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All Journal JPS Unimus Edumatsains Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Isola Jurnal Riset dan Praktik Pendidikan Kimia Indonesian Science Education Journal (ISEJ) Edumaspul: Jurnal Pendidikan
Wawan Wahyu
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Students' Knowledge of Solubility Topics through The Cooperative Learning STAD Type Ismi Nurlatifah; Wawan Wahyu; Wahyu Sopandi
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG Vol 10, No 2 (2022): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.10.2.2022.63-71

Abstract

The topic of solubility is included in the chemistry subject matter that is considered difficult by students. This study aims to identify differences in knowledge improvement between the experimental class using the cooperative learning model STAD (Student Teams Achievement Divisions) type and the control class using the conventional learning model. The research method and design used is a quasi-experimental with nonequivalent control group design. The participants that involved in this study were students of class XI MIPA with 33 students for the experimental class and 32 students for the control class. A written test that has been validated is used as an instrument in this study. From the student scores that obtained, the N-Gain score is calculated, and hypothesis testing is done through SPSS. The results showed that there was a significant difference in increasing knowledge (p<0.05) between the experimental class (<g>=0.71) and the control class (<g>=0.54). The cooperative learning model STAD type is suitable to be applied for solubility topic learning. It can also be used for the others topic.
Model Pembelajaran RADEC (Read, Answer, Discuss, Explain, and Create) Ditinjau dari Perspektif Pembentukan Profil Pelajar Pancasila Nursida Sutantri; Wahyu Sopandi; Wawan Wahyu; Abdul Latip
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 7 No 2 (2023): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v7i2.4045

Abstract

The independent curriculum policy emphasizes the development of the Pancasila student profile students through the learning process carried out by teachers and students. This study aims to describe the application of the RADEC learning model in chemistry learning to form a profile of Pancasila students in students. This study uses a qualitative descriptive approach involving one teacher and 34 students of class XII MIPA who carry out learning chemistry for voltaic cells. The research instrument was an observation sheet on the appearance of the Pancasila student profile, which the observer used as a reference in observing the learning process. The results showed that, in general, the profiles of Pancasila students, namely Faith and Faith in God Almighty and Noble Morals, Global Diversity, Mutual Cooperation, Independent, Critical and Creative Reasoning, were identified to have increased from the first meeting to the fourth meeting of learning and the syntax of the RADEC learning model could facilitate the formation and development of student profiles of Pancasila according to the characteristics of the characters and types of learning activities. The results of this study indicate that the RADEC learning model is one of the learning models that teachers can implement when viewed from the perspective of forming a Pancasila student profile.
Basic Law of Chemistry: Material Deepening and Project-Based Learning Design With Science Literacy Oriented for Chemistry Teachers Of High School in Sumedang and Majalengka District [Hukum Dasar Kimia: Pendalaman Materi dan Perancangan Pembelajaran Berbasis Projek Berorientasi Literasi Sains untuk Guru Kimia SMA se-Kabupaten Sumedang dan Majalengka] Florentina Maria Titin Supriyanti; Budiman Anwar; Hokcu Suhanda; Amelinda Pratiwi; Ratnaningsih Eko Sarjono; Siti Aisyah; Tuszie Widyanti; Wawan Wahyu; Asep Suryatna; Nenden Nataliawati; Cecep Jaenudin; Nia Kurniawati
Jurnal Pengabdian Isola Vol 2, No 1 (2023): JPI: VOLUME 2, ISSUE 1, 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v2i1.59334

