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Modul Kimia Berbasis Project Based Learning untuk Sekolah dengan Kurikulum Merdeka Ibrahim, A Rachman; Siregar, Chyntia Meliana; Farwati, Ratna
Intelektualita Vol 12 No 2 (2023): Jurnal Intelektualita: Keislaman, Sosial, dan Sains
Publisher : Wakil Rektor III Bidang Kemahasiswaan dan Kerjasama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/intelektualita.v12i2.20246

Penelitian ini bertujuan untuk menghasilkan modul kimia berbasis Project Based Learning yang valid, praktis, dan efektif, yang dibutuhkan oleh sekolah yang mengimplementasikan Kurikulum Merdeka. Penelitian ini menggunakan model pengembangan Rowntree yang dimodifikasikan dengan evaluasi formatif Tessmer. Tahapan model pengembangan Rowntree yaitu perencanaan, pengembangan, dan evaluasi. Sedangkan tahap pengembangan evaluasi formatif Tessmer terdiri dari self evaluation, expert review, one-to-one, small group, dan field test. Data dikumpulkan melalui wawancara, angket, dan tes. Hasil penelitian pada tahap expert review menunjukkan bahwa kevalidan desain menurut koefisien Aiken sebesar 0,93 dengan kategori tinggi, kevalidan materi sebesar 0,97 dengan kategori tinggi, dan kevalidan pedagogik sebesar 0,92 dengan kategori tinggi. Pada tahap one-to-one diperoleh persentase praktikalitas modul sebesar 93,05% dengan kategori sangat praktis. Pada tahap small group diperoleh persentase praktikalitas modul sebesar 94,9% dengan kategori sangat praktis. Hasil efektivitas yang diperoleh dari field test dengan nilai N-Gain sebesar 0,73 dengan kategori tinggi. Dengan demikian, Modul Jenis-Jenis Materi dan Perubahannya berbasis Project Based Learning telah memenuhi kriteria valid, praktis, dan efektif.

Cognitive of Pre-service Teachers in Designing STEM-based Learning Using CODE-PLAN Model Isnaini, Muhammad; Farwati, Ratna; Metafisika, Kartika; Nasrudin, Dindin
Jurnal Penelitian dan Pembelajaran IPA Vol 9, No 2 (2023): Available Online in November 2023 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v9i2.21557

STEM-based learning implementation plan aims to integrate aspects of natural science, technology, engineering, and mathematics in a holistic learning activity. In the educational context, pre-service teachers have an important role in developing effective learning implementation plans to achieve learning goals and facilitate the student learning process. This study aimed to explore the cognitive abilities of prospective teachers in designing STEM-based learning implementation plans using the CODE-Plan model. This research was conducted using qualitative research methods involving several pre-service chemistry teachers as participants. Pre-service chemistry teachers design lesson plans based on the CATUR STEM guidebook (how to organize STEM Learning). This guidebook is a product developed by researchers. Data was collected through interviews, observations and analysis of documents related to learning implementation plans that pre-service chemistry teachers had made. The cognitive abilities of pre-service chemistry teachers in designing STEM-based learning implementation plans are assessed through several indicators, including clarity in formulating objectives, accuracy of integration of context and content, accuracy of a series of STEM-based learning activities, and completeness of the assessment. The results of the research show that most pre-service chemistry teachers have been able to make plans for implementing STEM-based learning by adapting the methods in the CATUR STEM guidebook. Some of the pre-service chemistry teachers have been able to formulate learning objectives in accordance with the chemistry curriculum, design STEM-based learning activities that are oriented towards learning objectives, and plan evaluations. Various chemistry issues in everyday life are correlated with chemistry material and presented in STEM-based learning activity plans by pre-service chemistry teacher students. However, pre-service chemistry teacher students still need to improve in planning the total lesson hours needed for each meeting, and some of the chemical issues used in these learning activities are difficult to implement in the classroom

Transforming the Chemistry Education Curriculum: Students’ Creativity Using AI in Lectures Farwati, Ratna; Sari, Indah; Fadhilah, Geby Ayu
Hydrogen: Jurnal Kependidikan Kimia Vol 12, No 4 (2024): August 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i4.12569

This Research examines of The Usage of Artificial Intelligence (AI) such as ChatGPT and alike of that by Chemistry Education students in the learning process, and provides recommendations for the transformation of the chemistry education curriculum. The results of a survey of 76 students from universities in Palembang and Serang show that ChatGPT and similar AI have become important tools in supporting academic activities, especially in understanding chemistry concepts, compiling reports, and conducting research. However, students face several problems, including the cost of use, lack of knowledge about AI, limited access, and operational difficulties. Therefore, this study recommends the integration of AI into lecture materials, the provision of comprehensive training, increasing access and technical support, and periodic evaluation and adjustment of the curriculum.

