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All Journal JDM Bunayya : Jurnal Pendidikan Anak Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) AL-ATHFAL : JURNAL PENDIDIKAN ANAK IJCER (International Journal of Chemistry Education Research) Aulad : Journal on Early Childhood Jambura Journal of Educational Chemistry Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Jurnal Studi Guru dan Pembelajaran Jurnal Ilmiah Bina Bahasa Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Edukimia Ideguru: Jurnal Karya Ilmiah Guru MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Indomera : Jurnal Magister Manajemen Hydrogen: Jurnal Kependidikan Kimia Journal of Tropical Chemistry Research and Education Jurnal Riset dan Inovasi Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA Al Khidma: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Media Publikasi Promosi Kesehatan Indonesia (MPPKI) Jurnal Teknologi Journal of Aafiyah Health Research (JAHR) Journal Of World Science Measurement In Educational Research Seminar Nasional Pengabdian Kepada Masyarakat Journal of Educational Sciences JURNAL SIPISSANGNGI: Jurnal Pengabdian Kepada Masyarakat Arfak Chem: Chemistry Education Journal IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Indonesian Journal of Pedagogical and Social Studies Jurnal Kajian Manajemen Dakwah Journal of Education Method and Learning Strategy Educator Development Journal Chemedu: Jurnal Ilmiah Pendidikan Kimia Al Mu'azarah: Jurnal Pengadian kepada Masyarakat Jurnal Ilmiah Mahasiswa Fakultas Keperawatan Jurnal Pelita: Jurnal Pembelajaran IPA Terpadu Paramacitra : Jurnal Pengabdian Masyarakat SMART: Jurnal Pengabdian Kepada Masyarakat Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Munawwarah Munawwarah, Munawwarah
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Journal : Jurnal Studi Guru dan Pembelajaran

 1 
Comparing The Effectiveness of Mind Mapping and Summarizing in Enhancing Student Learning Outcomes in Flipped Classroom Model Munawwarah Munawwarah; Vika Puji Cahyani
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025 (In Processing)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5552

Abstract

The urgency of this research lies in the need to explore and compare the effectiveness of two distinct teaching strategies, mind mapping and summarizing, within the flipped classroom model, considering the challenges in determining the most effective method to enhance student learning outcomes across various disciplines, as well as understanding factors that may influence learning success, such as student engagement and material quality. This study examines the effectiveness of the flipped classroom model in enhancing students' learning outcomes, focusing on two distinct instructional strategies: mind mapping and summarizing. Using a posttest-only control group design, the research compared two groups: Class A (mind mapping) and Class B (summarizing), each consisting of 20 fifth-semester chemistry education students. Students engaged with materials independently before class and presented their understanding using their respective methods. Data analysis included descriptive statistics, the Shapiro-Wilk test for normality, Levene's test for homogeneity of variances, and the Mann-Whitney U test for comparing post-test scores. The results showed that Class A followed a normal distribution (p > 0.05), whereas Class B did not meet the normality assumption (p < 0.05). However, the Levene's test indicated homogeneity of variances between the groups (p > 0.05). The Mann-Whitney U test revealed no statistically significant difference in post-test scores (U = 156.5, p = 0.244), with mean scores of 86.83 for Class A and 86.42 for Class B. Effect size analysis using Cohen's d demonstrated a negligible effect (d = 0.06), suggesting equivalent effectiveness between the two methods. These findings highlight that both mind mapping and summarizing are equally effective within the flipped classroom model, reinforcing its versatility in diverse learning contexts. Future research is recommended to explore additional factors, such as student engagement and material quality, that may influence learning outcomes in this instructional model.
Comparing The Effectiveness of Mind Mapping and Summarizing in Enhancing Student Learning Outcomes in Flipped Classroom Model Munawwarah, Munawwarah; Cahyani, Vika Puji
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5552

