fabricated using three polymer-based electrolytes, i.e., (i) 60% carboxymethyl cellulose (CMC) blended with 40% polyvinyl alcohol (PVA), (ii) alginate, and (iii) xanthan. The redox potentials of the electrolytes (Eo) were calculated using quantum chemical calculations under the framework of density functional theory. The compatibility of fluorophore and electro-lyte was analyzed in terms of the energy level alignment. The cells fabricated using the three polymer-based electrolytes were analyzed, with the CMC/PVA-based cell yielding the highest efficiency, η, of 1.39% under the illumination of the sun. The low η of the cells can be attributed to the incompatible Eo of the electrolytes, which exhibited a higher energy level than the LUMOfluorophore. The alginate- and xanthan-based cells exhibited inferior PV properties (i.e., open circuit voltage, short circuit current, fill factor, and η) to that of the CMC/PVA-based cell. This finding can be attributed to the increment of energy offset between Eo and HOMOfluorophore.
Investigating misconceptions about acids and bases among pre-service science teachers Shaafi, Nur Farha; Yusof, Mohammad Mubarrak Mohd; Ellianawati, Ellianawati; Subali, Bambang; Raji’e, Muhammad Haziq Hazim
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21803

Abstract

This study examines prevalent misconceptions among students regarding the fundamental concepts of acids and bases, which often arise during the learning process. This study aims to pinpoint misconceptions held by pre-service science teachers in the realm of acids and bases; 117 university students from diverse educational backgrounds, enrolled in three distinct courses: Biology, Chemistry, and Physics from the Faculty of Education, participated in the study. Using a structured questionnaire, the research identified 11 misconceptions out of 26 items related to acid and base concepts among pre-service teachers, while 15 items showed a correct understanding. Notably, three misconceptions exhibit the highest prevalence, namely the universal indicator of strong alkali (71.7%), the calculation-related concentration of acids and bases (69.3%), and the procedural steps for preparing a solution with a specified concentration using the dilution method (65.8%). The analysis indicates that although pre-service teachers generally understand acid and base concepts well, some misconceptions persist. Additionally, correlations between gender, university major, and understanding of these concepts were found. Further global research is recommended to identify misconceptions among university students. Comprehensive research in Malaysia could help educators and students address these misconceptions in Chemistry education.
Differentiated Instruction Management for Enhancing Student Well-Being in Unggulan Aisyiyah Bantul Primary School Jannah, Mailatul; Maryani, Ika; Santosa, Achadi Budi; Okimustava, Okimustava; Shaafi, Nur Farha
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.11217

Abstract

Unggulan Aisyiyah Primary School, as a flagship Sekolah Penggerak in Bantul Regency, has consistently implemented differentiated instruction within the Merdeka Curriculum. However, while previous studies have widely examined differentiated instruction as a teaching strategy, limited research has focused on how it is managed systematically to foster student well-being in primary schools. This study addresses this gap by asking: How is differentiated instruction managed to enhance student well-being in a primary school context? The objective is to formulate a contextual management model that supports students’ cognitive, social, and emotional well-being. A descriptive qualitative approach was used, involving interviews with the principal, the vice principal for curriculum, two fourth-grade teachers, and two students, complemented by classroom observations and document analysis. Data were analyzed using thematic analysis procedures, including coding, theme development, and interpretation. The findings reveal that differentiated instruction management aligns with Tomlinson’s framework and encompasses four components: planning, organizing, implementation, and supervision. Planning involves identifying student needs and collaborative module preparation through team teaching. Organizing focuses on flexible grouping and creating a positive learning environment. Implementation uses multi-method and multi-source instructional strategies tailored to student profiles. Supervision is conducted through coaching, counseling, and mentoring to ensure continuous improvement. This model highlights that effective differentiated instruction management can enhance student engagement, social interaction, and emotional security, thus strengthening student well-being. Strengthening implementation requires practical guidelines, sustained mentoring, time management, and collaboration with psychological support professionals.
Co-Authors Achadi Budi Santosa Bambang Subali Ellianawati, Ellianawati Ika Maryani Jannah, Mailatul Muzakir, Saifful Kamaluddin Okimustava Okimustava Raji’e, Muhammad Haziq Hazim Sahraoui, Bouchta Yusof, Mohammad Mubarrak Mohd