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All Journal Jurnal Zarah SEJ (Science Education Journal) Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Journal of Educational Chemistry (JEC) Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Educational Sciences Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Journal of Creative Student Research SAP (Susunan Artikel Pendidikan) Jurnal Manajemen Pendidikan
Yuli Hartati
Universitas Mulawarman
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Transportation Other

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Development of Learning Tools GOAL (Graphic Organizer-Based Argumentation Learning) Model to Improve Students' Argumentation Skills Devi Lestari; Farah Erika; Yuli Hartati
Journal of Educational Chemistry (JEC) Vol 4, No 2 (2022)
Publisher : Chemistry Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jec.2022.4.2.12191

Abstract

This study aims to develop a learning tools GOAL model (Graphic Organizer-Based Argumentation Learning). The set of GOAL model is expected to be a chemistry learning tool that can improve students' argumentation skills. This study uses a Research and Development methodology with a 4-D design consisting of Define, Design, Develop and Disseminate. The results showed that: 1) the developed GOAL model tools consisting of lesson plans, LKPD, teaching materials, and assessment instruments with good validity. 2) GOAL model tools are easy to use by teachers and students during the learning process in class, and 3) GOAL model learning tools have high effectiveness in improving students' argumentation skills. These results indicate that the GOAL model can be applied in chemistry learning to improve students' argumentation skills.
Potential of Medicinal Plants in Pampang Village Samarinda As A Chemistry Learning Resource Farah Erika; Anzar Farisda Dhilla; Yuli Hartati; Iis Intan Widyowati; Ayu Dwi Yulianti
Jurnal Paedagogy Vol 11, No 1: Jurnal Paedagogy (January 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i1.6172

Abstract

This research aims to identify the potential of medicinal plants in Pampang Village, Samarinda, East Kalimantan, which can be used as a source of chemistry learning at the junior and senior high school levels. This research used a descriptive method with a qualitative approach. Data collection was carried out through observation, interviews, and documentation. The research subjects, namely 11 residents of Pampang Village, were determined using purposive sampling. Data analysis used interactive model analysis, and data validity is measured using data triangulation techniques. The results of the research show that there are 20 medicinal plants that the people of Pampang Village widely used and eight medicinal plants have the potential to be used as a source of chemistry learning. These medicinal plants were sambung nyawa, meniran, bajakah, betel, seri, turmeric, coconut, and tamarind eggplant. These plants related to materials separating mixtures, reaction rates, functional groups, lipids, acid and base indicators, electrolyte and non-electrolyte solutions, acids and bases, chemical changes, and redox. Therefore, this can be used as a reference and consideration for chemistry teachers in the learning process. to help students understand chemistry lessons closely related to everyday life.
Perbedaan antara Model Process Oriented Guided Inquiry Learning (POGIL) dan Model Discovery Learning (DL) terhadap Kemampuan Berpikir Kritis Siswa pada Materi Zat Aditif di SMP Negeri 2 Samarinda Intan Eti Pratia; Muhammad Amir Masruhim; Yuli Hartati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i3.1680