Abstract

The urgency of this research lies in the need to explore and compare the effectiveness of two distinct teaching strategies, mind mapping and summarizing, within the flipped classroom model, considering the challenges in determining the most effective method to enhance student learning outcomes across various disciplines, as well as understanding factors that may influence learning success, such as student engagement and material quality. This study examines the effectiveness of the flipped classroom model in enhancing students' learning outcomes, focusing on two distinct instructional strategies: mind mapping and summarizing. Using a posttest-only control group design, the research compared two groups: Class A (mind mapping) and Class B (summarizing), each consisting of 20 fifth-semester chemistry education students. Students engaged with materials independently before class and presented their understanding using their respective methods. Data analysis included descriptive statistics, the Shapiro-Wilk test for normality, Levene's test for homogeneity of variances, and the Mann-Whitney U test for comparing post-test scores. The results showed that Class A followed a normal distribution (p > 0.05), whereas Class B did not meet the normality assumption (p < 0.05). However, the Levene's test indicated homogeneity of variances between the groups (p > 0.05). The Mann-Whitney U test revealed no statistically significant difference in post-test scores (U = 156.5, p = 0.244), with mean scores of 86.83 for Class A and 86.42 for Class B. Effect size analysis using Cohen's d demonstrated a negligible effect (d = 0.06), suggesting equivalent effectiveness between the two methods. These findings highlight that both mind mapping and summarizing are equally effective within the flipped classroom model, reinforcing its versatility in diverse learning contexts. Future research is recommended to explore additional factors, such as student engagement and material quality, that may influence learning outcomes in this instructional model.
Unveiling Misconceptions in Chemistry: A Review of Causes, Common Patterns, and Levels of Student Understanding Munawwarah, Munawwarah; Ashari, Ayu
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6935

Abstract

The urgency of addressing this issue lies in its long-term impact on students’ conceptual development, from secondary school to pre-service teachers. Misconceptions remain a critical issue in chemistry education because they obstruct students’ ability to integrate macroscopic, submicroscopic, and symbolic representations, thereby limiting scientific literacy and problem-solving skills.. This review aims to identify chemistry topics most prone to misconceptions, analyze recurring misconception patterns, examine their underlying causes, and assess the reported levels of misunderstanding. A systematic literature review was conducted using the PRISMA 2020 framework, with inclusion criteria focusing on empirical studies published between 2015 and 2025 that employed diagnostic instruments (two-tier, three-tier, four-tier, five-tier, or CRI) and reported data on misconceptions. From an initial 100 records, 30 studies met the criteria and were analyzed. The synthesis shows that the highest average misconception rates occur in buffer solutions, hydrolysis, chemical bonding, and electrolytes (often exceeding 50%), while equilibrium, stoichiometry, thermochemistry, and redox reactions display moderate to lower levels. Common patterns include viewing all hydrogen-containing compounds as acids, assuming ionic bonds form between molecules, perceiving stoichiometry as purely algorithmic, and believing buffer solutions neutralize acids and bases completely. The findings reveal that misconceptions are driven by a combination of prior knowledge, the abstract nature of chemistry, inaccurate textbooks, insufficient teacher explanations, and ambiguous chemical language. The review concludes that misconceptions in chemistry are systematic and persistent, underscoring the need for diagnostic assessments and pedagogical strategies that integrate multiple representations and targeted corrective interventions.
Overview of Student Understanding in Research Statistics Lectures Using the PJBL Method Islawati, Islawati; Munawwarah, Munawwarah
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4857