Abstract

Rendahnya pencapaian siswa Indonesia pada PISA memaksa dunia Pendidikan untuk memperbaiki proses pembelajarannya. Salah satu upaya dilakukan  melalui perencanaan pembelajaran yang mampu membuat siswa aktif dan berkembang literasi sainsnya. Keterbatasan guru terhadap literasi sains dan penggunaan model-model pembelajaran sangat tinggi, sehingga  terkadang menjadikan pembelajaran kimia lebih bersifat teoritis, hal ini diduga menjadi salah satu penyebab  rendahnya minat dan motivasi siswa untuk mempelajari kimia. Pengabdian Pada Masyarakat (P2M) tentang literasi sains dan Probleme based learning (PBL) yang dilakukan oleh Departemen Pendidikan Kimia ,UPI bekerjasama dengan  guru-guru Kimia SMA/SMK Kabupaten Sumedang dan Majalengka  bertujuan memberikan pendalaman materi dan perancangan pembelajaran terkait hukum dasar ilmu kimia. Metode yang diterapkan adalah workshop dilakukan secara daring maupun luring dengan skenario  setara 32 jam pelajaran (JP), yaitu 8 JP luring dan 16 JP daring serta 8 JP kerja mandiri. Produk dari kegiatan ini berupa rancangan pembelajaran kimia topik hukum dasar kimia yang layak dan dan telah dievaluasi secara konteks dan konten, yang dapat digunakan pada pembelajaran kimia disekolah.
Pengembangan LKS Model C-R-E-A-T-E Dalam Pembuatan Sel Volta Berbahan Kulit Buah Untuk Membangun Kreativitas Siswa SMA Evita Puteri Amelia; Wawan Wahyu; Sjaeful Anwar
Jurnal Riset dan Praktik Pendidikan Kimia Vol 11, No 2 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jrppk.v11i2.64260

Abstract

Penelitian ini bertujuan untuk menghasilkan LKS model C-R-E-A-T-E dalam pembuatan sel volta berbahan kulit buah yang layak untuk membangun kreativitas siswa ditinjau dari kelayakan internal, eksternal, Teaching for Creativity Observation (TCOF), kualitas karya kreatif, dan respon siswa terhadap penggunaan LKS. Metode yang digunakan pada penelitian ini adalah metode penelitian desain dan pengembangan dengan desain penelitian menggunakan Education Desain Research (EDR). Partisipan pada penelitian ini melibatkan 3 orang dosen pendidikan kimia, 2 orang guru kimia SMA, 3 orang observer (peneliti lain), dan 20 orang siswa SMA kelas XII yang bersekolah di salah satu SMA Kota Bandung. Instrumen yang digunakan berupa lembar kelayakan internal (syarat konten, syarat teknis, dan syarat konstruk), lembar kelayakan eksternal (jawaban LKS siswa dan observasi aktivitas siswa), lembar penilaian karya kreatif siswa, dan angket respon siswa terhadap penggunaan LKS. Pada penelitian ini, pengolahan data dibuat dalam bentuk persentase yang kemudian dikategorikan. Hasil penelitian menunjukkan bahwa pengembangan LKS yang ditinjau berdasarkan hasil uji kelayakan internal, eksternal, TCOF, dan respon angket siswa terhadap penggunaan LKS termasuk kategori sangat baik. Sedangkan hasil pengembangan LKS yang ditinjau dari kualitas karya kreatif siswa termasuk kategori sangat baik. Karya kreatif yang dibuat siswa adalah sel volta dengan elektrolit dari kulit buah. Secara keseluruhan berdasarkan hasil penilaian yang ditinjau dari kelayakan internal, eksternal, Teaching for Creativity Observation (TCOF), kualitas karya kreatif, dan respon siswa terhadap penggunaan LKS menunjukkan bahwa LKS model C-R-E-A-T-E pembuatan sel volta berbahan limbah kulit buah yang dikembangkan layak digunakan untuk membangun kreativitas siswa.
ANALISIS KELAYAKAN INTERNAL LKS MODEL PBL BERBASIS STEM UNTUK MEMBANGUN KREATIVITAS SISWA PADA PEMBUATAN MODEL BENTUK MOLEKUL Rismayani Nur Azizah; Asep Suryatna; Wawan Wahyu
Jurnal Riset dan Praktik Pendidikan Kimia Vol 8, No 2 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jrppk.v8i2.68387

