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All Journal International Journal of Pedagogy and Teacher Education JKPK (Jurnal Kimia dan Pendidikan Kimia)
Ari Syahidul Shidiq
Chemistry Education Study Program, Faculty of Teacher Training and Education, Universitas Sebelas Maret
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Social Sciences

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The Impact of the Common Knowledge Construction Model (CKCM) Integrated with Ethnoscience and Podcasts on Science Process Skills in the Topic of Chemical Bonding Viki Nurlatifah; Mohammad Masykuri; Wirawan Ciptonugroho; Sri Yamtinah; Maria Ulfa; Bakti Mulyani; Agung Nugroho Catur Saputro; Ari Syahidul Shidiq
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i1.87665

Abstract

Technological advances and competition in the 21st-century demand that students enhance their knowledge and skills. The Common Knowledge Construction Model (CKCM) can effectively influence students' academic skills and achievements in chemistry. This study examined the impact of CKCM integrated with ethnoscience and podcasts on improving science process skills and student learning outcomes. A quasi-experimental design with cluster random sampling was employed to select experimental and control groups from the population of specialization 11th-grade science program  (five classes) in a senior high school in Boyolali Regency. Multiple-choice questions were used to measure science process skills and learning outcomes. Descriptive analysis and hypothesis testing were conducted using the Kruskal-Wallis test. The results revealed a significance value of 0.000 in both hypothesis tests for science process skills and learning outcomes. A significance value of less than 0.05 indicates that the application of CKCM positively impacts both variables. Integrating ethnoscience provides a deeper understanding by building culturally contextualized logical thinking. Supported by podcast media, it creates a dynamic and engaging learning environment that helps students actively construct their knowledge. This research contributes to developing the CKCM learning model mediated by podcasts to empower chemistry knowledge and science process skills, preparing students to meet the challenges of the 21st century.
The Effect of a Culturally Responsive Teaching Approach Integrated with Comics with the Think Talk Write Learning Model on Students’ Learning Activities and Achievement in Basic Law of Chemistry Topics Afifah Khoirunnisa; Bakti Mulyani; Elfi Susanti Vh; Sri Yamtinah; Mohammad Masykuri; Maria Ulfa; Ari Syahidul Shidiq
JKPK (Jurnal Kimia dan Pendidikan Kimia) Vol 8, No 3 (2023): JKPK (Jurnal Kimia dan Pendidikan Kimia)
Publisher : Program Studi Pendidikan Kimia FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkpk.v8i3.80152

Abstract

This study examines the impact of integrating the Culturally Responsive Teaching (CRT) approach with comic-based learning and the Think Talk Write (TTW) model on student learning activities and achievements in fundamental chemistry. Focusing on chemical reactions (combustion, rusting, fermentation, etc.) and laws (Dalton’s, Proust’s, Gay-Lussac’s, etc.), the research adopts a pretest-posttest non-equivalent control group design in a quasi-experimental setting with 36 students divided equally between control and experimental groups. Comparative analysis shows that the experimental group outperforms the control group in learning activities and achievements. The experimental group, subjected to the CRT and TTW model, demonstrates significantly higher engagement in learning activities. The N-Gain Score test reveals a notable increase in learning effectiveness—56.40% for the experimental group versus 29.69% for the control group, indicating the latter's relative ineffectiveness. In learning achievement, the experimental group exhibits a considerable improvement of 67.20%, while the control group shows a moderate gain of 50.12%. The results of the Multivariate Analysis of Variance (MANOVA) test, with the positive effect of integrating CRT with comics and the TTW model on student learning activities and achievements. The study highlights the efficacy of this approach in enhancing students' understanding and engagement in chemistry, suggesting a promising direction for future educational practices.
Co-Authors Afifah Khoirunnisa Agung Nugroho Catur Saputro Bakti Mulyani Elfi Susanti Vh Maria Ulfa Mohammad Masykuri Viki Nurlatifah Wirawan Ciptonugroho Yamtinah, Sri