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All Journal SAINSMAT Jurnal Inovasi Pendidikan IPA Celebes Biodiversitas : Jurnal Sains dan Pendidikan Biologi Jurnal IPA Terpadu KACANEGARA Jurnal Pengabdian pada Masyarakat Jurnal Pengabdian Magister Pendidikan IPA Indonesian Journal of Educational Science (IJES) Jurnal Studi Guru dan Pembelajaran Journal of Vocational Education Studies (JOVES) Journal of Applied Science, Engineering, Technology, and Education Quimica : Jurnal Kimia Sains dan Terapan Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia ARRUS Journal of Mathematics and Applied Science Jurnal Pengabdian Kepada Masyarakat Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Sulawesi Tenggara Educational Journal Jurnal Literasi Pendidikan Fisika (JLPF) Education and Counseling Journal Indonesian Journal of Social and Educational Studies SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Jurnal Atma Inovasia Journal of Health, Education, Economics, Science, and Technology (J-HEST) Arfak Chem: Chemistry Education Journal Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Edukimbiosis: Jurnal Pendidikan IPA Chemedu: Jurnal Ilmiah Pendidikan Kimia JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Pengabdian Sosial Abdi Kimia : Jurnal Pengabdian Masyarakat Jurnal Abdi Negeriku SMART: Jurnal Pengabdian Kepada Masyarakat Macca: Science-Edu Journal Hayyan Journal Jurnal Pendidikan IPA Indonesia International Journal of Educational Practice and Policy
Nur Indah Sari
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Exploring the impact of artificial intelligence in chemistry teaching: A systematic review of empirical research Sari, Nur Indah; Ahmad, Fandi
Arfak Chem: Chemistry Education Journal Vol. 8 No. 2 (2025): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v8i2.1083

Abstract

Chemistry education frequently struggles to foster a comprehensive understanding, often because it focuses too narrowly on macroscopic, submicroscopic, or symbolic representations. While Artificial Intelligence offers considerable potential to enhance learning, research specifically examining its impact on chemistry teaching remains scarce. This study aimed to identify, evaluate, and synthesize empirical literature on the effects of AI in chemistry teaching. This study was conducted in accordance with the PRISMA three sequential stages: 1) a comprehensive literature search in scientific databases utilizing keywords such as Artificial Intelligence, Chemistry Teaching, and Empirical Study/Research; 2) a selection process based on the inclusion and exclusion criteria; and 3) systematic data extraction. The literature review incorporated 13 empirical research articles published in Scopus- and Sinta-indexed journals. Findings consistently indicate that AI integration significantly impacts learner performance and instructional effectiveness by facilitating just-in-time, automated, and individualized feedback. Specific AI applications identified include generative tools for conceptual problem-solving, the utilization of ChatGPT/Bing Chat, gamified learning approaches, and AI assistants within remote laboratory settings. Nevertheless, this study highlights the inherent limitations of AI in addressing complex chemical content, alongside prevalent student concerns about AI accuracy, plagiarism, data privacy, and the potential for over-reliance on this technology.
Pelatihan pembuatan mikromodul berbasis discovery learning bagi MGMP IPA kota Maros Sari, Nur Indah; Muhiddin, Nurhayani Haji; Arif, Rifda Nurhimawati; Syakur, Akhmad; U, Sahrani
KACANEGARA Jurnal Pengabdian pada Masyarakat Vol 9, No 1 (2026): February
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/kacanegara.v9i1.3138

Abstract

Pelatihan pembuatan mikromodul berbasis Discovery Learning bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan materi ajar yang inovatif, menarik, dan sesuai dengan kebutuhan peserta didik. Pelatihan ini menerapkan model Discovery Learning yang mendorong peserta didik untuk belajar secara aktif melalui proses penemuan dan pemecahan masalah. Selain itu, pemanfaatan teknologi mikromodul digunakan untuk menyajikan materi pembelajaran secara ringkas, sistematis, dan mudah diakses. Peserta kegiatan ini berjumlah 30 orang guru IPA yang tergabung dalam MGMP IPA Kabupaten Maros. Metode yang digunakan dalam kegiatan pelatihan ini adalah Participatory Action Research (PAR), yang meliputi tahapan penyampaian materi dan sesi tanya jawab, pendampingan praktik langsung pembuatan mikromodul menggunakan platform Canva, serta kegiatan evaluasi untuk mengukur efektivitas pelatihan. Hasil evaluasi menunjukkan adanya peningkatan skor rata-rata peserta dari 40,34 pada pretest menjadi 62 pada posttest, dengan persentase kenaikan sekitar 53,69%. Peningkatan tersebut menunjukkan bahwa pelatihan memberikan dampak signifikan terhadap pengetahuan dan keterampilan guru dalam menyusun mikromodul berbasis Discovery Learning. Guru menjadi lebih mampu mengintegrasikan teknologi dalam pembelajaran serta menghasilkan bahan ajar yang relevan dengan karakteristik peserta didik. Dengan demikian, kegiatan pelatihan ini berkontribusi pada peningkatan kualitas pembelajaran IPA di Kabupaten Maros.
Exploring the Wilcoxon Test in Science Education: A Literature Review of Empirical Research Nur Indah Sari Indah; Fandi Ahmad
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4712