Abstract

Penelitian ini bertujuan untuk menganalisis kelayakan internal LembarKerja Siswa (LKS) model Problem Based Learning (PBL) Berbasis STEM(Science, Technology, Engineering, and Mathematics) untuk membangunkreativitas siswa kelas X dalam pembuatan model bentuk molekul. Metodepenelitian yang digunakan yaitu penelitian deskriptif kualitataif. Penelitianini terdiri dari tiga tahap yaitu tahap persiapan, pelaksanaan dan pelaporan.Partisipan dalam penelitian ini sebanyak 2 orang dosen pendidikan kimia,1 orang guru kimia di salah satu SMA di Tasikmalaya. Pada tahap persiapandilakukan pengkajian terhadap komponen-komponen yang berhubungandengan LKS dengan studi dokumentasi, untuk tahap pelaksanaandilakukan dengan penilaian LKS berdasarkan syarat konten, syaratkonstruk dan syarat teknis oleh partisipan, dan pada tahap pelaporandilakukan analisis LKS kimia model PBL berbasis STEM untukmembangun kreativitas siswa kelas X dalam pembuatan model bentukmolekul serta dibuat simpulan. Hasil penilaian berdasarkan syarat kontenmemperoleh persentase rata-rata 97.12% (Sangat Baik), hasil penilaianberdasarkan syarat konstruk memperoleh persentase rata-rata 96.28%(Sangat Baik), dan hasil penilaian berdasarkan syarat teknis memperolehpersentase rata-rata 93.52% (sangat Baik). Berdasarkan hasil penilaiankelayakan berdasarkan syarat konten, syarat konstruk, dan syarat teknismaka LKS model PBL berbasis STEM untuk membangun kreativitas siswakelas X dalam pembuatan model bentuk molekul layak secara internaldigunakan sebagai media pembelajaran untuk membangun kreativitas.
The Teaching for Creativity through an AI-Assisted C-R-E-A-T-E Model in Chemistry Project-Based Learning: A TCOF-Based Feasibility Evaluation Wawan Wahyu; Rosi Oktiani
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2194

Abstract

Creativity-oriented chemistry learning requires instructional designs that enable students to generate, refine, transform, and evaluate ideas through meaningful scientific inquiry. However, the success of such learning depends not only on the availability of innovative models and digital tools but also on teachers’ ability to facilitate creativity-supportive classroom practices. This study aimed to evaluate the pedagogical feasibility of an Artificial Intelligence-assisted C-R-E-A-T-E learning model in a chemistry project-based learning activity on natural paint production. The study employed a descriptive-evaluative design with a design-based research orientation. Participants included 16 Grade XI students, three trained observers, three chemistry teachers as validators, and two expert lecturers. Data were collected using the Teaching for Creativity Observation Form (TCOF), which evaluates four dimensions of creativity-supportive teaching: questioning techniques, teacher responses to students’ ideas, classroom activities that foster creativity, and whole-lesson methods that support creative learning. The data were analyzed using descriptive percentages and interpretive categories. The results showed that questioning techniques and creativity-oriented classroom activities reached full implementation, each scoring 100%. Teacher responses to students’ ideas reached a high level of implementation at 82%, whereas whole-lesson implementation of the creative learning model remained moderate at 50%. These findings indicate that the AI-assisted C-R-E-A-T-E model is pedagogically feasible for supporting creativity-oriented chemistry instruction, particularly in strengthening questioning strategies and project-based creative activities. However, deeper scaffolding is still required in imagination-building, reflective evaluation, and metacognitive guidance. The study contributes to chemistry education by demonstrating how AI can be positioned as a cognitive support tool within a structured creative learning model, while emphasizing that teacher mediation remains central to meaningful and responsible AI integration.
Effectiveness of C-R-E-A-T-E Model based on Deep Learning, ESD, and AI to Build High School Students’ Multiple Creativity in Green Chemistry Wawan Wahyu; Rosi Oktiani
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.v12i6.15238

Abstract

This research aims to integrate Education for Sustainable Development (ESD) in green chemistry learning through the C-R-E-A-T-E (Connecting-Restructuring-Elaborating-Applying-Tasking-Evaluating) model based on Deep Learning and Artificial Intelligence (DL-AI) to build students' multiple creativity. The methodology used is Design-based Research (DbR) which focuses on the development and evaluation of innovative learning models in a real context. The research subjects consisted of 80 high school students who were selected purposively. The main instruments used are TCOF (Teaching Creativity Observation Form) to measure aspects of compound creativity, as well as observation sheets to assess student engagement and response during the learning process. Data collection techniques include initial and final tests, classroom observations, and limited interviews. The data was analyzed quantitatively using descriptive and inferential statistical tests, as well as qualitative analysis to explore the dynamics of learning. The results show that ESD integration through the DL-AI-based C-R-E-A-T-E model significantly increases students' pluralistic creativity, which includes scientific, social, and ecological creativity. The conclusion, significance, and impact study illustrate that this model also encourages students' active involvement in sustainability issues and data-driven decision-making. This study recommends the application of a similar model in other subjects to support sustainable and transformative 21st century education.
The Quality of Multi Creative Works of Grade XI Students Oriented to Learning Style in Learning the C-R-E-A-T-E Model Assisted by Artificial Intelligence (AI) in the Making of Natural Material Buffer Solutions Aliya Bidayatunnaja; Wawan Wahyu; Asep Suryatna
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v10i2.304