Abstract

Berpikir kritis ialah salah satu kemampuan yang wajib dimiliki siswa dalam menghadapi tantangan abad ke-21. Kemampuan ini membantu siswa untuk berpikir secara logis, serta mampu mengevaluasi berbagai informasi yang mereka terima, khususnya di era digital. Tujuan penelitian ini adalah untuk menemukan perbedaan antara model Process Oriented Guided Inquiry Learning (POGIL) dan model Discovery Learning pada kemampuan berpikir kritis siswa pada materi aditif dengan metode penelitian kuantitatif. Populasi penelitian yakni semua siswa kelas VIII SMP Negeri 2 Samarinda yang terdiri dari sebelas kelas. Penentuan dilaksanakan dengan teknik cluster random sampling yang tersusun dari dua kelas yakni kelas eksperimen 1 memakai model Discovery learning (DL) dan kelas eksperimen 2 memakai model Process Oriented Guided Inquiry Learning (POGIL). Desain penelitian ini memakai post-test only group design. Instrumen yang digunakan pada penelitian ini adalah instrument tes berupa soal uraian (essay) dengan menggunakan 6 indikator berdasarkan Fisher meliputi mengidentifikasi masalah, menyusun alternatif pemecahan masalah, mengumpulkan infomasi relevan, mengungkapkan pendapat, membuat kesimpulan, mengevaluasi argumen. Data dianalisis dengan memakai uji Independent Sample T-test. Hasil analisis menunjukkan jika siswa pada kelas yang menerapkan Process Oriented Guided Inquiry Learning (POGIL) (69,27) mempunyai rata-rata kemampuan berpikir kritis yang lebih tinggi dibandingkan dengan siswa pada kelas Discovery Learning (59,90). Aktivitas guru dan siswa menunjukkan bahwa tingkat keterlibatan dalam pembelajaran Discovery learning mencapai 93% dan tingkat keterlibatan dalam pembelajaran Process Oriented Guided Inquiry Learning (POGIL) mencapai 97%. Dengan demikian, terdapat perbedaan kemampuan berpikir kritis antara model Process Oriented Guided Inquiry Learning (POGIL) dengan model Discovery Learning (DL).
Mengembangkan Kompetensi Pedagogik Calon Guru Kimia Melalui Pembelajaran Mikro Reflektif Farah Erika; Yuli Hartati; Nursilawati; Laras Resti Wahyuni; Fitri Nur Rahmadani
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1912

Abstract

Kompetensi pedagogik merupakan salah satu keterampilan utama yang harus dimiliki oleh calon guru kimia untuk menciptakan pembelajaran yang efektif dan bermakna. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik calon guru kimia melalui pembelajaran mikro reflektif. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri atas tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah mahasiswa semester 6 Program Studi Pendidikan Kimia Universitas Mulawarman. Data dikumpulkan melalui lembar observasi, jurnal reflektif, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa pembelajaran mikro reflektif mampu meningkatkan kompetensi pedagogik calon guru kimia secara bertahap. Pada siklus pertama, peserta mulai mengenali kelemahan dalam perencanaan dan pelaksanaan pembelajaran. Melalui refleksi, perbaikan dilakukan pada siklus kedua dan ketiga, yang berfokus pada penggunaan metode pembelajaran, manajemen kelas, dan evaluasi pembelajaran. Peningkatan signifikan terlihat pada keterampilan mahasiswa calon guru kimia dalam dua aspek, yaitu keterampilan mengajar dan keterampilan membuat perangkat ajar, setelah melakukan praktik mengajar melalui tiga siklus. Penelitian ini menyimpulkan bahwa pembelajaran mikro reflektif merupakan pendekatan yang efektif untuk mengembangkan kompetensi pedagogik mahasiswa calon guru kimia.
The Implementation Guided Inquiry Learning and Students' Science Process Skills on the Topic of pH Trajectory Determination of Natural Acid-Base Indicators Aldi Kusuma; Intan Aulia Rahmadani; Laksmi Rahmaning; Sukemi Sukemi; M. Amir Masruhim; Yuli Hartati; Wirhanuddin Wirhanuddin
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.844-866

Abstract

Science process skills (SPS) are the students’ foundation for thinking scientifically, systematically, and critically to achieve a deep understanding of science concepts. This study aimed to analyze the implementation of guided inquiry learning and students’ SPS in determining the pH trajectory of natural acid–base indicators. A one-shot case study design was used involving 98 eleventh-grade students divided into three learning groups at a public senior high school in Samarinda. Learning implementation was measured through observation, while students’ SPS was assessed using tests, observations, and document analysis. Data were analyzed descriptively and inferentially using the Kolmogorov–Smirnov test for normality and the Kruskal–Wallis test for group differences. The results showed that teacher and student activities were in the excellent category (100% and 86–98%, respectively). The average SPS scores were in the fair category (69.31±5.20, 70.40±6.67, and 72.91±6.06). The Kruskal–Wallis test (p=0.082) indicated no significant difference among groups. Basic and procedural skills, i.e, observing, using tools and materials, and conducting experiments, developed very well, while higher-order thinking skills, i.e., interpreting, communicating, and formulating hypotheses, remained relatively low. Guided inquiry supports basic skills but requires reinforcement to improve higher-order scientific thinking skills.
Analisis Pengaruh Gaya Belajar Terhadap Hasil Belajar Pada Materi Ikatan Kimia Ayu Maulida; Farah Erika; Yuli Hartati
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 1 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i1.1623

