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All Journal Jurnal Pendidikan Kimia Indonesia Jurnal Pengajaran MIPA Jurnal Penelitian Pendidikan IPA (JPPIPA) ABDIMAS SILIWANGI JCER (Journal of Chemistry Education Research) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Unnes Science Education Journal Jurnal Pendidikan dan Pembelajaran Kimia (JPPK)
Tuszie Widhiyanti
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Health Professions Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Social Sciences

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Developing an Intertextual-Based E-Module on Molecular Geometry to Enhance Students’ Conceptual Mastery and Critical Thinking Skills Hargianti Tri Rahayu; Wiji Wiji; Tuszie Widhiyanti; Sri Mulyani
Jurnal Pendidikan Kimia Indonesia Vol. 9 No. 2 (2025)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpki.v9i2.110554

Abstract

This study aimed to design and develop an intertextual e-module on molecular geometry to overcome limitations related to learning resources and instructional time in schools. The development process followed the ADDIE framework up to the development phase. The e-module was constructed using an intertextual approach that connects macroscopic, submicroscopic, and symbolic representations, thereby facilitating students’ conceptual mastery and fostering critical thinking skills. Validation results revealed that the developed module demonstrated excellent validity, with an average Aiken’s V coefficient of 0.994. The characteristics assessment showed that the self-contained, stand-alone, adaptive, pedagogical, multimedia-integrated, and intertextual features each achieved a perfect Aiken’s V score of 1.000. Furthermore, the self-instructional and user-friendly dimensions obtained scores of 0.992 and 0.972, respectively. Expert evaluations also confirmed strong validity across content (0.844), instructional design (0.960), language (0.808), and media (0.910) aspects. Overall, the findings indicate that the e-module is suitable for implementation as a learning resource and has the potential to improve students’ conceptual mastery and critical thinking skills in molecular geometry.
Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills Dea Nabilah Putri; Wiji Wiji; Sri Mulyani; Tuszie Widhiyanti
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.41150

Abstract

Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.
Systematic Literature Review: Analysis the Implementation of the 5E Learning Cycle in Learning Chemistry Siska Juita Berlian Putri Gea; Wiji Wiji; Tuszie Widhiyanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 6 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i6.13303

Abstract

This study aims to analyze the implementation of the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) learning cycle in chemistry learning, to analyze multiple representations (macroscopic, submicroscopic, and symbolic) as characteristics of chemistry, and to identify learning outcomes. This study was conducted using a Systematic Literature Review (SLR) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 38 articles from Google Scholar from 2020 to 2026 were analyzed based on the determined inclusion criteria.  The results show that the implementation of the 5E learning cycle in chemistry learning has been widely applied across various topics in chemistry. Although various levels of representation have been used, the relationship between macroscopic, submicroscopic, and symbolic representations is still limited in these articles. Findings also indicate that cognitive learning outcomes are the most frequently reported, particularly conceptual understanding and academic achievement. Several studies also explored affective outcomes and other skills, which indicate a more diverse range of learning outcomes. Overall, the evidence suggests that the 5E learning cycle contributes positively to chemistry learning
Intertextual Learning Strategy Development Using POE Model on Electrolysis Cell Material to Improve Students’ Concept Mastery and Science Process Skills Teni Dwi Yanti; Tuszie Widhiyanti; Rosyidah Syafaatur Rohmah
Jurnal Pendidikan dan Pembelajaran Kimia Vol. 15 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Kimia in Progress
Publisher : Universitas Lampung

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

Abstract

Intertextual Learning Strategy Development Using POE Model on Electrolysis Cell Material to Improve Students' Concept Mastery and Science Process Skills. This study aims to produce an intertextual learning strategy using the POE model on the electrolytic cell topic to improve students' conceptual mastery and science process skills (SPS). The method refers to the first five stages of Borg & Gall's R&D model: research and information gathering, planning, preliminary product development, preliminary product testing, and preliminary product revision. The research instruments consist of five suitability review sheets assessing the alignment among the learning objective trajectory (LOT), learning outcomes (LO), SPS indicators, concept descriptions, and learning activities. The learning strategy was designed by integrating the intertextual approach into the POE model syntax, systematically connecting macroscopic, submicroscopic, and symbolic levels of chemical representation through prediction, observation, and explanation. Based on review by six experts, inconsistencies were identified across several components, serving as the basis for comprehensive revision. The revised product is a four-cycle learning strategy covering the electrolysis of molten compounds using inert electrodes, electrolysis of solutions using inert electrodes, electrolysis of solutions using non-inert electrodes, and electrolysis applications in daily life and industry, each supplemented with quantitative aspects of Faraday's Law and designed with conceptually and pedagogically aligned SPS indicators, concept descriptions, and learning activities
Co-Authors Adinda Melinda Ceria Ajie Beatrice Ruth Nathania Simanjuntak Clarysa Satari Dea Nabilah Putri Dian Hasanah Hany Ayudyaningrum Hargianti Tri Rahayu Iqlima Rahayu Iqlima Rahayu Putri Nisrina Ratni Purwasih Rini Solihat Rosyidah Syafaatur Rohmah Samuel Indra Pratama Siska Juita Berlian Putri Gea Sri Mulyani Teni Dwi Yanti Topik Hidayat wiji, wiji