Kesiapan Belajar Siswa di Kelas Kimia dengan Kurikulum Prototipe Farwati, Ratna
Edukimia Vol 4, No 3 (2022): Edukimia - Vol. 04, Issue 03 (October 2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v4.i3.a405

In 2022, the government offers three curriculum options to schools in Indonesia. The three curricula are the 2013 Curriculum, Kurikulum Darurat (Emergency Curriculum), and Prototype Curriculum. Students as subjects in learning must be ready with any curriculum used by their school. The Prototype Curriculum is new. Therefore, this study was conducted to determine students learning readiness in schools that implement the Prototype Curriculum. The research data was collected by surveying 98 students whom took chemistry class in one high school at Ogan Komering Ilir Regency, South Sumatra. The survey was conducted from April to May 2022. The survey data was collected using a questionnaire with 30 statements, on a scale of 1-5, consisting of components of physical, psychological, material, and cognitive readiness. This research instrument adopts what has been developed by Slameto (2013). The data is tabulated, calculated on the average per component of each student and all students, then calculated as the average of all data to categorize students learning readiness at the school. The average value of 1-2,5 means not ready, while the value of 2,6-5 means ready. The survey results showed that the average value of physical readiness was 4.33; psychic readiness was 4.00; material readiness was 4.20; and cognitive readiness was 3.23. Thus, students at one SMA in Ogan Komering Ilir Regency have good learning readiness in chemistry class with the Prototype Curriculum. Although the cognitive readiness of students is not optimal, teachers can improve it by designing integrative and fun learning such as the STEM learning model.

Transforming the Chemistry Education Curriculum: Studentsâ€™ Creativity Using AI in Lectures Farwati, Ratna; Sari, Indah; Fadhilah, Geby Ayu
Hydrogen: Jurnal Kependidikan Kimia Vol. 12 No. 4 (2024): August 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v12i4.12569

This Research examines of The Usage of Artificial Intelligence (AI) such as ChatGPT and alike of that by Chemistry Education students in the learning process, and provides recommendations for the transformation of the chemistry education curriculum. The results of a survey of 76 students from universities in Palembang and Serang show that ChatGPT and similar AI have become important tools in supporting academic activities, especially in understanding chemistry concepts, compiling reports, and conducting research. However, students face several problems, including the cost of use, lack of knowledge about AI, limited access, and operational difficulties. Therefore, this study recommends the integration of AI into lecture materials, the provision of comprehensive training, increasing access and technical support, and periodic evaluation and adjustment of the curriculum.

STEM Education Implementation in Indonesia: A Scoping Review Farwati, Ratna; Metafisika, Kartika; Sari, Indah; Sitinjak, Debora Suryani; Solikha, Dian Farkhatus; Solfarina, Solfarina
International Journal of STEM Education for Sustainability Vol 1, No 1 (2021)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

In Indonesia, STEM education has been implemented in the learning process since 2014. The number of researches on the implementation of STEM education are increasing from year to year. Therefore, this research was conducted to map the all articles published online with the theme of STEM education implementation in Indonesia. The scoping review was carried out following the framework from Arksey O'Malley (2005), with the following steps: (1) formulating research questions, (2) exploring research results on Google Scholar database from 2015-2020 with the keyword “implementation” + "STEM education" + “Indonesia”, (3) sorting the collected articles with predetermined criteria and selecting them according to the PRISMA model, (4) discussion, and (5) conclusion. Found 597 articles that match to these keywords and 154 articles that meet the criteria as research data. The results showed that the STEM education is implemented as a learning strategy and approach, integrated with other learning models, used as a learning assessment, and developed into teaching materials, modules, and learning media. Additionally, teachers implement STEM to improve entrepreneurship skills, learning motivation, and various 21st-century skills in their students. Furthermore, research on STEM has been conducted in 19 provinces in Indonesia, which are dominated by West Java and East Java provinces. Beside that, the STEM education has been studied at all levels of education and high school is the most widely used research subject and STEM education has grown in small units and has proven to be capable of developing many student skills. The implementation of STEM education can be a trigger for renewal in the world of education.

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