Abstract

Differences in students’ learning styles often affect learning outcomes, particularly in abstract and conceptual subjects such as chemical bonding. This study aims to examine the influence of learning styles on the learning outcomes of Grade X students in the topic of chemical bonding. A comparative quantitative approach was employed using an ex post facto design. The sample consisted of 75 students selected through a saturated sampling technique. Data were collected through a learning style identification questionnaire and documentation of daily test scores. Data analysis was conducted using a One-Way ANOVA test followed by the Tukey HSD test. The results showed that learning styles had a significant effect on learning outcomes (p = 0.027), with students with an auditory learning style achieving the highest average scores. Significant differences were found between auditory and kinesthetic groups, as well as between visual and auditory groups. These findings emphasize the importance of aligning instructional strategies with students’ learning styles to enhance learning effectiveness. Observations also revealed that kinesthetic learners showed lower engagement, indicating the need for more active and exploratory learning approaches. This study recommends that teachers map students’ learning styles as a basis for designing responsive and adaptive instruction, especially for complex chemistry topics.
Needs Analysis of Articulate Storyline 3-based interactive learning media, assisted by Canva for Colloid Topic Esti Miranda; Muhammad Amir Masruhim; Yuli Hartati
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1593

Abstract

Concepts in chemistry, such as colloids, remain challenging for students who struggle to grasp them, and current instructional media used by teachers have not optimally visualized these concepts. This study aims to analyze students’ needs for Articulate Storyline 3–based interactive learning media, supported by Canva, for the colloid topic. Employing a descriptive quantitative design, the study sampled one chemistry teacher and 40 twelfth-grade students from SMA IT Granada Samarinda selected through purposive sampling. Data were collected via questionnaires and an unstructured interview with the teacher. The questionnaire’s validity and reliability were evaluated using Pearson’s Product-Moment correlation in IBM SPSS 27, and questionnaire data were analyzed using descriptive percentage statistics. Findings indicate that 84.5% of students have adequate access to digital devices, 83% prefer visually oriented learning media, and 76.5% express a need for interactive learning tools. The proposed interactive media, developed with Articulate Storyline 3 and Canva, are expected to include instructional videos, interactive exercises, and simple educational games aligned with colloid concepts, making learning more engaging and accessible. This study can serve as a foundation for further development of innovative, adaptive interactive learning media.
Learners’ Needs Analysis for the Development of Reaction Rate Experimental Videos Arinda Marganingtyas; Yuli Hartati; Farah Erika; Pintaka Kusumaningtyas; Agung Rahmadani
SEJ (Science Education Journal) Vol. 9 No. 2 (2025): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/sej.v9i2.1723

Abstract

Understanding chemical reaction rates requires practical experiences that allow students to observe factors influencing reaction speed. However, limited laboratory equipment and materials in many schools hinder the implementation of meaningful experiments. This study aims to determine the learning media needs of Class XI students for the development of reaction rate experimental videos at SMA Negeri 7 Malinau. A total of 17 students (n = 17) and one science teacher participated in the study. Data were collected using questionnaires and interviews, then analyzed through descriptive, qualitative, and quantitative approaches. The results show that 88.24% of students experience difficulties in learning reaction rate concepts, 76.47% perceive that videos help their understanding, and 100% agree that experimental videos are needed as learning resources. These findings highlight the urgent need for offline, visually engaging, and easy-to-understand experimental videos to support students’ conceptual understanding in contexts with limited laboratory facilities. The results of this needs analysis will directly inform the content design, structure, and visual features of the reaction rate experimental videos to be developed.
PENGARUH PENGGUNAAN MEDIA ROLLING BALL DALAM MODEL PEMBELAJARAN PREDICT, OBSERVE, EXPLAIN (POE) TERHADAP HASIL BELAJAR KIMIA PADA MATERI LAJU REAKSI Abdurrahim; Mukhamad Nurhadi; Yuli Hartati
Jurnal Zarah Vol. 8 No. 1 (2020): April, 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v8i1.2130

