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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE)
Almubarak Almubarak
Faculty of Teacher Training and Education, Universitas Lambung Mangkurat
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Interest-Based Teaching Materials in Chemistry Ed: Advancing Pedagogical Practices for Pre-service Teachers Engagement Almubarak Almubarak; Parham Saadi; Yusuf Al Arief; Dini Noor Arini
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8741

Abstract

Interest is an essential element in designing chemistry learning. Teaching students based on interest trains sensitivity and as a reinforcement of chemical content, including triggering students' thinking processes through relevant teaching materials. However, the development of teaching materials focused on the interest approach is still limited, especially in chemistry education in higher education. The research method uses the ADDIE development model (analyse, design, develop, implement, evaluate), with data collection techniques using questionnaires, observation, and documentation, including product feasibility criteria (valid, practical, and effective). The data analysis technique uses a quantitative approach, especially in the aspects of validity to product effectiveness. The results show that the products obtained through the development model and show that the product is declared feasible, with a high validity of 88.80%, practical implementation of 94% (aspect of implementation), and effectiveness in learning management of 94% (aspect of teacher ability to manage learning). Developing interest-based teaching materials is a strategic step to improve students' structure and mental models as prospective teachers, including conceptual understanding and intrinsic motivation. Thus, empowerment of interest influences students' thinking ability, which also helps them experience cognitive transformation as an improvement in mental structure and model in understanding context. This research is also a provision to face various global challenges that are increasingly complex and connected.
Assessing Students Understanding of Chemical Bonds Material by Rasch Modeling Almubarak Almubarak; Parham Saadi; Restu Prayogi; Pamela Paula Maldini
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 5, No. 3, September 2023
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v5i3.22242

Abstract

This study aimed to assess high school student’s understanding of Banjarmasin by Rasch modeling, preci-sely the cognitive aspect. The research method was descriptive with a quantitative approach to assess the pattern of reactions and symptoms of Rasch data. According to the research findings, the person reliability (students) was +0.66 based on the Rasch modeling analysis, with the criterion satisfactory, indicating that the students knowledge was adequate. At the same time, Cronbachs’ alpha score had a value of +0.71 and met the criteria of excellent. In addition, the students with the highest level of understanding were coded 127P12B with a logit value (person measure) of 2.52 and average students with logit value of -0.77 or <0. In contrast, the students with low abilities were coded 030P10B and 059L11B (same logit value, -3.27 or <0). Other data were INFIT MNSQ and OUTFIT MNSQ (person) with average values of +0.99 and +1.14 (closer to 1, the better), while the INFIT and OUTFIT ZSTD values were -0.1 and 0.0 respectively (closer to 0, better). The most difficult question was Q16, which had a logit score of 1.96; students’ logit values carried this question. Students were regarded to have appropriate knowledge even though their ability excee-ded the problem ability. In conclusion, the Rasch model-based pre-learning evaluation was found to be useful in measuring students’ cognitive grasp of chemical bonding material. This study could serve as the primary reference for teachers in assessing students’ level of knowledge before they begin learning. In addi-tion to interpreting student knowledge through various Rasch data presentations, a study of the structure of questions with varying difficulty levels could be used to assess the full group of students’ understanding of chemistry.
Canonical Correlation Analysis for Understanding Foundational-Advanced Chemistry Classes Relationship and Their Role in Preparing Preservice Teacher Almubarak Almubarak; Restu Prayogi; Sukmawati Yasim; Aidil Adhani
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.10974

Abstract

Mental models and the strength of basic chemistry concepts are the primary foundation for students to avoid obstacles in highly complex material. On the other hand, students' understanding of basic chemistry concepts has not been optimally developed, even though this situation impacts understanding complex material at the advanced level. However, simultaneous analysis of the relationship between foundational and advanced level courses using a statistical test approach is rarely done, even though this condition impacts learning success at the upper level. The purpose was to determine (1) the simultaneous relationship between prerequisite and advanced level courses, and (2) the contribution of each prerequisite course in predicting student academic achievement in advanced level classes. This study used a quantitative correlational design with canonical correlation analysis, involving introductory chemistry and school chemistry courses as prerequisites and basic organic chemistry and physical organic chemistry as advanced-level variables. Data collection used documentation techniques for students' cognitive learning outcomes in the chemistry education study program. The study results showed that the first canonical function (function 1) obtained a correlation of 0.99398 with p = 0.000 and an eigenvalue of 82.31551. This indicates a significant simultaneous relationship, with introductory chemistry contributing the most, while school chemistry contributed little. This study emphasises the importance of strengthening mastery of basic chemistry concepts and integrating pedagogical content to support student academic success and preparedness. This study provides a fundamental foundation for the importance of developing chemistry education programs that impact student academic performance while preparing them to face increasingly inclusive and connected global challenges through modern learning.
Co-Authors Aidil Adhani Atiek Winarti Bambang Sumardjoko Dini Noor Arini Pamela Paula Maldini Parham Saadi Restu Prayogi Solly Aryza Sukmawati Yasim Titi Sundari Yusuf Al Arief Zakhele Nzuza