Abstract

The main issue in this study is that many students still have difficulty integrating theory with practice, particularly at the stages of data visualization and interpretation. This study aims to explore students' understanding of data collection and analysis techniques in research statistics courses through the implementation of the Project-Based Learning (PJBL) method. A qualitative descriptive approach was used in this study, involving 22 students from the Chemistry Education Program. Students were applied to each stage of PJBL, namely: (1) Determining the Main Question, (2) Compiling a Project Plan, (3) Collecting and Analyzing Data, (4) Compiling Results and Interpretation, and (5) Project Evaluation. The results showed that students demonstrated a good understanding at the initial stages, such as Determining the Main Question and Compiling a Project Plan, which reflects their ability to understand and design the data analysis process. At more complex stages, such as Data Collection and Analysis and Compiling Results and Interpretation, it was found that some students had difficulty connecting the analysis results with the research context. Students' reflections during the Project Evaluation phase indicated that they were aware of the challenges they faced, such as the in-depth understanding of data visualization and interpretation techniques, as well as the importance of applying theory to practice. This study highlights the importance of the PJBL approach in supporting experiential learning to enhance students' understanding of research statistical techniques. Through in-depth exploration, this study provides insights into the learning challenges and the potential of project-based learning strategies to enhance students' research skills in higher education.
Co-Authors 'Azah, Nur Abbas, Gusma Harfiana Abdul Haris Abidah, Hasna Abidah, Nur Abror, Sirojuddin Adriana Adriana Agustina Aklima Aklima Alfaridho, Alfiah Alim, Zainal Alim, Alimin Alimin, Alimin Alqadri, Zulkifli Amalia Amalia Apriliyani, Yovi Army Auliah Ashari, Ayu Asri, Risda Azminah Azminah Baharullah Bayani, Bayani Darmawan Darmawan Dermawan, Dermawan Diana Eka Pratiwi Faizatul Faridy Fakhri Yacob Fauzi Fauzi Febrianti, Siska Fikriyanti, Fikriyanti Fitri, Mutia Futhira, Nadia Haeruddin Haeruddin Hajriani, Hajriani Hasan, Adnan Heliati Fajriah, Heliati Hijriati, Hijriati Idris, Fairus Prihatin Ilyas, Nita Magfirah Irwan Irwan Ischaq Nabil Asshiddiqi, M. Islawati Ismail, Muthmainnah Jamiah Jamiah, Jamiah Jasdar Agus Jumriani Jusniar Jusniar, Jusniar Khairiah Syahabuddin Langi, Nyeli Limbong Lina Amelia Mahyana, Mahyana MALINDA, SERLY Mardalena, Selvi Masnah, Masnah Masthura, Inayah Mintarsih, Mimin Misriaton, Misriaton Muadhinah, Nana Muh. Yunus Muhammad Arsyad Muhammad Faisal Muhammad Ikhwan Muhdariah, Muhdariah Mukhlis Mukhlis Muliana GH Mustaqimah, Nur nanda safira, nanda Nida Jarmita Nor Indriyanti Nur Afiah, Nur Nur Rahmah Nur Sehang Thamrin Nurhayati Nurhayati Nurhikmah Nurhikmah Nurul Fajryani Usman QUDRATUDDARSI, HILMAN Rafidhah Hanum RAHAYU, LATIFAH Rahmi, Isramatur Ramadani, Maya Ramdani Ramdani Rohendi, Aulia Rosliani, Eka Rosyidi, Hasyim Ruslan, Zuhra Adminira Ruslan, Zuhrah Adminira Sasmita, Novi Reandy Sa’i, Sa’i Sholeh, Muh Ibnu Silfia Silfia, Silfia Siti Khasinah Sri Astuti Sri, Aulia Sugiarti Sugiarti Sumiati Side Suriati Eka Putri Suyanto Suyanto Syam, Muh. Taufiq Syamsidah, Syamsidah Tahir, Sitti Rahmah Tasya, Dinar Ayu Tenribali, Andi Anugrah Caezar Vika Puji Cahyani Wahyudin Wahyudin Wijaya, Moh Yenita, Zahara Yusmaniar, Nia Zikra Hayati Zubaidillah, Muh. Haris Zubair, Sakinah Zuhri Efendi Zulmaizar, Muh Muzani Zulqifli Alqadri