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Rolling Ball dalam model pembelajaran Predict, Observe, Explain (POE) terhadap hasil belajar kimia kelas XI IPA pada materi laju reaksi di SMA Negeri 4 Samarinda tahun ajaran 2019/2020. Penggunaan media Rolling Ball dapat meningkatkan kreatifitas dan keaktifan siswa melalui model pembelajaran POEdalam 3 tahapan utama, yaitu memprediksi apa yang terjadi (predict), melakukan pengamatan dan diskusi untuk membuktikan prediksi (observe), dan menjelaskan hasil pengamatan dan diskusi (explain). Jenis penelitian yang digunakan adalah Static Group Comparison dengan metode pre-experimental. Sampel dalam penelitian ini adalah siswa kelas XI MIPA 1 (eksperimen) dan kelas XI MIPA 2 (kontrol), dengan jumlah siswa masing-masing sebanyak 36 siswa. Hasil penelitian menunjukkan nilai rata-rata kelas eksperimen adalah 89,11 dan kelas kontrol adalah 86,11. Data kemudian dianalisis dengan menggunakan uji t, dan didapatkan thitung > ttabel yaitu sebesar 3,89 > 1,67, sehingga dapat disimpulkan terdapat pengaruh penggunaan media Rolling Ball dalammodel pembelajaran POE terhadap hasil belajar siswa kelas XI IPA pada materi laju reaksi di SMA Negeri 4 Samarinda tahun ajaran 2019/2020 pada taraf signifikan 5%.
Pengembangan Multimedia Interaktif Berbasis Augmented Reality Untuk Meningkatkan Penguasaan Konsep Pada Materi Ikatan Kimia Dita Amalia; Nurlaili Nurlaili; Yuli Hartati
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan (SI)
Publisher : Universitas Pakuan

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

Abstract

DEVELOPMENT OF AUGMENTED REALITY-BASED INTERACTIVE MULTIMEDIA TO IMPROVE CONCEPT MASTERY IN CHEMICAL BONDING MATERIAL This study aimed to develop an Augmented Reality (AR)-based interactive multimedia application called Chembond AR to improve students' conceptual understanding of chemical bonding, particularly molecular geometry. The research was motivated by students' difficulties in visualizing abstract concepts, including Lewis structures, VSEPR theory, and molecular geometry. The study employed a Research and Development (R&D) approach using the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. A needs analysis involving chemistry teachers and students of SMA Negeri 9 Balikpapan was conducted to determine product specifications. The multimedia application was developed using Unity 3D and Vuforia Engine for Android devices and incorporated three-dimensional molecular visualization, audio narration, interactive learning activities, and formative assessments. The developed product was validated by subject matter experts, media experts, and assessment instrument validators before being implemented with eleventh-grade students. Chembond AR is expected to facilitate meaningful learning by transforming abstract chemical concepts into concrete visual experiences, increasing student engagement, and supporting independent learning. Furthermore, the developed multimedia provides an innovative instructional medium aligned with the Merdeka Curriculum and twenty-first-century learning demands. Therefore, Chembond AR has strong potential to enhance chemistry learning quality and students' conceptual understanding through interactive, technology-supported, and visually enriched learning experiences. Students benefit from engaging exploration and improved scientific reasoning.
Co-Authors Abdurrahim Agung Rahmadani Aldi Kusuma Anzar Farisda Dhilla Arinda Marganingtyas Ayu Dwi Yulianti Ayu Maulida Devi Lestari Dita Amalia Esti Miranda Farah Erika Farah Erika Farah Erika Fitri Nur Rahmadani Iis Intan Widyowati Intan Aulia Rahmadani Intan Eti Pratia Laksmi Rahmaning Laras Resti Wahyuni M. Amir Masruhim Muhammad Amir Masruhim Mukhamad Nurhadi Mukhamad Nurhadi, Mukhamad Nurlaili Nurlaili Nursilawati Pintaka Kusumaningtyas Rosiana Pakiding Sukemi Wirhanuddin Yuni Kurnia