Abstract

Wilcoxon test, a non-parametric statistical method, is often used in educational research to analyze significant differences between two groups of related data. This study explores the utilization of the Wilcoxon Test in science education research through a systematic literature review approach of empirical studies. The review included empirical research articles published in accredited scientific journals and applied the Wilcoxon Test as data analysis. The findings showed the prevalence of using the Wilcoxon Test in pre-test and post-test data analysis in experimental research design, comparative research, extension research, and development research. In addition, the study identified various variations of the Wilcoxon Test application, including the Wilcoxon Test for paired samples and the Wilcoxon Test with continuity correction. This literature review provides a comprehensive description of Wilcoxon Test applications in science education research and recommends careful consideration for researchers in selecting and applying the statistical test based on data characteristics and research objectives.
Analysis of Students’ Ability to Develop Critical Thinking Skills Assessment Instruments Using Discussion and Lecture-Based Learning Methods Arif, Rifda Nur Hikmahwati; Ramlawati; Sari, Nur Indah; Riski Ramadani, Andi Tri
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.354

Abstract

Critical thinking skills are essential competencies in 21st-century education because they support students in analyzing information, evaluating arguments, and making reasoned decisions. In science education, these skills are important not only for understanding scientific concepts but also for solving complex problems and interpreting evidence. However, developing valid and reliable assessment instruments for measuring critical thinking remains a challenge, especially for pre-service teachers. This study aims to analyze the ability of Science Education students to develop critical thinking assessment instruments and to compare the effectiveness of three frameworks: Facione, Watson–Glaser Critical Thinking Appraisal (WGCTA), and Ennis. The research employed a quantitative approach using a descriptive–comparative design involving 27 students enrolled in an assessment instrument development course. Data were collected through the evaluation of instruments developed by students using a validated rubric and analyzed using descriptive and inferential statistical techniques. The results indicate that students demonstrated good ability in developing critical thinking assessment instruments. The average scores were 70.45 for Facione, 82 for WGCTA, and 78.18 for Ennis. The analysis showed no significant difference among the three frameworks, indicating comparable effectiveness in supporting students’ ability to develop critical thinking assessment instruments.
The Effect of Process-Oriented Guided Inquiry Learning Strategy on Students' Understanding of Stoichiometry Concepts and Collaboration Skills Ahmad, Fandi; Indah Sari, Nur
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 2 (2026): Biology, Physics, Chemistry, and other Basic Sciences
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i2.439

Abstract

This study addresses low student understanding of stoichiometry and collaboration skills in vocational pharmacy education by examining the effect of Process Oriented Guided Inquiry Learning (POGIL) on these competencies among Diploma (D3) pharmacy students. An experimental method with a pretest-posttest control group design was employed. The results show that POGIL led to a significant increase in students' understanding of stoichiometry, with the experimental group achieving higher average posttest scores (a mean difference of X points) and a greater N-Gain than the control group. Additionally, students’ collaboration skills in the POGIL group improved significantly, as evidenced by a higher mean collaboration score, though this group also displayed a slightly wider range of scores.POGIL is an effective active learning strategy for improving conceptual understanding and collaboration skills in vocational pharmacy education. Its use is recommended in this context. Further research should assess its impact on other chemistry topics and on graduates’ work-readiness over time.
PEMBELAJARAN TRANSFORMATIF DALAM PENDIDIKAN IPA: A LITERATURE REVIEW OF EMPIRICAL RESEARCH Ahmad, Fandi; Sari, Nur Indah
Edukimbiosis: Jurnal Pendidikan IPA Vol. 4 No. 2 (2026): Edukimbiosis: Jurnal Pendidikan IPA
Publisher : Program Studi Tadris IPA IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/edukimbiosis.v4i2.16723

Abstract

21st century science education must be able to foster critical and reflective scientific literacy through transformative learning. This research aims to synthesize, analyze and evaluate the state of the art from empirical research related to the application of transformative learning in science education. The research method used was a Systematic Literature Review following PRISMA guidelines for 15 selected articles. The research results reveal that the disorienting dilemma triggered by the theory-practice gap, socio-scientific issues, and visceral experiences in the wild are the main catalysts for transformation. The process of critical reflection plays an important role in bridging epistemological beliefs with field realities, which results in deep changes in self-identity, global perspective, and self-empowerment in environmental action. The results of the literature analysis show that transformative learning has succeeded in shifting the science education paradigm from simply memorizing concepts to developing critical and reflective scientific literacy. This is essential for forming students into independent individuals who are socially responsible for global issues such as climate change and sustainability.
OPTIMALISASI PENYUSUNAN LITERATURE REVIEW DENGAN ARTIFICIAL INTELLIGENCE: PELATIHAN UNTUK GURU MGMP KIMIA KABUPATEN PANGKEP Fandi Ahmad; Vika Puji Cahyani; Sitti Faika; Muhammad Yunus; Nur Indah Sari
Jurnal Abdi Negeriku Vol 5, No 1 (2026): Jurnal Abdi Negeriku
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/jan.v5i1.84213