Abstract

Penelitian ini bertujuan menganalisis kualitas multi karya kreatif murid kelas XI berdasarkan perbedaan gaya belajar melalui penerapan model pembelajaran C-R-E-A-T-E (Connecting, Restructuring, Elaborating, Applying, Tasking, Evaluating) berbantuan kecerdasan buatan (AI) pada topik pembuatan larutan penyangga berbahan alami. Metode yang digunakan adalah deskriptif kualitatif dengan subjek satu kelas XI IPA di SMAN 13 Bandung yang dipilih melalui convenience sampling. Instrumen utama adalah lembar penilaian multi karya kreatif berdasarkan lima indikator kreativitas Williams (fluency, flexibility, originality, elaboration, evaluation), yang dianalisis menggunakan model Miles, Huberman, dan Saldaña. Multi karya yang dinilai meliputi produk larutan penyangga alami, video kreatif, makalah ilmiah, dan presentasi PowerPoint. Hasil penelitian menunjukkan rata-rata kualitas multi karya kreatif sebesar 86,7%, dengan capaian tertinggi pada murid bergaya belajar visual (92,0%), diikuti auditori (87,8%), audio visual (85,7%), dan kinestetik (81,4%). Analisis per indikator mengungkap bahwa fluency dan flexibility dikuasai sangat baik (93,75–100%), sementara elaboration menjadi indikator terlemah khususnya pada murid visual (75,00%) dan originality terendah pada murid kinestetik (81,25%). Temuan ini mengonfirmasi bahwa model C-R-E-A-T-E berbantuan AI efektif memfasilitasi pencapaian multi karya kreatif secara inklusif, namun scaffolding yang lebih terdiferensiasi berdasarkan gaya belajar diperlukan terutama pada tahap Elaborating untuk murid visual dan kinestetik. Abstract This study aims to analyze the quality of multi-creative works of grade XI students based on differences in learning styles through the application of the C-R-E-A-T-E (Connecting, Restructuring, Elaborating, Applying, Tasking, Evaluating) learning model assisted by artificial intelligence (AI) on the topic of making natural material buffer solutions. The method used was qualitative descriptive with the subject of one class XI Science at SMAN 13 Bandung which was selected through convenience sampling. The main instrument was a multi-creative work scoresheet based on five Williams creativity indicators (fluency, flexibility, originality, elaboration, evaluation), which were analyzed using the Miles, Huberman, and Saldaña models. The multi-works assessed include natural buffer solution products, creative videos, scientific papers, and PowerPoint presentations. The results showed an average quality of multi-creative works of 86.7%, with the highest achievement in visual learning style students (92.0%), followed by auditory (87.8%), audio visual (85.7%), and kinesthetic (81.4%). Analysis per indicator revealed that fluency and flexibility were mastered very well (93.75–100%), while elaboration was the weakest indicator, especially in visual students (75.00%) and the lowest originality in kinesthetic students (81.25%). These findings confirm that the AI-assisted C-R-E-A-T-E model effectively facilitates the achievement of multi-creative work in an inclusive manner, but more differentiated scaffolding based on learning style is needed especially at the Elaborating stage for visual and kinesthetic students.
Co-Authors Abdul Latip Ali Kusrijadi Aliya Bidayatunnaja Amelinda Pratiwi Asep Suryatna Budiman Anwar Cecep Jaenudin Evita Puteri Amelia Florentina Maria Titin Supriyanti Hokcu Suhanda Ismi Nurlatifah Mr Sjaeful Anwar Nenden Nataliawati Nia Kurniawati Nursida Sutantri Ratnaningsih Eko S. Rismayani Nur Azizah Rosi Oktiani Siti Aisyah Tuszie Widyanti Wahyu Sopandi