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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) INKUIRI : Jurnal Pendidikan IPA Journal on Education Chemistry in Education
Devy Lestari
Universitas Negeri Semarang
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Physics Other

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Upaya Meningkatkan Minat Belajar Kimia Peserta Didik Melalui Kemampuan Kreatif Dan Inovatif Pendidik Ulfa Lutfianasari; Devy Lestari
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6278

Abstract

The Merdeka Curriculum focuses on basic material, character development and competency. The independent curriculum provides the opportunity for classes XI and XII to choose subjects according to their preferred interests. Based on interviews and observations conducted at SMAN 14 Semarang, it is known that chemistry is the least popular subject because it is the first subject with the lowest number of voters. Therefore, efforts that can increase student interest need to be made. The aim of this research is to conduct an analysis of the efforts made to increase students' interest in learning chemistry. The method used in this research is descriptive qualitative. The research results show that innovative and creative teachers have an impact on students' interest in learning chemistry. innovative and creative teachers can use various creative ideas in learning, such as choosing learning approaches, learning media, and creating a pleasant classroom atmosphere.
Project-Based Digital Worksheets with Chemoentrepreneurship to Foster Creative Thinking and Entrepreneurial Interest in Reaction Rates Nuri Jannati Azzahra; Sri Susilogati Sumarti; Devy Lestari
Chemistry in Education Vol. 15 No. 1 (2026): Chemistry in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/chemined.v15i1.39769

Abstract

The teaching of factors affecting reaction rates in high schools still tends to emphasize conceptual aspects and does not fully relate chemical concepts to real-life contexts. This condition prevents students' creative thinking skills and entrepreneurial interests from developing optimally. Therefore, digital teaching materials that can facilitate active, contextual, and meaningful learning are needed. This study aims to develop and test the feasibility and effectiveness of Chemoentrepreneurship-oriented Project-Based Learning Electronic Student Worksheets on the subject of factors affecting reaction rates in improving students' creative thinking skills and entrepreneurial interest. This study used a research and development method with a Four-D model, which includes the stages of definition, design, development, and dissemination. The research subjects were grade XI students at a public high school, who were divided into an experimental class and a control class. Data were collected through expert validation sheets, pre-tests and post-tests, creative thinking ability observation sheets, and entrepreneurial interest questionnaires, then analyzed descriptively and inferentially. The results showed that the developed Electronic Student Worksheets met the criteria of being highly feasible based on expert validation. In addition, it has been proven that the use of these teaching materials can improve students'.
Critical Thinking Profile of Chemistry Pre-Service Teachers in Pre-Laboratory Sessions Devy Lestari; Endah Fitriani Rahayu; Rosi Oktiani
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 2 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i2.101972

Abstract

Critical thinking skills are essential for chemistry pre-service teachers, particularly in pre-laboratory sessions. However, many students struggle to apply these skills before conducting experiments. This study aims to analyze the critical thinking profile of chemistry pre-service teachers in pre-laboratory sessions, identifying key indicators that require improvement. This research adopts a quantitative descriptive approach with purposive sampling, involving 32 second-semester Chemistry Education students enrolled in the Basic Chemistry Practicum course. The research instrument consists of 40 multiple-choice questions based on Ennis' critical thinking indicators. Data were collected through pre-laboratory tests and analyzed using descriptive statistics to determine score distribution and categorize students' critical thinking levels. Results show that most students fall into the fairly good category (62.50%), while 15.62% reached the good category. The highest-scoring indicator was defining terms (81.250, good category), while analyzing arguments had the lowest score (48.125, less category). These findings indicate that students struggle with evaluating information and connecting theories to experimental outcomes. This study provides a specific analysis of critical thinking skills in pre-laboratory sessions, an area that remains underexplored. The findings support the need for inquiry-based learning, reflective discussions, and scientific argument evaluation to enhance critical thinking skills in chemistry pre-service teachers.
Exploring Preservice Chemistry Teachers’ Creativity in Designing Learning Media through a TPACK–STEM Framework: Evidence from Learning Artifacts and Student Perceptions Murbangun Nuswowati; Devy Lestari; Harjito Harjito; Ahsanu Amala Zulkarnain; Nihayatur Rif’ah; Ayu Ainul Widad
Jurnal Penelitian Pendidikan IPA Vol 12 No 9 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i9.15646

Abstract

Despite increasing attention to technology-integrated STEM learning in teacher education, limited studies have examined how artifact-based project learning reveals pre-service chemistry teachers’ creative thinking in designing media for abstract chemistry concepts. This study explored pre-service chemistry teachers’ creative thinking in integrated Technological Pedagogical Content Knowledge–Science, Technology, Engineering, and Mathematics learning through teaching aid development. A descriptive-exploratory design involved 12 master’s students in chemistry education. Data were collected using a student perception questionnaire, open-ended responses, documentation, and analysis of three artifacts: TyndallScope, Guess Who? Periodic Table Educational Game, and Chromatography Chamber Guide. Quantitative data were analyzed descriptively, while qualitative data were examined through artifact analysis and thematic interpretation. The results showed perceptions, with the highest mean scores in creativity (M = 4.35; SD = 0.48), relevance of integrated learning (M = 4.29; SD = 0.32), and usefulness of technology (M = 4.25; SD = 0.41). Artifact analysis showed that creative thinking was represented through originality, usefulness, flexibility, and elaboration. The products demonstrated learning innovation through colloid visualization, game-based periodic table reasoning, and guided chromatography inquiry. These findings indicate that artifact-based project learning can make creative pedagogical thinking visible and provide a meaningful context for instructional media design among pre-service chemistry teachers.
Co-Authors Ahsanu Amala Zulkarnain Ayu Ainul Widad Harjito Harjito Murbangun Nuswowati Nihayatur Rif’ah Nuri Jannati Azzahra Rahayu, Endah Fitriani Rosi Oktiani Sri Susilogati Sumarti Ulfa Lutfianasari