Abstract

Keterbatasan kemampuan guru dalam menyusun literature review yang sistematis dan berbasis referensi mutakhir menjadi salah satu kendala dalam pengembangan profesional dan penulisan karya ilmiah. Pemanfaatan Artificial Intelligence (AI) berpotensi menjadi solusi untuk membantu proses penelusuran dan evaluasi literatur secara lebih efisien dan terarah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan kesiapan guru MGMP Kimia Kabupaten Pangkep dalam menyusun literature review melalui pelatihan pemanfaatan AI. Metode yang digunakan meliputi pemaparan materi, demonstrasi penggunaan AI, serta praktik langsung. Evaluasi dilakukan menggunakan instrumen pretest–posttest dan angket respon peserta. Hasil kegiatan menunjukkan adanya peningkatan rata-rata skor peserta dari 55 pada pretest menjadi 80 pada posttest, dengan nilai Normalized Gain (N-Gain) sebesar 0,56 yang berada pada kategori sedang. Selain itu, sebanyak 83,3% peserta memperoleh nilai posttest di atas 70, dan 93,3% peserta menyatakan merasa lebih siap dalam menyusun literature review setelah mengikuti pelatihan. Hasil ini menunjukkan bahwa pelatihan pemanfaatan AI cukup efektif dalam meningkatkan pemahaman dan kesiapan guru dalam menyusun literature review secara sistematis dan beretika. Kegiatan ini direkomendasikan untuk dikembangkan melalui pelatihan lanjutan dan pendampingan berkelanjutan agar dampak yang dihasilkan lebih optimal.
Students' Conceptual Understanding of the DSI Model within the TaRL Approach Ramlawati Ramlawati; Nur Indah Sari; Sitti Rahma Yunus; Nur Faisah; Zulqifli Alqadri
Jurnal Inovasi Pendidikan IPA Vol. 12 No. 1 (2026): April 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v12i1.82342

Abstract

The Merdeka curriculum uses differentiation in content, process, and product, with DSI process differentiation through tiered activities and varied guidance to accommodate diverse student learning styles. The research aimed to determine the level of concept understanding among students at the inquiry level, both before and after being taught using the DSI learning model based on the TaRL approach in class VIII. The subjects were 34 students from a junior high school in Makassar. This research was a pre-experimental with a one-group pretest-posttest design, involving an experimental group and a control group. Data collection used initial ability and concept understanding tests on light and optical devices through pre-tests and post-tests. Research findings showed that the student significantly improved their conceptual understanding, with average scores increasing from 6.31 on the pre-test to 16.12 on the post-test. Then, the DSI Model within the TaRL approach was effective in strengthening the students’ conceptual understanding of science subjects.
Co-Authors Ahmad Hasyim Akhmad Syakur Amalia Amalia Amaliah, Rezeki Andi Afrinaramadhani Hatta Arie Arma Arsyad Arif, Rifda Nur Hikmahwati Arif, Rifda Nurhikmawati Arif, Rifda Nurhimawati Aristanto, Aristanto Army Auliah Damayanti, Putri Eka Apriyanti Eka Supriatna Elfira Jumrah Elpisah Erni Rismawanti Fandi Ahmad Fandi Ahmad Fandi Ahmad Gustiana Gustiana, Gustiana Hamzah, Eka Fitriana Hanikah, Hanikah Hartini Hartini Hasria Alang Hussain, Halimah Ilmi, N. Iqbal Musthapa Islawati Lakamau, Yosina Merlis Nirmala Putri Muhammad Yunus Muhiddin, Nurhayani Haji Muhiddin, St. Mutia Alfiyanti Munawwarah Munawwarah Munawwarah Ninah Wahyuni Amaliah Nur Abu, St. Hayatun Nur Faisah Nurfitra Yanto Nurhayani H. Muhiddin Nurhayani H. Muhiddin Nurhayani H. Muhiddin, Nurhayani H. Nurul Ilmi, Nurul Panggabean, Hanna Maria Prudensiana Mude R. Kusumawati Rahman, Nurul Aulia Rahmat, Irwandi Ramlawati Ramlawati Ramlawati Ramlawati*, Ramlawati Ramlawati, Ramlawati Ratnaningsih Eko S. Rifda Nur Hikmahwati Arif Riski Ramadani, Andi Tri Rosadi, Husna Hadi Sahrani, Sahrani Sahribulan, Sahribulan Salma Samputri Shoffan Fatkhulloh Sitti Faika Sitti Rahma Yunus Sitti Saenab Sitti Saenab, Sitti Sumiri, Sumiri Syarifuddin U, Sahrani Vika Puji Cahyani Wahyu Kurniawati Widiastini Arifuddin Yahya Yesin, M. Yunus, Muh Yunus, Sitti Rahma Zulqifli Alqadri