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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Parham Saadi
Lambung Mangkurat University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Sway-Based Interactive Chemistry Learning Media: Feasibility for Improving Students’ Conceptual Understanding and Self-efficacy Siti Nor Laily Hikmah; Parham Saadi; Arif Sholahuddin
Jurnal Penelitian Pendidikan IPA Vol 9 No 3 (2023): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i3.1698

Abstract

Self-efficacy greatly determines the success of students in learning. However, most students have low self-efficacy. This study aims to develop sway-based interactive chemistry learning media to improve the students’ conceptual understanding of stoichiometry and self-efficacy. The research used a 4D development model which consists of the stages of define, design, develope, and disseminate. Sway-based media trials include individual trials involving 3 students, small group trials involving 8 students, and field trials involving 2 classes consisting of 70 students of class X MIPA SMA Negeri 4 Banjarmasin. The study indicated that the developed sway-based media: (1) very valid from the aspect of content, presentation, language, and media; (2) practical based on one to one and small group trials, students’ responses, and learning process management data; and (3) effective based on the N-gain score of the students’ conceptual understanding of stoichiometric concept and self-efficacy in the medium and high categories, respectively. It can be concluded that sway-based interactive learning media is feasible used in chemistry learning to improve students’ conceptual understanding of stoichiometric concepts and self-efficacy.
Implementation of the SCCrT–Augmented Reality Model to Improve Students’ Critical and Creative Thinking Skills and Science Literacy in Chemical Bonding Concepts Rusmansyah; Parham Saadi; Hestu Anggrah; Ade Rahmawati Idris; Gusti Aulia Nasution; Puput Riadi; Vermiana Nur Utami
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13085

Abstract

The low level of science literacy and higher-order thinking skills among Indonesian students, as indicated by PISA results, necessitates more interactive and contextual learning innovations. This study aimed to examine the effectiveness of the SCCrT model assisted by Augmented Reality (AR) in improving students’ critical thinking, creative thinking, and science literacy in chemical bonding topics. This study used a quasi-experimental design with a nonequivalent control group design involving 11th-grade students at SMAN 1 Alalak and SMAN 12 Banjarmasin. The research instruments consisted of critical thinking, creative thinking, and science literacy tests. The results showed that the experimental groups achieved higher average post-test scores than the control groups across all variables. In critical thinking, the scores were higher in the experimental classes (82.85 and 83.56) than in the control classes (75.00 and 74.00). Creative thinking scores were higher in the experimental classes (81.54 and 82.4) than in the control classes (73.85 and 72.72). Similarly, scientific literacy scores were higher in the experimental classes (81.79 and 83.71) than in the control classes (74.47 and 73.44). Independent sample t-tests indicated significant differences between the experimental and control groups (p < 0.05) with Cohen’s d values exceeding 0.78, indicating a substantial effect. Student observations and responses also revealed positive engagement during SCCrT–AR learning activities. In conclusion, the AR-assisted SCCrT model is effective in enhancing students’ critical and creative thinking, as well as their science literacy, and represents a promising alternative for chemistry learning in the digital era.
Co-Authors Ade Rahmawati Idris Arif Sholahuddin Gusti Aulia Nasution Hestu Anggrah Puput Riadi Rusmansyah Siti Nor Laily Hikmah Vermiana Nur Utami